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1
Akman, Caner. "The Effects Of Instruction With Analogy-enhanced Model On Ninth Grade Students." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606581/index.pdf.
Full textAbstract:
This study was conducted to investigate the effect of analogy-enhanced instruction on students&rsquoachievement in function and attitudes toward mathematics. The study was conducted with 63 ninth grade students in one of the public high schools in Konya, Turkey during Spring 2005 semester. The experimental group received instruction with analogy-enhanced model. The control group received instruction with traditional method. The matching-only pre-test- post-test control group design was used in the study. The following measuring instruments were used to collect data: The Function Achievement Test, Mathematics Attitude Scale and open ended questions. The data of the present study were analyzed by using Multivariate Analysis of Variance (MANOVA) and paired t-test. Results of the study indicated that: (1) There was a significant mean difference between students received instruction with analogy-enhanced models and those received instruction with traditional method in terms of the function achievement, (2) there was no significant mean difference between students received instruction with analogy-enhanced models and those received instruction with traditional method in terms of attitudes toward mathematics, (3) there was a significant mean difference between gained scores of students received instruction with analogy-enhanced method and those received instruction with traditional method in terms of attitudes toward mathematics.
2
Bobrownicki, Raymond Kenneth. "Impact of verbal instruction type on movement learning and performance : a multidisciplinary investigation of analogy and explicit instruction." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20454.
Full textAbstract:
The aim of this thesis was to investigate and appraise the utility of analogy and explicit instruction for applied sport and physical education settings. The objective for the first study was to explore the acute, short-term impact of analogical and explicit instruction in a dart-throwing task. While previous studies have devoted considerable resources to investigating the effects of verbal instruction on motor learning, this within-subjects study explored the impact of analogical and explicit instruction on motor control. Interestingly, results indicated that analogy and explicit instruction similarly impaired throwing accuracy—in both kinematic and outcome measures—compared to baseline conditions, conflicting with trends observed in the motor learning literature. In the second study, the differential effects of analogy and explicit instructions on early stage motor learning were examined by introducing an explicit light condition—in addition to a traditional explicit condition—that matched the analogy instructions in informational volume. Although analogy learners demonstrated slightly more efficient technique and reported fewer technical rules on average, the differences between groups were not statistically significant. Kinematic analysis, however, did reveal significant differences between conditions in joint variability, which decreased with learning for all groups, but was lowest overall for the analogy learners. For the final study, the thesis investigated the impact of analogy and explicit instruction on adolescent performance (mean age = 12.7 years, SD = 0.4) in a modified high jump task. To date, research in analogy instruction has only included adult participants whose movement tendencies have likely already been shaped by personal or vicarious experiences. Analyses indicated that there were no significant differences between the analogy and explicit participants in technical efficiency or joint variability. The key outcome from this thesis is that there is limited evidence to support the use of analogy instruction over explicit instructional methods in motor learning and motor control situations.
3
Yilmazoglu, Candan. "Effect Of Analogy-enhanced Instruction Accompanied With Concept Maps On Understanding Of Acid-base Concept." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605247/index.pdf.
Full textAbstract:
This study was conducted to explore the effectiveness of analogy-enhanced instruction accompanied with concept maps over traditionally designed chemistry introduction on understanding of acid-base concept and attitude toward chemistry as a school subject.
81 8th grade students from two classes of a chemistry course taught by the same teacher in Nuh Eskiyapan Primary School in Ankara in 2003-2004 fall semesters were enrolled in the study.
There were two groups of students. During the treatment, students in the control group were instructed only with traditionally designed instruction. Students in the experimental group studied with the analogy-enhanced instruction accompanied with concept maps through teacher lecture. Both groups were administered Acid-Base Chemistry Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. Logical Thinking Ability Test was given to both groups at the beginning of the study to determine students&rsquological thinking ability levels. Research data were analyzed by using (SPSS 12.0) ANCOVA and t-test. As a result of the research, it was obviously seen that analogy-enhanced instruction accompanied with concept maps caused a significantly better acquisition of scientific conception related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.
4
Seker, Aytul. "Conceptual Change Oriented Instruction And Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614212/index.pdf.
Full textAbstract:
The main purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied with analogies on eight grade students&rsquounderstanding of chemical bonding concepts. In addition, the effect of instruction on students&rsquo
attitude toward science as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Fifty eight-grade students from two classes of a science course taught by the same teacher in Bü
yü
kelç
i Nazim Belger Primary School in the 2010-2011 spring semesters participated in the study. The study included two groups which were selected randomly throughout three classes. One of the groups was defined as control group in which students were instructed by traditionally designed science instruction, while other group was defined as experimental group in which students were instructed by conceptual change texts oriented instruction accompanied with analogies. Chemical Bonding Concept Pre-Test was administered to both groups as a pre-test and Chemical Bonding Concept Post-Test was administered to both groups as a post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Towards Science as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test was used at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward science as a school subject than the traditionally designed science instruction. Also, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&rsquo
attitudes toward science as a school subject was found.
