Assessment 2 – PDHPE 1C

17460460

LIFE IS A CIRCUS - HEALTHY, SAFE AND ACTIVE LIFESTYLES

Life is a Circus Course Personal 5 weeks

Subject Duration
Development,
Health and Physical
Education (PDHPE)

Understanding Module Healthy, safe and Stage 4

Area of Year/Stage
emotions active lifestyles
Study Year 7
Stress
management

What positive actions contribute to the health, safety, wellbeing

Key Concepts /
and participation in physical activity levels of the wider
Big Ideas community?
(Essential  Propose strategies to address misconceptions and promote
Question) positive language and attitudes about mental health S I

 Set goals that enable them to achieve personal success in

physical activities and enhance health and wellbeing S

How can I effectively manage my own and support others’ health,

safety, wellbeing and participation in physical activity?
 Explore the impact of stress and coping on mental health
 Recognise the importance of trusting their own feelings,
thoughts and reading of different situations S
 Analyse how emotions, strengths and decision-making can
affect outcomes in different scenarios S

What skills and strategies can be used to manage change,

challenges and seek help?

 Explore the impact of stress and coping on mental health

The unit follows how life can imitate a circus. A circus is full of different,
Unit Context:
extraordinary and intense obstacles. Some situations in life can be the
same, and this unit will allow students to focus on how to deal with
such emotional obstacles like stress, how to set goals and how
resilience is an important part of life. Students will be performing a
‘circus trick’ to act as a metaphor for resilience. Here students will be
writing diary entries on how their emotional and physical experiences
were.
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Literacy Focus Numeracy Focus ICT Focus Differentiation

 Script writing  Statistics  Bubbl.us  Choice: role

 Y chart  How many  YouTube play or script
 Goal setting times videos writing
 Journal writing students  Websites –  Different ways
 Story about can perform article and to answer a
resilience a skill blog question for
 Canva website each learning
or phone level
application  Student
choose their
own skill
 Scaffold for 5-
sentence story
writing

AC Cross Curriculum Priorities

 Aboriginal and Torres  Asia and Australia’s
Strait Islander histories  Sustainability
engagement with Asia
and cultures

AC General Capabilities
Information    
 Critical  Ethical
and Intercultural Literacy Numerac Personal
and understandi
communicatio understandin y and
creative ng
n technology g social
thinking
capability capability

Other learning across the curriculum areas (Cross-curriculum content)

 Civics and  Work and
 Difference and Diversity
Citizenship Enterprise
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Objectives and Outcomes

Objective

Students Will:
Knowledge and The main purpose of this unit if to develop student’s ability to
Understanding manage emotions and strategies to support their sense of self. This
is achieved by exploring the big question of “how can I be the most
successful version of myself?”
PDHPE skills The following self-management skills (S) are focused on during this
unit:
 Strengthening personal identity
 Self-awareness
 Emotion and stress management
 Decision making and problem solving
The following interpersonal skills (I) are focused on during this unit:
 Communication
 Collaboration, inclusion and relationship building
 Social awareness

Outcomes
Area of Study/Module Outcomes
A student:
Plans for and participates in
Performing a circus
activities that encourage health
trick to understand and a lifetime of physical activity
resilience PD4-8
Enhancing self- Demonstrates self-management
management skills and skills to effectively manage
performance when complex situations PD4-9
exploring stress
Understanding the Applies and refines
importance of interpersonal skills to assist
connecting with themselves and others to
community and interact respectfully and
physical activity promote inclusion in a variety of
groups or contexts PD4-10
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Key Inquiry Question
What positive actions contribute
to the health, safety, wellbeing
and participation in physical
activity levels of the wider
community?
How can I effectively manage
my own and support others’
health, safety, wellbeing and
participation in physical activity?
Why are connection, inclusion
and empowerment important for
the health, safety, wellbeing and
physical activity levels of the
wider community?
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Unit Overview

Syllabus Teaching and learning strategies Resources

content

Week 1: Resource 1:
Mind map activity - Question to the class: What are
https://bubbl.
Recognise the emotions? (Formative assessment) us
importance of
 Allow students to answer with a quick hands up
trusting their
own feelings,  Students to then use bubbl.us construct a mind map
(students who do not have a device to pair with
thoughts and
someone who does) – resource 1
reading of
different  Bubble.us – include an example of the emotion and
how you can deal with feeling that way
situations  Show students teacher example
 Think, pair, share – students to partner with another
student and share what each have written
 Some students to share with the class what they
have written

