To see the other types of publications on this topic, follow the link: Activating teaching methods.
Journal articles on the topic 'Activating teaching methods'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Activating teaching methods.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Fasnerová, Martina. "Verification of activating teaching methods applied in primary school." e-Pedagogium 13, no. 2 (April 1, 2013): 86–95. http://dx.doi.org/10.5507/epd.2013.021.
Full text
2
Safrankova, Jana Marie, and Jana Marie Safrankova. "The evaluation of quality teaching methods in research at Czech Republic." International Journal of Teaching and Education 9, no. 1 (April 20, 2021): 75–85. http://dx.doi.org/10.52950/te.2021.9.1.006.
Full textAbstract:
The evaluation of the quality of teaching and the evaluation of education at universities, methods of evaluating teaching and assessment are one of the key criteria for university evaluation. At present, a project of the ESF project of the University of West Bohemia in Pilsen was realized and one of its activities is focused on "Improving Educational Activities and Modern Educational Trends" and on the subsequent implementation and reflection of student education with new teaching methods. The questionary survey was conducted in 2019 with 616 respondents from the University of West Bohemia in Pilsen, who is the only one public higher education institution in the Pilsen Region. The results analyze in detail the views of the students - taking into account the extension of pedagogical competencies within the framework of the career order. The aim of the project is a comprehensive system of interconnection of the education of academic staff in the area of increasing pedagogical competencies with introduction of new teaching methods into practice and taking into account the extension of pedagogical competencies within the framework of the career order. The results of a survey focused on evaluating the quality of teaching methods confirmed a number of mostly known means of activating teaching, interactive teaching, communication, discussion, the role of the personality of the lecturer and the instructor. These activation approaches need to be continued.
3
Oliinychenko, O. B. "METHODS OF ACTIVATING THE EDUCATIONAL PROCESS IN TEACHING ENGLISH FOR SPECIAL PURPOSES." Тrаnscarpathian Philological Studies 11, no. 1 (2019): 126–32. http://dx.doi.org/10.32782/tps2663-4880/2019.11-1.25.
Full text
4
Pčolinská, Adriana, and Rastislav Metruk. "Development of Foreign Language Speaking Skills through the Application of the Dynamic Model of Speech Production and Activating Methods." Journal of Language and Cultural Education 6, no. 1 (January 1, 2018): 17–36. http://dx.doi.org/10.2478/jolace-2018-0002.
Full textAbstract:
Abstract The present time places considerable demands on the process of foreign language education both in the field of communication and information transfer. Teachers, occupying a pivotal role in this process, are not able to proceed with simple, lay approaches and methods. It has become more and more important to apply sophisticated approaches and methods in teaching which are based on primary and secondary researches. This paper discusses the Dynamic Model of Speech Production as a specific approach to EFL teaching. Furthermore, the application of activating methods in the process of teaching English as a foreign language is examined from the standpoint of gender, country, length of teaching practice, and type of university. The data was collected using a questionnaire about the use and the frequency of occurrence of activating methods, which was completed by 82 university teachers from the Slovak Republic and the Czech Republic.
5
Clarke, David J. "Activating Assessment Alternatives in Mathematics." Arithmetic Teacher 39, no. 6 (February 1992): 24–29. http://dx.doi.org/10.5951/at.39.6.0024.
Full textAbstract:
The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.
6
PONIATOWSKA, Lucyna. "AKTYWIZUJĄCE METODY KSZTAŁCENIA W SZKOLNICTWIE WYŻSZYM NA PRZYKŁADZIE ĆWICZEŃ Z MIĘDZYNARODOWYCH STANDARDÓW SPRAWOZDAWCZOŚCI FINANSOWEJ." Folia Pomeranae Universitatis Technologiae Stetinensis Oeconomica 327, no. 83 (December 1, 2016): 213–24. http://dx.doi.org/10.21005/oe.2016.83.2.21.
Full text
7
MOROZ, YEVHENIIA, MARYNA SOBOLEVSKA, and TETIANA CHERVINSKA. "The use of active methods of teaching sociological disciplines in distance learning." Sociology: Theory, Methods, Marketing, Stmm. 2021 (4) (December 2021): 129–42. http://dx.doi.org/10.15407/sociology2021.04.129.
Full textAbstract:
The article considers the problems of teaching and application of methods of activating the educational audience in the global pandemic COVID-19 and the transition to the format of distance and blended learning. Using examples from the experience of teaching compulsory disciplines for training specialists in sociology at the Faculty of Sociology at the Taras Shevchenko National University of Kiev, the authors considered the possibilities of using game and projective techniques, role-based discussions, visualizing students' answers and explanations in the context of distance learning and technically mediated communication with students. The possibilities of using various online platforms and services (KNU Education Online, Google Meet, Google Classroom, Zoom, kahoot.it, triventy.com, quizizz.com, jeopardylabs.com, baamboozle.com, mentimeter.com, ArcGIS Online, Google Maps , Bing Maps) to energize student work and generate feedback from the audience. The use of distance learning methods allows us to rethink and suggest new ways to solve traditional problems of teaching in higher education, such as: the connection of theory and practice, visualization of theoretical material, activating the audience during classes. Involvement of game techniques partially overcomes the difficulties of distance learning and communication with students, which is an objective consequence of the impossibility of dialogue in the usual face-to-face format. At the same time, there are other important problems and issues of organizing the educational process, associated not only with the availability of the necessary material and technical support, but also with the willingness and ability of direct participants in the educational system to work with the necessary software — digital literacy of teachers. All this creates new challenges for the teachers, the search for alternative options for introducing the latest or updated techniques and constant reflection on the advantages and disadvantages of their use.
8
Bjørgen, Anne Mette, and Yvonne Fritze. "When student-activating teaching conflict with students' desire for efficiency. A communication perspective on undergraduate students' media use." Seminar.net 16, no. 2 (December 17, 2020): 19. http://dx.doi.org/10.7577/seminar.4049.
Full textAbstract:
This article explores how students on a bachelor's course in Media Education understand the educational framework for teaching based on how they choose to participate in the teaching communication. The Norwegian Educational Quality Reform has promoted expectations of student-activating teaching methods to increase the scope of student-active learning. Digital technology was introduced in response to this challenge. Data was gathered through group interviews, a survey, and information from activity logs in the university college's learning platform. The article aims to shed light on what media practices the students consider as important and how their experiences correspond with the teachers' academic use of media. Students seem to prefer to study effectively, at the expense of activating teaching methods and of being active producers of learning. Although students are expected to be digitally competent, it should not be assumed that they master technology as expected in higher education. By drawing on Luhmann's communication theory the educational consequences of the students' media use in teaching and in independent study work is discussed.
9
Soobik, Mart. "Teaching Methods Influencing the Sustainability of the Teaching Process in Technology Education in General Education Schools." Journal of Teacher Education for Sustainability 16, no. 1 (June 1, 2014): 89–101. http://dx.doi.org/10.2478/jtes-2014-0005.