5
Tamer, Ipek Puren. "Effect Of Conceptual Change Texts Accompanied With Analogies On Promoting Conceptual Change In Acid And Base Concepts." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607168/index.pdf.
Full textAbstract:
This study was conducted to compare the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditional instruction on tenth grade students&rsquounderstanding of the acid and base concepts and attitude toward science as a school subject. In addition, effect of the gender difference and science process skills on students&rsquo
understanding of acid and base concepts and effect of gender difference on students&rsquo
attitudes toward chemistry as a school subject were also investigated. Subjects of the study were fifty tenth grade students from the two chemistry classes of the same teacher from a public school at the center of Ankara. There were one experimental group and one control group. Two teaching methods used were randomly assigned to the already formed groups of the teacher. Experimental group received conceptual change oriented instruction by using conceptual change text accompanied with analogies and control group received traditional instruction over a period of four weeks. Acid and Base Conception Test and Attitude Scale Toward Chemistry were given to all groups as a pre-test and post-test. Science Process Skill Test was given to all groups at the beginning of the study to determine students'
level of science process skills. At the end of the study, interviews were hold with randomly selected experimental and control group students from the medium achievement level to get an in-dept idea about the nature of the misconceptions related with the topic. ANOVA and ANCOVA were used to test the hypotheses of the study. The results showed that establishing an analogical thinking during the course of instruction together with a conceptual change text caused a better acquisition of scientific conceptions and elimination of misconceptions related with acid and base concepts as compared to the traditional instruction. Because, the students in the experimental group taking conceptual change oriented instruction performed much better in the post-test than the students in the control group taking the traditional instruction. However, the two modes of the instruction and gender difference did not indicate a significant contribution to students&rsquo
attitude toward chemistry as a school subject. Besides, results showed that science process skills of the students'
could be a strong predictor for their achievement in acid and base concepts whereas there was no significant effect of gender difference on students&rsquo
understanding of acid and base concepts.
6
Unlu, Yalcin. "The Effect Of Explicit Method Of Problem Solving Accompanied With Analogies On Understanding Of Mole Concept." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607488/index.pdf.
Full textAbstract:
ABSTRACT
THE EFFECT OF EXPLICIT METHOD OF PROBLEM SOLVING ACCOMPANIED WITH ANALOGIES
ON UNDERSTANDING OF
MOLE CONCEPT
ÜNLÜ
, Yalç
in M.S., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer GEBAN September 2006, 56 pages The aim of this thesis was to analyse the effectiveness of explicit method of problem solving accompanied with analogy instruction over traditionally designed chemistry introduction on understanding of mole concept and attitude toward chemistry as a school subject. Participants for this research consisted of 53 students at ninth grade level from two classes taught by the same teacher in Atatü
rk Anadolu Lycee. The study was carried out during the second semester in the 2004-2005 school year. During the treatment, students in the experimental group were instructed with explicit method of problem solving accompanied with analogies. Students in the control group studied only with traditionally designed chemistry instruction. Both groups were administered Mole Concept Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. To analyse the data, statistical techniques paired samples t-test and independent samples t-test were used in this study. Statistical analyses were carried out by using the SPSS 10.0. Results of the study showed that explicit method of problem solving accompanied with analogy instruction caused a significantly better acquisition of scientific conception related to mole concept but produced no significant positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.
7
Reese, Debbie Denise. "Metaphor and Content: An Embodied Paradigm for Learning." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26564.
