This result is consistent with a va

This result is consistent with a variety of constructivist-based models of teaching
and learning. The advocates of these learning approaches insist that the students must be
actively involved in their learning. In our videotaped lecture few questions were posed by
students in the videotaped classroom but the learning environment for our studentsparticipants
was rather passive. They had control of the videotape but could only stop it
or replay section of it. Thus, the active engagement in the teaching-learning process was
very limited. Similar to a large lecture class they could not ask questions of the lecturer
or become involved in hands-on or minds-on activities. As a result the amount of
knowledge transferred from the lecturer to the student was relatively small. Further, the
students learned best those concepts which could be explained in a relatively simple way.
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The concepts which involved using scientific models seemed to have escaped transfer to
the students.
This study also confirmed that students’ prior knowledge can have a substantial
effect on how they understand a lecture. Prior knowledge affects what students perceive
to be addressed in the lecture. It may distort their understanding of the learning content to
the extent they may believe they heard what was not stated in the lecture at all. Again this
conclusion is consistent with a constructive approach to learning. The students’ prior
conceptions were not directly challenged during the lecture as they would be in an active
engagement mode of instruction. Thus, the students had no reason to modify their prior
conceptions. Instead, they used their prior conceptions as a basis for interpreting what
they heard.

Hasil (Bahasa Indonesia) 1:

Hasil ini konsisten dengan berbagai model berbasis konstruktivis pengajarandan belajar. Para pendukung dari pendekatan pembelajaran ini bersikeras bahwa siswa harusaktif terlibat dalam pembelajaran mereka. Dalam kuliah rekaman video kami beberapa pertanyaan yang diajukan olehsiswa di kelas rekaman video tapi lingkungan belajar untuk studentsparticipants kamiadalah agak pasif. Mereka memiliki kendali rekaman video tetapi hanya bisa menghentikannyaatau replay bagian itu. Dengan demikian, keterlibatan aktif dalam proses belajar-mengajar itusangat terbatas. Mirip dengan kelas kuliah besar mereka tidak bisa meminta pertanyaan dosenatau terlibat dalam kegiatan tangan atau pikiran-on. Akibatnya jumlahpengetahuan yang ditransfer dari dosen kepada siswa adalah relatif kecil. Lebih lanjut,siswa belajar terbaik konsep tersebut yang dapat dijelaskan dengan cara yang relatif sederhana.27Konsep-konsep yang terlibat menggunakan model ilmiah tampaknya telah melarikan diri menujuPara siswa.Penelitian ini juga menegaskan bahwa pengetahuan siswa sebelumnya dapat memiliki substansialefek pada bagaimana mereka memahami kuliah. Pengetahuan sebelumnya mempengaruhi apa yang siswa memahamiditangani dalam kuliah. Itu mungkin mendistorsi pemahaman mereka tentang konten pembelajaransejauh mereka percaya mereka mendengar apa tidak dinyatakan dalam kuliah sama sekali. Sekali lagi inikesimpulan ini konsisten dengan pendekatan yang konstruktif untuk belajar. Siswa sebelumnyaconceptions were not directly challenged during the lecture as they would be in an activeengagement mode of instruction. Thus, the students had no reason to modify their priorconceptions. Instead, they used their prior conceptions as a basis for interpreting whatthey heard.