Full textAbstract:
Abstract The sustainability of technology education is related to a traditional understanding of craft and the methods used to teach it; however, the methods used in the teaching process have been influenced by the innovative changes accompanying the development of technology. In respect to social and economic development, it is important to prepare young people, both boys as well as girls, with comprehensive knowledge and a basic education in technology for the benefit of their future life. Teachersí assessment of craft and technology education, from two different periods of time, are compared in light of two different national curricula in order to explain possible changes in teachersí conceptions related to the teaching methods of technology and examines teachersí opinions on the methods of technology education. This research attempts to find answers to the questions: What are teachersí attitudes towards teaching methods at the two different periods of time? What changes occurred in the teaching methods of the syllabi in light of the curricula adoptions in 2004 and in 2011? The research is based on questionnaire surveys administered across Estonia in 2004 and 2011. Findings indicate that during the two periods in question the teaching methods used by the teachers of technology education in Estonian schools shifted from the traditional approach to teaching towards a more constructivist approach. The researcher concludes that the teaching methods applied in technology education must keep current. Teaching would greatly benefit from the introduction of more activating teaching methods, particularly those connected with applying technology.
10
LAGEROVÁ, Viera. "READING AS A MEANS OF ACTIVATING THE PUPILS." Ezikov Svyat volume 19 issue 3, ezs.swu.v19i3 (October 1, 2021): 97–104. http://dx.doi.org/10.37708/ezs.swu.bg.v19i3.10.
Full textAbstract:
Activation of pupils is an essential part of the teaching process within our schools. In this endeavour, teachers are not always successful, but in prevalent cases they are able to support students and pupils to read the offered work, which might not correspond with their area of interests by using various methods and approaches, and thus gradually broaden their horizons of their perception of the world around. To support the reading during the tuition, we may use variety of activation and motivation methods that shift teaching into the phase of an active engagement of pupils into the class work and beyond. Through a discussion, establishing of a problem or a possibility of alternating a literary work, or maybe other forms of work, a pupil moves from a role of a passive recipient of a piece of information to an active participant in the teachinglearning process. By this approach, not only the reading literacy is developed, but the communication and cooperation skills as well. Gestion to reading should be a priority especially for primary school teachers at the first degree. By their work (especially by an active differentiation) and their overview in the field of children´s literature, they can positively align their pupils in choosing a suitable book. Reading is the best way how to non-violently shape and positively influence the psychological and aesthetical development of children and young people.
11
Będkowski, Leszek. "(Polish language) teacher education in the context of individualization of teaching – learning and implementation of activating methods." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Pedagogika 25, no. 1 (2016): 143–57. http://dx.doi.org/10.16926/p.2016.25.10.
Full text
12
Skutil, Martin. "ICT AS ONE OF THE TEACHING METHODS AT PRIMARY SCHOOL FROM A TEACHER’S POINT OF VIEW." Problems of Education in the 21st Century 61, no. 1 (October 5, 2014): 105–12. http://dx.doi.org/10.33225/pec/14.61.105.
Full textAbstract:
ICT is one of the driving elements of the current primary education. They often replace commonly used teaching methods, however, in many cases, they are also rejected as an element of eliminating the human factor in education. Based on a qualitative survey, the paper presents an interactive whiteboard as a teaching element from the perspective of primary education teachers. The main goal of the research is to point out the teachers' inner motives to use modern technologies in education and identify the broader context of a teachers' preparation with regard to the use of IT in school practice. The research is conducted using semi-structured interviews; the method of constant comparison was used for the qualitative data analysis. The most important findings show that teachers perceive information technology, especially as activating and motivating factor in education. Another important feature is the possibility of immediate and quick scan of the results. For most respondents, it is a replacement for traditional teaching resources, while they don´t forget to mention the importance of printed materials. Key words: ICT in education, interview with teachers, primary education, teaching methods.
13
Gębka-Wolak, Małgorzata. "Metodyka pracy z uczniami z doświadczeniem migracji. Język polski w klasach 4–8." EDUKACJA 2019, no. 3 (September 30, 2019): 68–84. http://dx.doi.org/10.24131/3724.190306.
Full textAbstract:
Teaching methods for working with migrant students. Polish Language in grades 4–8. The article, inspired by P. Gębal’s idea of integrative and inclusive education (Podstawy dydaktyki języka polskiego jako drugiego. Podejście integracyjno-inkluzyjne, Kraków 2018) presents some suggestions for applying teaching methods facilitating the process of learning Polish by migrant students during the second stage of education, i.e. in grades 4–8 of primary school. Our approach consists of 1) adapting existing teaching materials for native Polish students (adjusting the content of the readings and complementing them with exercises developing the integrated language skills of the students), and 2) applying student-activating and integrating methods and techniques that are typically used in teaching Polish as a foreign/second language. The paper also includes examples of such activities.
14
Vitchenko, Andrii O., Anastasiia Yu Vitchenko, Iryna V. Izhutova, Loryna G. Aleksandrova, and Viktoriia L. Romaniuk. "Activating the cognitive learning activity through “Dead” case." Linguistics and Culture Review 5, S2 (August 1, 2021): 599–607. http://dx.doi.org/10.21744/lingcure.v5ns2.1394.
Full textAbstract:
The authors investigated technologization of educational process in high school and formation of interactive communicative environment for professionally oriented learning. Analysis of the problems of cases use in modern teaching practice was conducted. Methods of questionnaires, empirical data generalization, theoretical analysis of case study, justification of approaches to its technological effectiveness, “dead case”, findings generalization, defining prospects of further problem consideration were used. The authors identified the features of case study technological implementation and developed the “dead” case-based study algorithm for development of future lecturers’ professional skills. The conditions of the effective use of case technology in high school were defined. The authors proved the integral character of the case technology.
15
Ajideh, Parviz, Ali Akbar Ansarin, and Sorayya Mozaffarzadeh. "A shift in cloze procedure usage: A new tool for activating ZPD." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 646–56. http://dx.doi.org/10.17509/ijal.v9i3.23215.
Full textAbstract:
Of significant challenges encountered in the field of Foreign Language Acquisition (FLA) is finding efficient procedures to make learning more promising, and at the same time-independent. Along with these attempts, the present study tries to make a shift in the usage of the cloze procedure traditionally used for testing reading comprehension. Our aim was to find out whether using a cloze procedure prior to teaching reading comprehension skills prompts EFL students Zone of Proximal Development (ZPD) in learning reading comprehension skills across proficiency levels. To that end, applying quasi-experimental design, 380 B.S. students majoring in engineering were selected based on intact classes and randomly divided into control and experimental groups while their proficiency levels determined through their scores on the Cambridge Quick Placement Test. Then, the participants in the experimental group (N=190) received the prepared cloze procedure, whereas those in the control group received the same procedure for teaching reading skills except the cloze before instruction. Both groups received pre-test, post-test, and delayed post-tests. The obtained data were analyzed by SPSS using independent samples t-test to understand the differences between the groups. The results from the tests revealed that using instructional cloze procedure before teaching reading skills has significant effects on participants’ ZPD in all proficiency levels and can broaden their learning. The finding of the present study implies that instead of adhering to the traditional teaching principles and instruments, instructors can use innovative procedures and manipulate traditional methods and tools to facilitate and lengthen learning processes.