Full textAbstract:
Through a direct application of two cognitive science theories, conceptual metaphor (Lakoff & Johnson, 1980, 1999) and structure mapping (Gentner, 1983, 1989; Gentner & Markman, 1995), this project defined an instructional design model for the design, development, and assessment of metaphor-enhanced, computer-mediated learning environments. It used the model to produce an instructional product with a metaphor-based interface. The project also built a parallel learning environment that employed a concept map interface. To test the metaphor-based productâ s effectiveness at enabling learners to build rich mental models of a complex, abstract concept, the project ran fifty-seven preservice teachers (55 female, 2 male; mean age of 21) through the instruction, randomly assigning half to the concept map interface environment and half to the metaphor-based interface environment. Participants completed four essay-type assessment questions. Trained raters, blind to participant assignment, isolated any of the 13 targeted concepts present within participantsâ protocols and, through consensus, constructed a concept map for each participant, representing that participantâ s mental model of the targeted domain. Map attributes were translated into four weighted subscores (nodes, branches, levels, and cross-links) and summed. Comparison across the two groups indicated no significant difference for richness of mental model, t(55)=-.72, p> .05, although the discussion suggests methods for increasing the power in subsequent experimental sessions. A significant interaction between Subscore and Achievement, F(3,51)=33.42, p< .01, suggests that concept map cross-links are much more sensitive to differences in domain integration and the general richness of a participantâ s mental model than the level and branch subscores. This result has implications for classroom application. Concept maps have taken a place as a learnerâ s, a teacherâ s, and a researcherâ s tool. With cross-domain validation and domain-specific extensions, specification of the relative sensitivity of various subscales, that is, the structure of the concept map, will enable educators to justify weighting scales and identify learner achievement. Credible concept map weighting scales also enhance learnersâ self-reliant and impartial assessment of personal growth in domain-specific knowledge. Results suggest that learners who have difficulty integrating domain concepts require direct, explicit instruction to help them to make connections between disparate conceptual strands.Ph. D.
8
Pabuccu, Aybuke. "Effect Of Conceptual Change Texts Accompanied With Analogies On Understanding Of Chemical Bonding Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605121/index.pdf.
Full textAbstract:
The purpose of this study was to explore the effects of CCTIA over TDCI for 9th grade students&rsquounderstanding of chemical bonding concepts. Also, the effect of instruction on students&rsquo
attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts and attitudes toward chemistry were investigated. The subjects of this study consisted of 41 ninth grade students from two classes of a chemistry course in TED Ankara High School. This study was conducted during the 2003-2004-spring semester. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by TDCI whereas students in the experimental group were instructed by CCTIA. CBCT was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given ASTC as a school subject at the beginning and end of the study to determine their attitudes and SPST at the beginning of the study to measure their science process skills. At the end of the study, we administered interviews to the students. The hypotheses were tested by using ANCOVA and ANOVA. The results revealed that CCTIA caused a significantly better understanding of scientific conceptions related to chemical bonding concepts than the TDCI. In addition, these two modes of instruction developed the similar attitude toward science as a school subject. Also, science process skill was a strong predictor in understanding the concepts related to chemical bonding. Alternatively, no significant effect of gender difference on understanding the concepts about chemical bonding and on students&rsquo
attitudes toward chemistry as a school subject was found.
9
Huff-Benkoski, Kelly. "The effects of word anology instruction on developing readers /." Diss., 1998. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9831803.
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10
Kuo, Fen-yu, and 郭芬玉. "A Study on the Use of Analogy in English Word Recognition Remedial Instruction." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/08099221656209404510.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士班
95
The purpose of this research was to design an orthographic analogy program, and to apply the strategy for English word recognition remedial instruction. The effects of the program on improving English word recognition performance of the under-achievers in an EFL junior high school in Taiwan were also investigated. There were 13 seventh-grade students in the experimental group, and 13 seventh-grade students in the controlled group to participate in the experimental instruction for 17 classes. “English Word Recognition Test for Junior High and Elementary School Students” and “Orthographic Analogy Test” were used as test materials. All participants took a pretest and a posttest. Dependent t-test and ANCOVA were used to analyze the data. The results indicated as follows: 1. There were significant differences on Orthographic Analogy Test within the Experimental Group, within the Controlled Group, and between the two groups. 2. There were significant differences on English Word Recognition Test, reading sound subtest and meaning subtest within the Experimental Group, within the Controlled Group, and between the two groups. 3. The results of pretests and posttests in the two groups showed that the highest percentages of phoneme error patterns fall on “vowel confusion.” According to the research results, suggestions in English teaching and further research were provided.
11
"EFFECT OF ANALOGY-ENHANCED INSTRUCTION ACCOMPANIED WITH CONCEPT MAPS ON UNDERSTANDING OF ACID-BASE CONCEPT." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605247/index.pdf.
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12
"THE EFFECTS OF INSTRUCTION WITH ANALOGY-ENHANCED MODEL ON NINTH GRADE STUDENTS FUNCTION ACHIEVEMENT AND ATTITUDES TOWARD MATHEMATICS." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606581/index.pdf.
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13
Chang, Hsing-Lien, and 張幸蓮. "A Computer-Aided Instruction System with the Strategies of Teaching-with- Analogy-- Using Decimal Concepts as an Example for Illustration." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/q63fyu.
