The Urgency of Life-Long Learning for Students in Biology Learning

I. Amalia, M. Hayat
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引用次数: 1

Abstract

Education is a need for every child to have insight and hope for goals because basics education is helpful until the end of life. The existence of life-long learning indicators is very relevant to be applied by students in learning biology. These indicators include complex thinking, information processing, effective communication, collaboration/cooperation, and thinking habits. This study aims to determine the urgency of providing life-long learning for students in biology learning. The research method uses qualitative methods, the research instrument used in this study is a questionnaire. The results showed that the student's response was in the high category with a percentage of 60%, which means that students already understand the concept of life-long learning but have not applied it in their daily lives. 60.9% of students responded that life-long learning had not been implemented in biology learning at school and agreed if it was applied in biology learning. Therefore, the provision of life-long learning for students in biology learning is considered very important to apply.
生物学学习中学生终身学习的迫切性
教育是每个孩子对目标有洞察力和希望的需要,因为基础教育直到生命的尽头都是有帮助的。终身学习指标的存在与学生在生物学学习中的应用非常相关。这些指标包括复杂思维、信息处理、有效沟通、协作/合作和思维习惯。本研究旨在确定在生物学习中为学生提供终身学习的紧迫性。研究方法采用定性方法,本研究采用的研究工具为问卷调查。结果显示,该学生的反应属于高类别,比例为60%,这意味着学生已经理解了终身学习的概念,但尚未将其应用于日常生活中。60.9%的学生回答说,终身学习没有在学校的生物学习中实施,并同意是否将其应用于生物学习。因此,为学生提供终身学习的生物学学习被认为是非常重要的应用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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