16
Ralo, Ganna. "Innovative teaching methods applicable at the classes of percussion instruments." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (June 25, 2020): 14–22. http://dx.doi.org/10.24195/2617-6688-2020-2-2.
Full textAbstract:
About 100 years have passed since the first classes of percussion instruments appeared. In the early days, when professional training intended for percussion performers dated to, teachers faced a large number of problems, in particular, lack of a full set of percussion instruments in the classroom, the availability of instructive, educational, pedagogical and concert repertoire alongside scientific and methodological literature. As a result, the work of the first educators was based, first of all, on their personal pedagogical experience and many years of performing practice. In this regard, the appearance of the first teaching aids was a milestone in the development of professional training in playing percussion instruments. For a century-long period, not so much educational and methodological literature has appeared, which was conditioned by a number of objective and subjective factors. At the same time, each methodological manual has taken its rightful place in the development of teaching methods for playing the percussion instruments. However, time is relentlessly moving forward and, unfortunately, today, they have become less in demand, as they do not always meet the modern requirements and approaches to teaching how to play the percussion instruments. Today, Ukrainian scientists and teachers have free access to a large amount of information. Therefore, they have an opportunity to familiarise themselves with interesting developments of our foreign colleagues. However, in most cases, they cannot be used in domestic pedagogical practice, as they are not adapted to the current realities of the educational system of Ukraine due to various socio-economic and cultural factors. Thus, the issues related to the need to search for the most effective forms, methods, and approaches to teaching how to play the percussion instruments is of particular importance and relevance. The article is devoted to the methods based on the playing form of instructions which are used in schools of aesthetic education and, in particular, at the classes of percussion instruments. The purpose of the work is to present new promising areas in teaching percussion playing, based on the author’s pedagogical practice. These methods were used in the study: analysis, observation, deduction and induction. The following issues are considered in the article: the influence of learners’ age characteristics on the choice of teaching methods, the essence of the group form of training and its importance for activating the pedagogical process, traditional and non-traditional approaches to teaching / learning, as well as the analysis of the methods that are widely used in the author’s teaching practice at the classes of the percussion instruments playing. As a result of the study, some new ideas were proposed related to the training at the initial stage and the ways of their implementation by introducing the methods of collective listening, imitation, “playing with the ball”, “sweet tooth”, etc. into the pedagogical practice.
17
Abaho, Ernest, Donath R. Olomi, and Goodluck Charles Urassa. "Students’ entrepreneurial self-efficacy: does the teaching method matter?" Education + Training 57, no. 8/9 (November 9, 2015): 908–23. http://dx.doi.org/10.1108/et-02-2014-0008.
Full textAbstract:
Purpose – The purpose of this paper is to examine the various entrepreneurship teaching methods in Uganda and how these methods relate to entrepreneurial self-efficacy (ESE). Design/methodology/approach – A sample of 522 final year students from selected universities and study programs was surveyed using self-reported questionnaires. Findings – There was a statistically significant positive relationship between ESE and lecturers’ business experience. Interacting with successful people, personal reading and handout notes, class presentations and imaginary case studies had a statistically significant positive relationship with ESE. There was no statistical significance in the relationship between ESE and some teaching methods. A positively significant correlation was also observed between lectures’ business experience and the choice of teaching method(s). Research limitations/implications – Further research should explore how various methods are used to teach different aspects of entrepreneurship as well as the attitudes and perceptions of entrepreneurship educators about entrepreneurial experience and its relevancy in entrepreneurship education. Practical implications – Lecturers should seek opportunities for attaining business experience through practice and business networks. Institutions should orient lecturers through different teaching styles and train them on how to relate learning outcomes to learning environments as well as investing in learning aids. Originality/value – The study provides insights about the most feasible methods of activating ESE in the most practical and efficient ways. It also informs readers about the state of learning technologies from a developing country’s perspective.
18
Anarbay, A. A. "FORMATION OF STUDENTS’ SPEECH SKILLS USING AUDIO MATERIALS IN TEACHING A FOREIGN LANGUAGES." Vestnik of M. Kozybayev North Kazakhstan University, no. 1 (53) (March 30, 2022): 28–32. http://dx.doi.org/10.54596/2309-6977-2022-1-28-32.
Full textAbstract:
The article analyzes the features of the use of audio materials in teaching students speaking in a foreign language, the description of the introduction into practice of innovative technologies for teaching foreign languages, the specifics of using the audio methods in the classroom in the learning process. The purpose of the work is to determine the optimal conditions for teaching students speaking, as well as to show the ways of the most complete disclosure audio methods based on the development speaking. The article solves the problems of finding ways to implement conversational speech in a foreign language lesson; optimal directions for activating students' conversational skills when using the audio method. The scientific and practical significance of the article lies in its development and implementation of the pedagogical practice of teaching speaking. The paper presents didactic materials approved for the use of audio materials in teaching. An example of an audiovisual method exercise system based on the development of speaking is also given. The article focuses on the effectiveness of audio methods as a tool for improving language skills and abilities. The results of the study prove that audio materials provide an opportunity for deeper mastery of speaking while learning a foreign language.
19
Fang, Qiong. "Construction and Application of Internal Medicine Teaching Interactive Course Based on 5-Star Instructional Model." International Journal of Emerging Technologies in Learning (iJET) 14, no. 03 (February 14, 2019): 122. http://dx.doi.org/10.3991/ijet.v14i03.10102.
Full textAbstract:
With the continuously deepening education reform, to realize effective teaching as much as possible, teaching quality improvement becomes the precondition of building a moderately prosperous society. At the same time, teaching informationization also requires teachers to pay attention to keeping abreast of the times, adopt multimedia means for teaching and improve teaching efficiency. As new teaching concepts and teaching methods are required in the new era, five-star teaching theory focusing on problem-solving and the consistency of the teaching process and the learning process provides theoretical guidance for curriculum design through four steps, activating original knowledge, displaying and demonstrating new knowledge, trying application exercise, and integrated mastery. The classroom teaching interactive response system (CIRS) which attaches great importance to the interactive feedback between teachers and students, strengthens students' participation in the classroom can have a real-time control of teaching progress and adjust the teaching content in real time. Combination of five-star teaching theory and CIRS has the optimum effect on improving effective teaching. With internal medicine teaching course as the example, the study conducted smartphone CIRS course teaching model based on 5-Star Instructional Model, carried out experiments, and evaluated the experiment results through questionnaire survey. Experiment results show that the teaching mode received students’ full recognition, improved students' internal medicine teaching course scores and achieved good teaching results.
20
Bonkalo, Tatyana I., Svetlana V. Shmeleva, Veronika V. Nazarenko, Vladimir Yu Karpov, Nikita V. Logachev, and Elizaveta S. Kumancova. "Activating model of professional training of persons with disabilities as competitive specialists in higher education establishment." LAPLAGE EM REVISTA 7, no. 3A (September 6, 2021): 235–44. http://dx.doi.org/10.24115/s2446-6220202173a1396p.235-244.