Students to better understand emotions using the movie Resource 2:

Inside Out as a reference: https://www.y
 “Has anyone seen the move Inside Out?” outube.com/
watch?
 If someone has ask them to recount to the class v=riNDhwFO
what the movie is about
HzM
 Play a clip from the movie to give an insight on what
this unit will be about – resource 2
o How important are emotions?
o What do you think will happen to Riley now,
since Joy and Sadness have left?
 Play another clip about the characters – resource 3
(formative assessment) Resource 3:
 When playing resource 2, pause video after every https://www.y
character: outube.com/
o Students to talk about examples of joy, watch?
sadness, anger, disgust and fear v=nEUzQ7yL
o Ask students how they will handle such 9A0
emotions
Class discussion - talk about how emotions can impact:
 Behaviours
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 Decision-making
Students to consider why it may be necessary to respond
when their emotions are controlled (formative
assessment)
Questions to ask:
 What are some examples of bad decisions people
can do when they do not control their emotions?
 What can happen if you do control your emotions? –
Give examples
 What should you do to control your emotions? –
Give examples
 What are some examples of bad decisions people
can do when they do not control their emotions?

Worksheet activity – resource 4

Analyse how Students to complete worksheet – learn about their
emotions, emotions, how it can impact their behaviour and decision
strengths and Resource 4:
decisions- making Getting to
making can know my
Worksheet: Getting to know my emotions (students do not emotions
affect outcomes need to see the movie to do this worksheet)
in different worksheet
scenarios S  Some parts of the table already been filled
 Students can add extra in the already filled boxes
 Discuss as a class what they had put down in each
box
*The questions at the bottom of the sheet are to be done
individually by students

 Students to answer questions individually

 Students can share their stories if they feel
comfortable in doing so
 Teacher to give examples of their own to these
questions (appropriate ones)
Resource 5:
Scenario role play: (formative assessment) Scenario role
play
Students are given a scenario and have a choice to act out
or script write how they would respond straight away (‘in
the moment’), and how they would respond if they
controlled their emotions

 Groups of 3-4
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 Teacher gives each group a scenario

 10 minutes discuss role play/script writing
 Present to the class – students who script write may
not want to present, ask them to send it to teacher
email

Differentiation:
High: role play
Mid: role play Resource 6:
Low: script writing 2 articles with
hard copied
Questions to ask – class discussion: also
Forbes:
 Do you agree with the groups controlled emotion
response? – If not, how would you respond? https://www.f
 When you react to the scenario with your immediate orbes.com/sit
response, what will be the outcome? es/amymorin/
 If you reacted with the controlled response first do 2016/06/04/4-
you think the outcome of the scenario will be strange-
different? How and why? ways-your-
emotions-
Emotional influences: students to read articles about how influence-the-
risks-you-
emotions impact daily decisions – resource 6
take/#428a8c
 Students choose which article they prefer to read 333e8d
(out of 2)
 Put website on Google Documents for students to Blog:
access https://www.b
 Hand out hardcopy to those who do not have achremedies.
access to a device com/en/bach-
All students to answer the key question: How can my remedies-
blog/how-do-
emotions influence my success as a student? our-emotions-
affect-
Differentiation: decision-
High: students to pair with someone who has read the making
other article to what they have read and construct a Venn
Resource 7:
Diagram
https://www.y
 Provide these students a YouTube link on how to – outube.com/
resource 7 watch?
v=CkV_uRErI
Mid: students to receive a 4C’s worksheet (connection,
qk
challenge, concepts and changes) and answer the
questions – resource 8 Resource 8:
Low: students to summarise one article by completing 4C’s
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these sentences (6-8 sentences all together) – resource 9 worksheet

– questions can be found in Google documents (docs) –
hardcopy for students who do not have a device
Resource 9:
 This article is mostly about…
 The important parts are… Google docs
 The key lesson/message is… https://docs.g
oogle.com/do
cument/d/1jGj
UB7rAxYjekU
JUmiEN28W
DF_TYBTRvy
jEyPk4I1pc/e
dit?
usp=sharing
and
worksheet for
students who
do not have
devices

Week 2: YouTube video: resource 10 Resource 10:

https://www.y
Explore the Students to watch this as soon as they enter the class outube.com/
impact of stress
and coping on watch?
Talk to the person next to them what stress is – Questions
mental health v=hnpQrMqD
to ask the person next to you:
oqE
 If they’ve ever experienced it
 When have they experienced it?
 Why do you think people experience stress?
 What can you do to become less stresses?
 What have you done to cope with stress?
Ask for some answers (formative assessment)

Tell students what you (teachers) have done to cope with

stress > “As weird as it sounds, baking helps me relieve
stress”

Big question for the lesson: what is the difference between

stress and anxiety?