Full textAbstract:
碩士國立台北師範學院
數學暨資訊教育學系(含數學教育碩士班)
93
The study focuses on the effects of the on-line Computer-Aided Instruction (CAI) system designed according to the strategies of teaching-with- analogy of decimal numbers for the 4th graders. The samples gathered in this study were 4th-grade students from two elementary schools in Taipei County. The pretest-posttest nonequivalent group experimental design was adopted as the research method. The subjects were divided into three groups: (1) experimental group 1 (EG1), (2) experimental group 2 (EG2), and (3) control group (CG). EG1 was the learning system using analogical teaching methods designed by this study; EG2 was the learning system using traditional learning methods designed by this study; CG adopted the traditional paper tests. The pre-test and post-test were conducted on three groups of students to help the study to understand the effects of the system. Students in EG1 were also surveyed in order to further understand their learning performances. The main findings of this study point out that EG1 produces the best performances among the three groups and that performances of EG2 did not significantly differ from CG. Speaking of performances by different genders, boys and girls in EG1 make the most progress. When it comes to achievement differences, lower-grade students in EG1 outperform significantly with progress to a larger extent. The questionnaires gathered from EG1 shows this instruction system is helpful in terms of learning decimal concepts and the teaching materials can be designed by using analogical concepts.
14
Sune, Pay-Shih, and 孫佩詩. "The effects of sight word instruction on word recognition, word reading and spelling in elementary 4th graders: Analogy approach vs. look-and-say approach." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/04783222054062684392.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
95
The purpose of this study was to compare the effects of sight word instruction of analogy approach and look-and-say approach on Taiwanese EFL children’s word recognition, word reading and spelling skills. The subjects of this study were 37 fourth graders who studied at an elementary school in Taichung city and they did not attend private English language institutes after regular class. Eighteen of the students were in the “analogy group” while the other nineteen students were in the “look-and-say group”. During the two months (8 weeks) experimental period, all subjects received sight word instruction for 40 minutes per week. The sight words they learned were selected from Dolch Basic Sight Word Vocabulary List and American Heritage Word Frequency Book List. These wrods were also listed in the 1000 words for the Nine-year Integrated Curriculum Guidelines developed by Ministry of Education. The analogy group received sight word instruction in an analogic way, i.e., the researcher analyzed and categorized the sight words before instruction, and used analogy activities and guided reading during instruction. On the other hand, the look-and-say group received sight word instruction in a direct way, i.e., they looked at the words, read them out immediately, participated in look-and-say activities and received guided reading instruction. All subjects were given a pretest and a posttest on word recognition, word reading and spelling to evaluate the effects of the two sight word approaches.Results of the study indicated that there was no significant difference in word recogniton, word reading, and spelling skills between the analogy group and the look-and-say group in the post-test. However, comparison of the performance within-group between pretest and posttest revealed that both analogy and look-and-say groups improved significantly in overall performance, word recognition, word reading and spelling skill. The findings of this study suggest that both analogy and look-and-say approaches are helpful in promoting Taiwanese EFL children’s word recognition, word reading and spelling ability. This study implies that beginners can learn sight words with different but appropriate instruction. Implications for application of sight word instruction in EFL class and suggestions for the future research were provided.
15
Thomas, Cathy Newman 1957. "A comparison of three instructional methods--teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction--on the knowledge, beliefs, and skills of preservice teachers." 2008. http://hdl.handle.net/2152/18356.
Full textAbstract:
The purpose of this quasi-experimental study was to examine the comparative effects of multimedia anchored instruction (MAI) to analog video instruction (AVI) and to teacher-directed, lecture- and text-based instruction (TDI) on the knowledge, beliefs, and skills of preservice teachers. Previous teacher education research had raised important questions about the paucity of existing studies investigating whether video-based technologies such as MAI were more effective or efficient than other instructional practices, the lack of a theoretical foundation or supporting empirical evidence for most technology practices, and insufficient information identifying which instructional features of technology-based practices impact learning and in what ways. In this study, 6 university instructors who taught introductory coursework in behavior management from 5 schools across the country volunteered to participate and were randomly assigned to 1 of the 3 instructional conditions. Their preservice teacher students received MAI, AVI, or TDI instruction on the Functional Behavioral Assessment (FBA) process. Measures included a knowledge test, a beliefs survey, a performance test of skills, and a satisfaction survey. Results of the study confirmed previous findings that participants exposed to MAI learned more than with other methods, with students in the MAI group performing significantly better than students in the TDI group on a test of content knowledge. The MAI group also outperformed the AVI group, although results were not significant. Students in all groups significantly increased their self-efficacy, ableness, and willingness to manage challenging behavior. There were no significant differences between groups on the skills measure, although mean differences suggested the MAI group was better able to perform the FBA process. Instructor and student satisfaction surveys reported technical difficulties in the MAI module and video case study. Instructors found the content to be aligned with evidence-based practices and their own beliefs about managing challenging behavior. Students in the MAI condition reported finding the instruction most interesting and felt best prepared to conduct the case study. Overall, study findings suggest that MAI is an effective approach for increasing knowledge, developing beliefs, and promoting skills for preservice teachers.text
16
Chen, Hui Mei, and 陳惠媚. "The Research of Teaching With Analogy Reasoning Instructional Method on the Learning of Linear Function among Junior High School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/44078334765650476071.