Full textAbstract:
The purpose of the study is Assess the effectiveness of an activating model of vocational training at a university for persons with disabilities as competitive specialists. The developed model was implemented in a formative experiment that lasted from 2014 to 2018 – from the 1st to the 4th year of higher education programs in different training areas. The experimental group consisted of 18 inclusive student groups, where 416 students graduated in 2018, 71 were graduate students with disabilities. The proof of the effectiveness of the developed model is the fact that the percentage distribution of students with disabilities, who made up the experimental and control groups, according to the levels of their academic, practical, and personal readiness, significantly differed from each other by the end of the experiment. The variety of teaching methods, the alternation of traditional, standard methods with methods of activating cognitive activity, even without the use of special technical means, determine the success of memorizing educational and scientific information by persons with disabilities.
21
Kulikowska, Małgorzata, and Bożena Krasnodębska. "Techniki multimedialne w nauczaniu podstaw przedsiębiorczości." Przedsiębiorczość - Edukacja 3 (January 1, 2007): 308–16. http://dx.doi.org/10.24917/20833296.3.39.
Full textAbstract:
The subject presented during the conference is The Multimedia Techniques in the Teaching Basis of Entrepreneurship’. The topic was presented with a case study of multimedia classes titled I Plan Promotional Campaign of My Business’, carried within the educational project „My Student, a Businessman With Rank”. The aim of the summary was to present activating methods of teaching with the use of Information Technology on Base of Enterprise classes. Practical use of multimedia programs and of Internet thematic sites, gives young people a chance to gain the ability to use a computer for searching necessary information. Furthermore it gives an opportunity to search, order and take advantage of information to solve a problem. The paper is an example of good practice in teaching and it confirms thesis, that it is possible to teach and to learn with enjoyment.
22
Niyazova, R. R., and G. M. Hasanova. "ANALYSIS OF EFFECTIVE TEACHING METHODS FOR ACTIVATING THE EDUCATIONAL AND COGNITIVE ABILITIES OF STUDENTS OF THE UZBEK STATE UNIVERSITY OF PHYSICAL CULTURE AND SPORTS." EurasianUnionScientists 7, no. 7(76) (August 20, 2020): 32–34. http://dx.doi.org/10.31618/esu.2413-9335.2020.7.76.944.
Full textAbstract:
In this research article conducted a study to identify the most effective interactive teaching methods on a theoretical lesson on the subject of "Theory and methodology of triathlon" with students at the Uzbek state University of physical culture and sports. Discusses guidelines for the use of active and interactive forms of classes, for the formation and development of professional and pedagogical skills of students.
23
Afanasiev, Ilya Vladimirovich, Nataliya Vladimirovna Vysotskaya, Valery Nikolaevich Alferov, and Natalia Anatolyevna Grigorieva. "The use of cloud resources and services in distance learning of students in the context of restrictions caused by the pandemic." Revista Tempos e Espaços em Educação 14, no. 33 (July 25, 2021): e16103. http://dx.doi.org/10.20952/revtee.v14i33.16103.
Full textAbstract:
The purpose of the study is to test the effectiveness of using the e-environment based on G Suit for Education in organizing distance learning for future social workers in the context of a pandemic. The study uses a set of methods: diagnostic (observation, interviews, questionnaires, testing) – to determine the effectiveness of using cloud resources and services in teaching students; pedagogical experiment for experimental verification of the effectiveness of using cloud resources and services in teaching students in the process of forming professional and communicative readiness of future social workers; methods of mathematical statistics for quantitative and qualitative processing of research results. Cloud resources and services allow activating knowledge, help to find and design new ideas, and help to develop independent decision-making skills. The conclusions of the work can be the basis for the development of an e-environment based on G Suit for Education. Materials and conclusions of the research can be used in the practice of teaching the humanities at university. The scientific novelty of the research is that the study identifies specific cloud services for implementing project activities when teaching students remotely. The stages of project implementation in the e-environment based on G Suit for Education are presented.
24
Hermansyah, Hermansyah, and Irianto Aras. "TEORI ELABORASI SEBAGAI STRATEGI PENGORGANISASIAN ISI MATERI PEMBELAJARAN MATEMATIKA." Mathematic Education And Aplication Journal (META) 1, no. 1 (July 22, 2019): 26–36. http://dx.doi.org/10.35334/meta.v1i1.837.
Full textAbstract:
Prescriptive theory discusses the determination of learning methods to achieve predetermined learning goals. One aspect that must be considered is how to maintain student retention through rearranging learning materials. The characteristics of mathematics that are taught are arranged hierarchically so that appropriate strategies are needed to organize the content of learning material before it is delivered to students. One organizing strategy is elaboration theory, while the components of elaboration theory are elaborative sequences for the main structure of teaching, the sequence of prerequisites for learning, summary), synthesis, analogy, activating cognitive strategies), and learning controls.
25
Andrianova, Natalia S., Liliya R. Nizamieva, Gulnara I. Nazarova, Olga F. Ostroumova, and Cecile Leblanc. "The Development of Students’ Cognitive Self-Study While Teaching Reading in FL Training." Journal of History Culture and Art Research 6, no. 5 (November 28, 2017): 321. http://dx.doi.org/10.7596/taksad.v6i5.1258.
Full textAbstract:
<p>In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.</p>
26
Lognoli, David. "The Area of the Disk in Middle School Grade by GeoGebra." International Journal of Emerging Technologies in Learning (iJET) 12, no. 11 (November 16, 2017): 28. http://dx.doi.org/10.3991/ijet.v12i11.6834.
Full textAbstract:
The visualization and exploration of mathematical objects and concepts in multimedia environments can facilitate learning. Geometry is particularly involved with the growing use of software in teaching. GeoGebra is a dynamic geometry system that increases the level of knowledge and skills in mathematics. Use of GeoGebra permits to complete and extend a teaching strategy based on manipulative activities.
The area of a disk in the Middle School, i.e. Grades 7-8 offers the opportunity to a large use of geometry dynamic software. This paper proposes, as example of combining between manipulative activating and dynamic geometry software, the use GeoGebra to permit the visualization of three different approaches to the area of a disk. First is based on the limit of the area of inscribed regular polygons, second on dynamical morphing of the disk in a triangle and third on sampling methods.
27
Prachárová, Ivana. "FROM FRÖBEL’S THEORY OF EDUCATION TO CONSTRUCTIVIST TEACHING IN CONTEXT OF PRIMARY EDUCATION." International Journal of New Economics and Social Sciences 12, no. 2 (December 31, 2020): 143–52. http://dx.doi.org/10.5604/01.3001.0014.6888.