“It is important to understand the different between stress

and anxiety”

Research: Part A - Ask students to research the difference

Resource 11:
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between stress and anxiety Y chart

worksheet
 Students to complete a Y chart worksheet (what
does it look like, sound like, feel like)
 Divide the class in two – half the class will complete
the Y sheet with stress the other half will complete it
with anxiety – ask students to write at the top of the
sheet if they have stress or anxiety
 Once completed students to pair up with another
student who did not do the same as them
 Students to compare the difference
 Come back as a class to discuss differences
Research: Part B – students to research statistics about

stress and anxiety among Australians (numeracy)

Resource 12:
 Provide one website (as a prompt) to students so
https://www.c
students understand what they are looking for –
resource 12 omparethema
rket.com.au/h
Questions to ask: ealth-
insurance/wh
 Do you think stress and anxiety is a big problem in at-is-
Australia?
stressing-
 Is stress or anxiety worse in Australia, or is it quite
similar in statistics? australians/
 Why do you think stress and anxiety is evident
within Australia?
End of research: Statistics to be shows through the class – Resource 13:
divide class into percentages to visually show statistics https://www.y
outube.com/
Stress activity: ask everyone to close their book, turn watch?
devices off (do not start until every book and device is v=lFcSrYw-
closed/turned off) and relax ARY
Play YouTube video for music – resource 13

 Close their eyes

 Take a deep breath in for 4 seconds
 Hold for 4 seconds
 Breathe out for 4 seconds
 Repeat 4 times
The class have just performed a stress coping exercise
that can be used whenever they feel stressed

 How do you feel after that?

 When can you use this technique again?
 Would you do this again?
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Resource 14:
 No? - What would you do instead
Canva
How to manage stress: in pairs, students to research ways example
to manage stress (formative assessment)

Each pair have a choice of how they would like to present

their research e.g.:

 Poster – advertisement/flyer using:

o Canva website or app – teacher example
of Canva advertisement (show to class) –
resource 14
o Padlet website
o Collage poster using magazines
o PowerPoint
 Role play
Each pair must submit their work to Google docs folder so
students can anonymously have access to these if needed

 Some students to volunteer and share a way they Resource 15:

have found to manage stress goal setting
 If it is able, do the stress coping mechanism as a PowerPoint
Set goals that class – ask students how they felt after performing
https://docs.g
enable them to the task
achieve oogle.com/pr
Question to ask: esentation/d/
personal
success in 11mswc8Bwr
 In what environment would you find your
physical advertisement? Why? _QuMShg3d1
activities and b8CY2o29X_
enhance health Goal setting: PowerPoint – resource 15 akFM-
and wellbeing S
MeS72OofQ/
Explain to students that sometimes individuals can become edit?
stressed if things are not planned – mention the saying: usp=sharing
“Failure to prepare is preparing to fail”

PowerPoint to go through such things like:

 What is goal setting?

 Why do we set goals?
 What is a realistic goal? = A smart goal
 What happens if we don’t set goals?
 What happens when we do set goals?
 How long will it take to reach your goal?
Go through PowerPoint with class – some sections of
PowerPoint must be filled out when going through with the
class
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*This uploaded on to Google docs for student future

reference
Resource 16:
End of the PowerPoint: choose a circus skills: equipment:

 Students to go outside and try all circus skills Tennis balls

(unless raining – find other alternative > bigger Hula hoops
classroom, classrooms that have slider doors to Basketballs
become bigger, under shelter, hall etc.) Skipping
 “Try all the skills”
ropes
 “Choose a skill you are not confident in so you can
Soccer balls
progress to it”
 “If you are already good at juggling a soccer ball,
choose another skill”
BEFORE students start participating in skills, demonstrate
all skills first