Full textAbstract:
The study deals with the determination of the theoretical platform of Fröbel’s theory of education and its congru-ence with the constructivist theory of learning and education. Through expert analysis, it clarifies and justifies the essence of Fröbel’s edagogical system as a basis for a modern concept of education that lean towards active and agile process of learning of the children of young school-age. It presents the potential of play and manipulation of didactic material as an eminent activating method that support the authentic cognitive process and leads to the correct interpretation of the surrounding world. This work also examines the value of Fröbel’s theory of education for contemporary primary education. It also documents the contribution and evident influence of Fröbel’s views on the development of modern pedagogical thinking, the implementation of which reflects the need to study and learn the history of pedagogy as an effective way to find effective didactic methods for current education.
28
Duda, Ewa. "Design thinking as support for academic education of pedagogues." Problemy Opiekuńczo-Wychowawcze 573, no. 8 (October 31, 2018): 11–18. http://dx.doi.org/10.5604/01.3001.0012.7468.
Full textAbstract:
The author of this study joins in the discourse on the topic of the modern teacher's education model. She notices that in the 21st century, the use of teaching–learning methods that support creativity, creative action, reflexivity, transgression becomes a duty at both, the academic and the school level. Presenting to young adepts of teaching faculties activating forms of didactic work will strengthen their pedagogical competences and encourage them to use these methods in their own professional work with children, youth or adult learner. The author also depicts the unquestionable advantages of personalized education, important regardless of the student age. On this background, she presents a special form of personalized education – "design thinking", which is an alternative to traditional education. She shows the successive stages of the didactic process, implemented using the design thinking method and its potential didactic and educational effects. The author emphasizes the possibility of implementing didactic innovations at universities, referring to practical examples of using the design thinking method in the academic and school environment.
29
Royer, Dan W., and Olga Mcatee. "Activating Large Lecture Financial Learning: Collaboration and Clickers During Covid-19." HOLISTICA – Journal of Business and Public Administration 12, no. 2 (August 1, 2021): 49–63. http://dx.doi.org/10.2478/hjbpa-2021-0014.
Full textAbstract:
Abstract This paper examines our approach to teaching a large-lecture personal finance course promoting students’ financial literacy. We identify the context of this course, including the rationale for large-enrolment courses and issues with the format in general, describing how using clickers and active learning strategies results in increased engagement, attendance, and critical thinking. Learning outcomes designed to support student formation of both internal and external views of finance are holistic and expansive, broader than measures of wealth accumulation alone. Moreover, a strategic initiative focused on career readiness aligns specific competencies with course content focused on developing transferrable skills through practical, real-world examples designed to engage problem-solving and critical thinking. This pragmatic and practical focus linked these transferable skills to a framework of learning grounded in the twin concepts of financial capability and competency. Additionally, we address how Covid-19 disrupted these courses, detailing adjustments necessitated by the new reality of social distancing while adjusting our approach to student participation as we met simultaneously in face-to-face and synchronous Zoom sessions. We concluded that additional considerations must include equitable access to resources based on our pandemic experience. Future research should examine these adjustments in light of developing culturally responsive methods to promote equitable learning.
30
Krupey, Kristina, Nataliia Polishchuk, and Nataliya Kolicheva. "MODERNIZATION OF TRADITIONAL METHODS FOR TEACHING LECTURES ON MICROBIOLOGY, VIROLOGY AND IMMUNOLOGY IN THE FRAMEWORK OF DISTANCE LEARNING." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 102–5. http://dx.doi.org/10.36550/2415-7988-2020-1-191-102-105.
Full textAbstract:
The authors have taken into account the experience of research and teaching at the Department of Microbiology, Virology and Immunology of Zaporizhia State Medical University, to formulate the basic principles for creating high quality video lectures for medical students, aiming to produce informative, structured and consistent lecture material. Depending on the format of the video lecture, the graphic material can be introduced as a presentation with screenshots (for example, in Microsoft Office 365, FastStone Capture, OBS Studio, etc.) or as a lecture recording with subsequent editing of materials and inclusion of certain fragments (illustrations, diagrams) etc. The latter option requires skills in video editing (Sony Vegas Pro, Adobe Premiere Pro, etc.). Mastering the basic skills of working with these programs allows you to maximize the visualization of the material covered by the lecture, which significantly increases the efficiency of learning for the medical students. As part of distance learning, the authors suggested the idea of recording individual fragments of video lectures, where the lecturer explains the specialized material in a logical sequence. The paper also provides recommendations for stimulating the attention of listeners while watching video lectures and presents several methods of activating students' thinking processes. Among other things, discussion questions at the end of the lecture allow to activate students' thinking processes, integrate and analyze the lecture material. Students give the answers to these questions in the comments to the video, analyze the answers of other participants and present their own opinions on the topic of discussion, which promotes the development of critical thinking and group work skills. You can control the listeners' attention and intensify the audience by switching the audience's attention with emotional pauses and unexpected examples, or by asking questions that challenge the voiced material. The perspective for further development is the creation of video fragments for practical classes for students by demonstrating laboratory experiments conducted by a teacher in a specially equipped microbiological laboratory.
31
Kazantseva, A. N. "FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT AS A MEANS OF INTERNATIONAL VOLUNTEERING COOPERATION." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 69–76. http://dx.doi.org/10.35634/2500-0748-2020-12-69-76.
Full textAbstract:
The article is devoted to the description of opportunities for developing a foreign language communicative competence to establish international cooperation in the field of volunteering using the methods of teaching English for Specific Purposes (ESP). The relevance of the topic is determined by dissemination of ideas of volunteerism around the world. The programmes for the development of social policy in Russia state the need to establish international cooperation on volunteerism issues; there are plans for organizing some events with international participation. They require a high level of proficiency in English for communication in the field of volunteering. The purpose of the article is to substantiate the methodology of teaching English for establishing cooperation on volunteering from a theoretical point of view. The current policy of activating international volunteering is analysed, the possibilities of using the ESP concept as a method of short-term specialized teaching of English on a specific topic are discussed, and an approximate thematic planning of a language training course for participation in international volunteer projects is presented. The following methods are used to conduct the research: the analysis of Acts on volunteering at the international and Russian levels, an overview of the websites of Russian volunteer projects and foreign volunteer organizations, the analysis of scientific literature on the methods of teaching English, including ESP. The results of the study confirm the need to develop a foreign language communicative competence for establishing a professional and productive international cooperation on volunteering. An approximate thematic planning of English language classes within the framework of the ESP concept to establish such cooperation is proposed.
32
Kazantseva, A. N. "FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT AS A MEANS OF INTERNATIONAL VOLUNTEERING COOPERATION." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 69–76. http://dx.doi.org/10.35634/2500-0748-2020-12-69-76.
Full textAbstract:
The article is devoted to the description of opportunities for developing a foreign language communicative competence to establish international cooperation in the field of volunteering using the methods of teaching English for Specific Purposes (ESP). The relevance of the topic is determined by dissemination of ideas of volunteerism around the world. The programmes for the development of social policy in Russia state the need to establish international cooperation on volunteerism issues; there are plans for organizing some events with international participation. They require a high level of proficiency in English for communication in the field of volunteering. The purpose of the article is to substantiate the methodology of teaching English for establishing cooperation on volunteering from a theoretical point of view. The current policy of activating international volunteering is analysed, the possibilities of using the ESP concept as a method of short-term specialized teaching of English on a specific topic are discussed, and an approximate thematic planning of a language training course for participation in international volunteer projects is presented. The following methods are used to conduct the research: the analysis of Acts on volunteering at the international and Russian levels, an overview of the websites of Russian volunteer projects and foreign volunteer organizations, the analysis of scientific literature on the methods of teaching English, including ESP. The results of the study confirm the need to develop a foreign language communicative competence for establishing a professional and productive international cooperation on volunteering. An approximate thematic planning of English language classes within the framework of the ESP concept to establish such cooperation is proposed.
33
Catteeuw, Paul. "The Lecturer Coach." Linguaculture 2013, no. 2 (December 1, 2013): 23–40. http://dx.doi.org/10.1515/lincu-2015-0010.
Full textAbstract:
Abstract Teaching has experienced dramatic changes in the last few decades. From ex cathedra lectures to the use of social media in a classroom is a giant leap for both lecturer and students. Paul Catteeuw, lecturer of intercultural communication at Charlemagne University College in Antwerp (Belgium), has explored the boundaries of the newest methods in competence teaching, but did not forget the knowledge component of the tuition process. As he developed a framework of intercultural competence for business students, he rethought his role as a lecturer. He moved from the central omniscient rostrum position to a place at the side of the classroom as a facilitator, coaching students in a new creative learning environment making use of activating learning forms such as zoom sessions, teamwork and many others. At the same time he introduced different forms of assessment. In this article Catteeuw describes the intensive, sometimes laborious process of the lecturer coach.
34
Mystakidis, Stylianos, Maria Fragkaki, and Giorgos Filippousis. "Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers." Computers 10, no. 10 (October 17, 2021): 134. http://dx.doi.org/10.3390/computers10100134.
Full textAbstract:
Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies.
35
Kusiy, M. "STAGES OF HIGHER MATHEMATICS TEACHING FOR FUTURE CIVIL PROTECTION SPECIALISTS." Bulletin of Lviv State University of Life Safety, no. 18 (December 31, 2018): 168–72. http://dx.doi.org/10.32447/20784643.18.2018.20.
Full textAbstract:
Introduction.
During the training of emergency specialists, the development of a clear, structured thinking is important. And the mathematical disciplines themselves are aimed at activating the intellectual activity of cadets and students, the ability to think logically, consistently, and reasonably. However, cadets and students consider mathematics to be a complex, inaccessible and not very necessary science. Therefore, there is a need for continuous, continuous development of methods, technologies of forms of training that would increase interest, accessibility to mathematical disciplines and at the same time, were aimed at improving the quality of training of future rescuers.
Purpose.
Identify the main stages of teaching higher mathematics for future civil defense specialists and substantiate their peculiarities.
Methods.
The article used methods of scientific knowledge (general), methods used in the empirical and theoretical levels of research (transition from abstract to specific).
Results.
The basic stages of teaching higher mathematics for future specialists of civil defense are determined: motivation, research, assimilation, application. The proposed stages are analyzed in detail. The regularities that contribute to the increase of motivation (selection of educational material, system approach, creative approach, a variety of forms and methods of teaching, taking into account the specifics of the future profession, the use of innovative teaching technologies) are highlighted. There are three phases of knowledge (curiosity, curiosity, theoretical knowledge). It is determined that for the acquisition of knowledge it is possible to use the information - search type of classes with its microstructure. Planning the microstructure of occupations in the first place should put the level of cognitive activity, awareness and independence in the performance of educational tasks. It is noted that the process of assimilation is the process of internalization of knowledge, putting it into the inner plan of man, and the application is to extraorise knowledge, make it to the outline of human activity.
It was investigated that the stage of application of knowledge is divided into two parts (the first is the application of knowledge, skills in standard terms, the second - the transfer of knowledge, skills, skills in new, changed conditions). Examples of applied tasks that can be solved in higher mathematics classes are given. It is substantiated that only in combination of all stages is formed the need for knowledge acquisition and their application.
Conclusion.
Stages of teaching higher mathematics - a cyclical process that requires constant improvement, hard work of the teacher. Stages of motivation and application combine the same laws (selection of educational material, creative approach, taking into account the specifics of the future profession, the use of innovative teaching technologies). And only in a logical, thought-out combination of these stages can one form the future need for civil protection specialists to expand the knowledge and apply it to practical application.
36
Głębocki, Rafał. "A model of education and a new culture of learning." Pedagogika. Studia i Rozprawy 28 (2019): 27–35. http://dx.doi.org/10.16926/p.2019.28.02.
Full textAbstract:
The reality of the early decades of the 21st century affects the participants of educational processes – students, their parents and teachers. Network societies are subject to constant change under the influence of information technology (IT). The existing model of education seems to be outdated. It does not answer the challenges of modern times. There is a need for a design, implementation, evaluation and improvement of new educational models. They should be flexible, that is easily adapted to the abilities and needs of students – digital natives. A new culture of learning can constitute the content of such models – at a pedagogical metalevel. Operationally, interactive (including online) and activating methods of teaching and learning will be needed.
37
Kubik, Alicja. "Metody aktywizujące w edukacji polonistycznej dzieci w młodszym wieku szkolnym." Kultura - Przemiany - Edukacja 8 (2020): 174–85. http://dx.doi.org/10.15584/kpe.2020.8.12.
Full textAbstract:
The modern core curriculum assumes educating a young child with the use of activating methods. During educational activities, it is important that children listen actively, think, experience and perform practical activities on their own. Modern school should ensure that students report problems, design research, conduct them, analyze and verify their results. One of the tasks of the school is also introducing students to the world of art, encouraging them to express themselves expressively through artistic, musical, literary and theatrical activity. It is closely related to developing students' abilities and interests. One must not forget about rewarding independence in thinking, cognitive curiosity, and reporting one's own initiatives. The main part of the article discusses the teaching-learning methods used in educational activities in primary school classes, with particular emphasis on those that favor the development of creative activity of children.
38
Zhurat, Yulya, Natalya Davydzuc, and Maria Oliynyk. "Psychological and Pedagogical Factors of Activating the Masters Students Cognitive Interests to the Study of Foreign Languages." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 312. http://dx.doi.org/10.18662/rrem/113.
Full textAbstract:
Motivation is a major factor in activity, including cognitive one. Pedagogical and psychological factors stimulate cognitive interest, cognitive and educational activity. Activating the cognitive interests of students to study foreign languages becomes successful due to the correspondence of the content of educational material organization, ways and methods of teaching, the provision of personal meaning educational material, the establishment of subject-subject relations in the educational process, the use of psychological and pedagogical methods of stimulation by the teacher of students’ cognitive interest and cognitive activity. The future professionals (students) successful training of foreign language, professionally oriented communication is impossible without defining a single concept that is the training clear strategy and tactics.Formation of foreign-language professional-oriented competence is possible through that modeling in the educational process typical situations of real professional communication that arise in different spheres of life and relate to different topics.The communicative activity of students during the training of professionally oriented communication in a foreign language is a system consisting of organizational and motivational, informational and procedural and criterion-effective components that derive from the social nature of human activity and create the best conditions for the improvement of the entire system of student communicative activities in relation to formation of foreign professional competence.