The skill they choose will be part of formative assessment

for goal setting and journal writing

What is expected of ‘assessment’: (formative

assessment)

Students to choose a circus skill to practice in the next

coming weeks

Students will use Flipgrid to record progress (students will

know how to use Flipgrid from previous lessons) – this will
allow students to see how they were at the beginning of the

task and at the end of the task

 Students can record the amount of times they have

successfully completed the skill – beat record over
time
Students will write a journal entry about what emotions
they felt during practice sessions – just over half the lesson
practicing the skill, rest of the lesson writing journal entries

Week 3: What is my goal: before starting the ‘assessment’, students

are to write their own personal goal they would like to
Set goals that achieve sometime this year > examples = reading 1 book a
enable them to
achieve month for 3 months, getting above 55% in a maths test,
personal running around the block once a day
success in Resource 17:
physical Students will receive worksheet (to refresh memory) about S.M.A.R.T.
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activities and how to write a S.M.A.R.T. goal – resource 16 goal

enhance health worksheet
and wellbeing S  Goal can be anything students want it to be
 It is something for them to work towards in the year
for themselves (not assessed) – personal goal
setting
 Students can volunteer to share
 Teacher to volunteer > “My goal is to get a minimum
of 8 hours sleep”
Students will receive another how to write a S.M.A.R.T.
goal worksheet, but this time about the chosen circus skill

 Complete worksheet
Student journal: teacher will go through journal with Resource 18:
students, page by page – resource 18 Student
journal (hard
The journal will include:
copy)
 Daily journal questions
 Success criteria for all skills
Students can work on the skill at home if they would like –
can borrow equipment over the week/weekend to do so
Resource 19:
Practice circus skill: move students outside (unless raining equipment:
– find other alternative > bigger classroom, classrooms that
Tennis balls
have slider doors to become bigger, under shelter, hall
Hula hoops
etc.) – resource 19
Basketballs
Remind students to record on Flipgrid to see progress Skipping
ropes
overtime
Soccer balls
Record the amount of times they have successfully
completed the skill – beat record over time

Just over half the lesson students will be working on their

skills

 Students to work in groups of 3 or 4 with the same

skills = students can work collaboratively to develop
skills, share tips, provide support and feedback and

record for each other on Flipgrid

*Teachers to observe and not offer any type of reward to
students – students must slowly develop intrinsic
motivation to achieve their chosen skill

Journal entry: Students go back in classrooms to complete

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journal entries

 Help prompt student minds by asking questions

 “Was it difficult? Why?”
 “Were you nervous starting something new?”
 “Describe your first attempt”
 “What was the most difficult part about today’s
practice?”
Ask students to share some of their experiences

Some students may share the same problem

Students who know the skill well may have tips for students
and can suggest ways to get better

Journals can be taken home if they want to practice at

home

Week 4: Practice circus skill: move students outside (unless raining Resource 19:
– find other alternative > bigger classroom, classrooms that equipment:
Set goals that have slider doors to become bigger, under shelter, hall
enable them to Tennis balls
achieve etc.) – resource 19
Hula hoops
personal
Remind students to record on Flipgrid to see progress Basketballs
success in
physical overtime Skipping
activities and ropes
enhance health  Record the amount of times they have successfully Soccer balls
and wellbeing S completed the skill – beat record over time
Just over half the lesson students will be working on their
skills Resource 18:
Student
 Students to work in groups of 3 or 4 with the same journal (hard
skills = students can work collaboratively to develop
copy)
skills, share tips, provide support and feedback and
record for each other on Flipgrid
*Teachers to observe and not offer any type of reward to
students – students must slowly develop intrinsic
motivation to achieve their chosen skill

Journal entry: Students go back in classrooms to complete

journal entries

Help prompt student minds by asking questions

 “Was it difficult? Why?”

 “Were you nervous starting something new?”
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 “Describe your first attempt”

 “What was the most difficult part about today’s
practice?”
Ask students to share some of their experiences

Some students may share the same problem

Students who know the skill well may have tips for students
and can suggest ways to get better

Journals can be taken home if they want to practice at

home

Examine skills What is resilience: “do you understand the metaphor I am

and attitudes trying to teach you?”
that enhance
resilience Question to ask: “Does anyone know the meaning of
including self- resilience?” – class discussion
monitoring, self-
regulation, Think, pair, share: Students to research the meaning of
Resource 20:
maintaining a
resilience individually and examples of it PowerPoint
realistic
perspective and with self-
Pair up with someone and share:
attitudes to reflection
 What meaning did students find? questions
change S
 Examples https://docs.g
 Share personal examples with each other if oogle.com/pr
comfortable esentation/d/
 Teacher to share example with whole class > 1YDbJGjnbu
overcoming a bad friendship with someone and YlzuSckP4Xi
trusting people again
OtcVr1Gh4s_
 Can you think of any movies you have seen that
show resilience? – Teacher favourite = Forrest ni1mwQ-
Gump – explain to students what it is about n0q90/edit?
Set goals that
enable them to  Other movies that show resilience > Mulan, Harry usp=sharing
achieve Potter series, Finding Nemo, Zooptopia
personal  Once a student has mentioned a movie ask student
success in to explain to class how it shows resilience in
physical characters
activities and Questions to ask: PowerPoint – self reflection about Resource 21:
enhance health
5-sentence
and wellbeing S resilience – posted on Google docs – resource 20
story writing
 In what ways can individuals enhance their scaffold
resilience? worksheet
 In what ways can you as a student enhance your
resilience?
 How can you enhance your resilience when you are
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performing your skill?

 How did you do it while practicing your skill?
Resilience 5-sentence story writing: students to write a

story about resilience

Students receive scaffold worksheet to help write 5

sentences – example provided

Resource 19:
 Students can choose any topic they would like equipment:
 Must have a minimum of 2 characters Tennis balls
 Must have a complication Hula hoops
 Does not need to have a resolution – why? Think Basketballs
about resilience means. Skipping
Scaffold provided for students who may need a prompt to ropes
start – resource 21 Soccer balls

Practice circus skill: move students outside (unless raining Resource 18:
– find other alternative > bigger classroom, classrooms that Student
have slider doors to become bigger, under shelter, hall journal (hard
etc.) – resource 19 copy)

Remind students to record on Flipgrid to see progress

overtime

Record the amount of times they have successfully

completed the skill – beat record over time

Just over half the lesson students will be working on their

skills

 Students to work in groups of 3 or 4 with the same

skills = students can work collaboratively to develop
skills, share tips, provide support and feedback and
record for each other on Flipgrid
*Teachers to observe and not offer any type of reward to
students – students must slowly develop intrinsic
motivation to achieve their chosen skill

Journal entry: Students go back in classrooms to complete

journal entries

Help prompt student minds by asking questions

 “Was it difficult? Why?”

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 “Were you nervous starting something new?”

 “Describe your first attempt”
 “What was the most difficult part about today’s
practice?”
Ask students to share some of their experiences

Some students may share the same problem

Students who know the skill well may have tips for students
and can suggest ways to get better

Journals can be taken home if they want to practice at

home

Resources:

Resource 1:

https://bubbl.us
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Example what teacher had made for class

Resource 2: Inside Out YouTube video

https://www.youtube.com/watch?v=riNDhwFOHzM

Resource 3: Inside Out YouTube video

https://www.youtube.com/watch?v=nEUzQ7yL9A0

Resource 4: Getting to know my feelings worksheet

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Resource 5: Scenarios for role-play

You ask your parents if you can go to your friends 14th birthday party and they say “no way!”

Your best friend has told you he/she doesn’t want to be your friend anymore because your
friends with someone he/she doesn’t like

Your teacher disciplines you for being too disruptive in class, but it was actually the person
behind you that was being loud

You come home from school and you are so excited to eat the leftover pizza from last nights
dinner, you look into the fridge and someone has already eaten it

Your best friend has told you that they have a new boyfriend/girlfriend and they won’t be able to
hang out this weekend

Your sister hid all your scrunchies from you because she didn’t like the game you chose for
family games night

Your mum has insisted to walk with you to school on your first day of year 7 and won’t take no for
an answer

Your parents won’t let you sleepover your friends house after soccer training
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Resource 6: Forbes: Forbes: https://www.forbes.com/sites/amymorin/2016/06/04/4-strange-ways-

your-emotions-influence-the-risks-you-take/#428a8c333e8d
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Resource 6: Blog: https://www.bachremedies.com/en/bach-remedies-blog/how-do-our-emotions-

affect-decision-making
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Resource 7: YouTube video about Venn Diagrams

https://www.youtube.com/watch?v=CkV_uRErIqk

Resource 8: 4C’s worksheet

The 4C’s: Connections, challenges, concepts and changes

Connections: what connections can you draw between Challenge: what ideas, positions, or assumptions do
the text and your own life and/or other learning? you want to challenge or disagree with in the text?