39
Alam, Masnur. "PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) PADA PEMBELAJARAN PAI DI MAN 1 SUNGAI PENUH." Tarbawi : Jurnal Ilmu Pendidikan 14, no. 1 (September 14, 2018): 77. http://dx.doi.org/10.32939/tarbawi.v14i1.258.
Full textAbstract:
The aims of this research are to describe: (1) the advantages of Contextual Teaching and Learning (CTL) learning models; (2) Environmental material and efforts to preserve it; (3) Application of Contextual Teaching and Learning learning models in Islamic Education. This research is a field research study, with qualitative methods. The main instruments are observation, in-depth interview, and documentation. Research findings are: (1) The Contextual Teaching and Learning learning model can increase activity, creativity, independence to find material that is learned, as well as being able to explore, discuss, understand, and apply in daily life. (2) Environmental material consisting of biotic and nonbiotic which is very beneficial for living things, the effort to preserve it is by replanting, not exploiting, cutting, burning, penetrating, use must be in accordance with environmental ethics. (3) The application of the CTL model is in accordance with the existing steps, and has succeeded in activating students to seek, understand their own environmental theories, and be motivated to actualize in everyday life and be able to correlate with real life. The Islamic Educational teacher has been able to demonstrate one of the CTL principles namely making himself a model, role model, uswatun hasanah or a good example of preserving the environment.
40
Umarova, A. B., and G. A. Kazhigaliyeva. "DIDACTICAL POSSIBILITIES OF CLIL TECHNOLOGY IN TEACHING RUSSIAN LANGUAGE TO HISTORICAL STUDENTS AT A PEDAGOGICAL UNIVERSITY." BULLETIN Series of Philological Sciences 77, no. 3 (September 15, 2021): 66–77. http://dx.doi.org/10.51889/2021-3.1728-7804.09.
Full textAbstract:
The article examines the issues of the systemic use of CLIL technology in teaching the Russian language to students-historians at a pedagogical university. The urgency of introducing innovative methods into the learning process is substantiated, including the use of Content and Language Integrated Learning (CLIL) in the linguistic educational process, which makes it possible to combine the study of a language and a special subject, thus expanding the general educational space through a functional approach. to language learning. The article describes the content of the survey conducted by the authors among 1st year students of the history profile, specialties "History" and "History-geography" of Abai Kazakh National Pedagogical University. The subject of the survey of students was to identify the language needs and opinions of students regarding the use of CLIL technology in Russian language classes. The results of the survey made it possible to assert that the formation of professional-communicative, cultural-communicative competencies in the classroom in the Russian language through the CLIL technology allows you to learn the language, simultaneously activating knowledge from the subject area.
41
Dębicka, Anna, and Karolina Olejniczak. "Entrepreneurial Pedagogy: An Example of Using Student-Developed Case Studies." Horyzonty Wychowania 19, no. 51 (September 26, 2020): 43–55. http://dx.doi.org/10.35765/hw.1892.
Full textAbstract:
RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy.
THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies.
THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented.
RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them. In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students. The results of the analysis permit concluding that student-developed case studies can be commonly used and allow developing a wide range of students entrepreneurial skills.
42
Sumina, Natalia, Anna Belozerova, and Anastasia Evsenkova. "Linguosynergetic potential of the pedagogical workshop." E3S Web of Conferences 210 (2020): 18044. http://dx.doi.org/10.1051/e3sconf/202021018044.
Full textAbstract:
The article reveals the linguosynergetic basis of the pedagogical workshop technology in teaching language and speech. This technology was tested within the educational project of the Don State Technical University (Children's University). The pedagogical workshop is interpreted as a technology for enhancing the speech, thought and language activity of students and also as a complex system with all synergistic properties. The stages of the pedagogical workshop are described using linguistic synergetic terms. The technological map of the workshop "Law Above All" is presented on the example of working with film text (the animated film "Prince Vladimir"). The following logic of work on the speech development is proposed: from a word to a phrase, a sentence and, more broadly, a text. The ways of activating the speech-thinking activity of students are formulated: the method of associations, drawing up reference schemes, the mechanism of predication. The conclusion is made that the systematic and holistic approaches to the methods of teaching language and speech are fully embodied in the pedagogical workshop.
43
Fischer, Elisabeth, and Martin Hänze. "Back from “guide on the side” to “sage on the stage”? Effects of teacher-guided and student-activating teaching methods on student learning in higher education." International Journal of Educational Research 95 (2019): 26–35. http://dx.doi.org/10.1016/j.ijer.2019.03.001.
Full text
44
ASIEIEVA, I., M. VOLOBUYEV, and T. MELNYK. "THE USE OF MODERN TEACHING TECHNOLOGIES IN THE PROCESS OF PREPARING BACHELORS OF MACHINE ENGINEERING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 10–14. http://dx.doi.org/10.33989/2075-146x.2018.21.205954.
Full textAbstract:
The article shows the influence of using modern educational technologies on the preparation efficiency of future bachelors in machine engineering specialties. An overview of pedagogical and methodological literature on this problem is carried out, which proves that higher education institutions in Ukraine provide technical education for graduates with the use of innovative pedagogical technologies. The types and classification of modern teaching technologies, which have become widespread in the practice of higher education, are indicated. Modern technologies put forward new requirements for the quality of specialists training whose level of qualification is determined primarily by professional qualities and abilities. It is important and efficient to use such pedagogical technologies as credit rating, personal-oriented learning technology, interactive, information and communication technologies and their varieties in teaching natural sciences and engineering disciplines such as general chemistry. It is determined that the development of information technologies opens up new opportunities for organizing the educational process of professional training and is aimed at raising the technical thinking of a future specialist. The following methods for activating cognitive activity of students are used: brainstorming, presentations, multimedia technologies, virtual laboratory work. The analysis of influence of nonconventional modern teaching methods on formation of basic professional competence of future bachelors of machine engineering specialties is carried out. It is proved that the formation of the basic professional competence of bachelors in the process of studying natural sciences and engineering disciplines is justified by the need of society in ensuring the quality training of competitive specialists.
45
Purnama Sari, Rina. "Peningkatan hasil belajar siswa melalui metode inkuiri di MIS gampong mutia." At- Tarbawi 13, no. 1 (June 9, 2021): 28–33. http://dx.doi.org/10.32505/tarbawi.v13i1.2868.