The 4C’s:
Connections
Challenges
Concepts
Changes

Concepts: what key concepts or ideas do you think Changes: what changes in attitudes, thinking or
are important and are worth holding on to from the action are suggested by the text, either for you or
text? others?
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Resource 11: Y chart workshee

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Assessment/Evalutation

Formative assessment Description Outcomes Assessed:

(Assessment OF Learning):
Students are to examine how effective goal
setting is and will be performing circus skills in
order to understand it. Through this formative
assessment, students will also understanding the
concept of resilience and will complete journal
entries to reassess goals and complete smaller
milestone goals along the way.
Plans for and participates in activities that
encourage health and a lifetime of
physical activity PD4-8
Demonstrates self-management skills to
effectively manage complex situations
PD4-9

Evaluation of Teaching and Learning:

This unit of work is focused on the module Healthy, Safe and Active Lifestyles, in the Personal

Development, Health and Physical Education (PDHPE) syllabus. The module Healthy, Safe

and Active Lifestyles targets the development of stage 4 students’ understanding of

“interrelationship between health and physical activity concepts” (NSW Education Authority

(NESA), 2018). This module will also give students the opportunity to “develop the knowledge,

understanding and skills to empower them to make healthy and safe choices” (NESA, 2018).

The four weeks is based on student engagement with a dimension of health issues and

strategies to “keep them healthy, safe and active” (NESA, 2018).

The four-week program includes a volume of social learning for stage 4. Much of the program

involves students to work collaboratively with their fellow peers to enhance their relationships

with others on a positive level. This gives students the opportunity to practice decision-making

and self-management skills (NESA, 2018). The program also has an emphasis on the

Vygotsky’s theory of social context and the zone of proximal development. This theory gives

students a to work with “another human” and by including context from the students’ social

world (Pardjono 2016; Fielding, 1989).

Scaffolding certain activities is another important implementation in this program as it helps

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students to develop a better understanding of syllabus content. The teacher in the classroom

must act as a ‘guide on the side’ figure to allow students to perform a task at their own

learning level, with the “task that has already been mastered” by the teacher (Pardjono,

2016). Students “tend to follow the examples of an adult and progressively grows their ability

to do the specific tasks without help” (Daud et al., 2018). Therefore, all tasks within this unit of

work are within the students’ proximal development zones, but also involves challenges that

can enhance problem solving and self-learning.

The assessment task that is included involves students to work collaboratively with others, but

also improve intrinsic motivation. The assessment task focuses on students understand the

concept of the Healthy, Safe and Active Lifestyles module by performing a circus skill as a

metaphor for life. By providing students with a scaffold of how to perform the circus skill

successfully, students will improve their intrinsic motivation and their goals (Cauley &

McMillan, 2010). Students will therefore achieve their goals with a sense of clarity in their

learning.

References:

Cauley, K., & McMillan, J. (2010). Formative Assessment Techniques to Support Student

Motivation and Achievement. The Clearing House: A Journal of Educational Strategies,

Issues and Ideas, 83(1), 1-6.

Daud, D., Din, W., & AlSaqqaf, A. (2018). Exploring the VAW Method of Writing: Application

of Scaffolding Theory in Improving Writing Skills. The English Teacher, 47(1), 15.

Fielding, R. (1989). Social-Cultural Theories of Cognitive Development: Implications for

Teaching Theory in the Visual Arts. Art Education, 42(2), 44-47.

NSW Education Standards Authority. (2018). Personal development, health and physical

education k-10 syllabus. Retrieved from

 Assessment 2 – PDHPE 1C
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https://educationstandards.nsw.edu.au/wps/wcm/connect/2f657694-dc52-48ba-a440-

9256e92c00e3/pdhpe-k-10-syllabus-2018-pdf.pdf?MOD=AJPERES&CVID=

Pardjono Pardjono. (2016). Active Learning: The Dewey, Piaget, Vygotsky and Constructivist

Theory Perspective. Jurnal Ilmu Pendidikan, 9(3), Jurnal Ilmu Pendidikan, 01 February

2016, Vol.9(3).