Full textAbstract:
The activeness of students in learning is of course very necessary because by activating their five senses, they will learn more meaningfully. One of the teaching methods that can activate students' five senses is the inquiry method. The purpose of this study was to describe the increase in science learning outcomes at MIS Gampong Mutia. The design of this study used a control group posttest design. The instrument used is a test of learning outcomes for the material structure and function of plant parts. The results showed that there was an increase in science learning outcomes in classes that applied the inquiry method. So it can be said that this guided inquiry method is appropriate for use on the material structure and function of plant parts
46
Et.al, Daisy Lyn F. Mariano. "Lesson Study: A Tool for an Improved Instructional Design in Teaching Integration by Parts." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 3862–69. http://dx.doi.org/10.17762/turcomat.v12i3.1675.
Full textAbstract:
This study aimed to develop instructional design in teaching the Integration by Parts in Calculus. By engaging in a Lesson Study, the researchers underwent careful planning of the design, executed it through a research lesson, noted key observations during the delivery of the lesson, and conducted a post-lesson conference. From the observations and insights during the post-conference, two themes emerged from where recommendations were drawn. The first theme pivoted on the propensity of teaching Integration by Parts as highly procedural and mechanical despite attempts at activating students’ higher-order thinking. However, the extent to which the tabular method could be advantageous should be explained to the students to clarify misconceptions about using it as a shortcut in performing Integration by Parts. The second theme revolved around how supportive classroom environment and the use of Tabular Method made the students more engaged. Nevertheless, providing learning experiences where students can be work on higher-order thinking and where they can process results of their collaboration was recommended to be incorporated in the instructional design. Generally, both Tabular and Conventional Methods play a crucial role in developing students’ mastery of this integration technique and may eventually allow them to make connections to the real world
47
Kupiec, Monika. "Teachers' expectations with regard to the activity of the fourth-grader in the process of constructing knowledge." Problemy Opiekuńczo-Wychowawcze 594, no. 9 (November 30, 2020): 51–59. http://dx.doi.org/10.5604/01.3001.0014.4869.
Full textAbstract:
In the constructivist perspective, learning is the process of actively constructing knowledge during constant interactions with the environment. Such a definition of learning changes the understanding of the teaching process, influencing the division and scope of roles of both educational entities – the student and the teacher. Education in a constructivist vision is a process in which the student is active, and the teacher – activating, organizing the environment for the activity of his student, during which knowledge is not passed on in the final form, but constructed through the use of tools – methods. The article attempts to describe the tendencies in teachers' expectations regarding student activity during lesson. The answer to the question of what activity of fourth-graders teachers expect during lessons was related to an attempt to understand the teacher's perception of the role of a student and his own role in the process of constructing knowledge. Thanks to the adopted phenomenographic perspective, the statements cited in this article, focusing on selected categories, reveal a tendency to negatively evaluate experiences gained in early childhood education and a lack of understanding of the essence of the student's activity in constructing knowledge. The teachers' statements collected for the purposes of the article, related to the expectations regarding the student's activity, clearly indicate the still valid need to promote active methods of teaching, raising awareness to the essence of activity in constructing knowledge, but especially ‒ they show the need to diagnose the types, causes and effects of its mystification in the teaching process.
48
Kushnir, Svitlana. "DIFFERENTIATED ASSIGNMENTS AS THE LEARNING ACTIVITY MOTIVATING FACTOR IN THE TRAINING OF FUTURE PRESCHOOL TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 291–305. http://dx.doi.org/10.17770/sie2018vol1.3115.
Full textAbstract:
The articles’s aim is to describe the features of introducing differentiated assignment for homework and classroom work and their impact on the activation of cognitive, social, professional, value motives of the training of future preschool teachers in the pedagogical process of the university. The analysis of scientific research in this area allows us to state that the differentiation of teaching materials, the provision of the student with the choice of the complexity of the assignment, the establishment of constructive feedback are an integral part of the motivational environment that should ensure the student's active personal position in the process of cognitive constructive activity. Differentiation of training during the classroom allows to ensure the assimilation by all students of the educational content, which assumes an invariant (mandatory part of the program material) and an optional part that involves the complexity of assignments. The main goal of differentiation in teaching is to determine the most rational nature of the work for each student, relying on their individual characteristics, preferences, abilities, time frames. Thus, the training of future preschool teachers with the help of differentiated tasks becomes important for them, the desire to comprehend the foundations of the profession, to learn, to interact with peers and the teacher.The author experimentally confirmed that the introduction of a differentiated approach to the development of content and its implementation in the practice of training future preschool teachers in higher school conditions contributes to improving the effectiveness of the educational process by activating cognitive, professional, social and value motivations of students, taking into account their individual inclinations and preferences.The methodological basis of the research was the theoretical analysis of scientific literature on the problem; empirical research methods (pedagogical experiment, observation, interview, testing by the method of studying the educational activity motives (modification A.A. Rean & V.A. Yakunin)); statistical methods of processing results (the calculation of percentages, ranking).
49
Al-Shudaifat, Sadeq Hassan. "Investigating University Student Violence and the Role Islamic Education can Play to Lessen This Phenomenon." International Journal of Higher Education 9, no. 2 (December 27, 2019): 40. http://dx.doi.org/10.5430/ijhe.v9n2p40.
Full textAbstract:
This study aimed at investigating the causes of the university violence and the contribution of Islamic education in confronting it. The sample of the study consisted of (386) students studying at the Hashemite University during the second semester of the academic year 2012/2013. The researcher developed a questionnaire which consisted of (73) items. The results indicated that there were statistically significant differences due to gender and academic year. However, results did not show statistically significant differences due to specialization or grade average. Furthermore, the results indicated that the problem of transportation was considered as the main challenge to the university administration. The need for a transportation policy was seen urgent to reduce university violence. Finally, weak religious and moral beliefs, rigid and traditional teaching methods, and the effect of local, regional, and global media all played a major role in provoking in university violence. The results also indicated that respect for human dignity received the highest average in terms of importance and practice to reduce the phenomenon of university violence.Among the most important recommendations of the current study is working on a solution to the transportation problem and reinforcing the role of the tribe and the religious social values as well as varying and modernizing the university teaching methods and activating the role of the audio-visual and written media to keep pace with the needs of young people.
50
Jabłonowska, Lidia. "Quality of Didactic Processes Conducted by Talents‑Candidates of Highest Scientific Potential." Kwartalnik Ekonomistów i Menedżerów 41, no. 3 (July 1, 2016): 0. http://dx.doi.org/10.5604/01.3001.0009.4992.
Full textAbstract:
The pursuit of the university to achieve a higher quality of didactic processes is becoming ever more important in the recent years. A practical criterion of its achievement is the reference to the didactic labour culture, the development direction, which depends on the academic teacher and their competences. This article contains parts of results of research conducted during the final phase of the project by PhD students at Warsaw School of Economics. The analysis of empirical data is preceded by an overview of the theories of work culture in business education within the context of the latest trends in education, including the requirements of developing the entrepreneurial attitudes. The research indicates that young science employees – talents conduct classes primarily in the convention mechanistic‑passive culture model. Only to a small degree does their teaching show features of the humanistic culture model, which is based on high‑quality activating methods and the teaching process is not focused on developing attitude of entrepreneurship. The critical‑creative approach to business education is virtually non‑existent, or at best limited to only certain individual elements of the education process.