Full textAbstract:
碩士國立臺中教育大學
課程與教學研究所
98
The purpose of this study was to explore the effect on the mathematics achievement of learning on linear function of junior high school students from different instructional method between analogy reasoning instructional method and traditional instructional method. The study uses quasi-experimental research, experiment samples were taken from Taichung County 1st grades of the two classes of 72 students (where students were normally allotted), one for the experimental group which taught by analogy reasoning teaching method, and the other for the control group taught by traditional teaching method. After a thorough literature review, the research develops a RML instructional strategy, kind of analogy reasoning instructional method. In such a RML, it has retrieval, mapping, and learning stages, originating from information processing theory. The core stage is the process of “analogy by mapping”. The design of this study was to analyze the representation of linear function, in terms of table, formula, graph, and text description. Then, this study compared the difference of students’ achievement before and after learning linear function. The study reached the following conclusions: 1. There was a significant difference in the students’ conception about linear function before and after their learning the concept of function for the first time. It showed that the study of RML analogy reasoning courses can improve students learning. 2. There were not significant differences in the students’ conception about linear function from the phase of “condensation” to the phase of “reification.” Finally, the results of this study were discussed, and conclusion and several teaching suggestions were provided, in the hope that teachers could use them for reference in their teaching and preparing the teaching materials. It was hoped that this study could help students in their learning process and offer good ideas for future researchers.
17
Nohejl, Jiří. "Obraz jako příklad a vzor v kontextu jeho vlivu a rozšíření na prožívání života člověka." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-307518.
Full textAbstract:
The main theme of this dissertation is to define an image as a visual experience. The human interaction is described by the author himself as a perception of the image, which serves as an information unit that could be presented as a possibility, example and pattern for the individual. There is an emphasis on the process of perception itself and on the way of interaction of an individual emphasizing the context of social learning and imitation in this text. The analysis of the principles of this interaction leading into introduction of the partial interactive models covering these processes is formed by the essential plane. The structure of the thesis is divided into ten main chapters in which the author tries to introduce a category of perception, a definition of the image and imitation as a tool of cultural transmission, presentation of the units of this transmission, the process of the interaction itself and analogous example of the fundamental role that a person in this interaction holds. There are also three analogies of these roles, which refer to the anthropological universal interaction describing the man as a gatherer and hunter. Their main purpose is to illustrate the form of a human experience better. Finally, there are reflections on the topic above. The possibilities and results, which...
18
Wu, Meng Xian, and 吳孟賢. "A Study on Development of Instructional Materials and Laboratory Equipments of ispPAC Programmable Analog Circuit - For Technological Vocational Schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/58794320221183781513.
Full textAbstract:
碩士國立臺灣師範大學
工業教育研究所
91
This study is based on the educational goal of the Consistent curriculum for electronic and electrical engineering departments of technological vocational schools published from the Ministry of Education. This study aims to propose an outline of the teaching materials of In-System-Programmable Analog Circuit（ispPAC）for technological vocational schools. Based on the outline, teaching materials in units and experiment equipments of ispPAC modules were developed. In order to achieve the purpose of this study, through literature review, the teaching design of industrial education, the development of teaching materials, the principles of compilation for teaching materials, the selection and organization of teaching materials, and the concept and content of ispPAC were discussed. Questionnaires were sent to teachers in the departments of electronic engineering and electrical engineering at technological vocational schools, including technology colleges and universities. The data were analyzed through frequency distribution, percentiles, and average. Based on the results of the survey, the researcher then proposed the outline of teaching materials of ispPAC and compiled teaching materials in units. Finally, experiment equipment for ispPAC modules according to the teaching units were designed. Expert examination and user experimentation of the teaching materials in units and designed experiment equipments of ispPAC reveal that the teaching materials and experiment equipments were suitable for student at the beginning of the electronic practical training. The function of the ispPAC practice module was correct and corresponding the theory of electronic. Furthermore, the electronic practical training based on this study was more flexible then the traditional one was.
19
Estrada, Hercun Elio Nahuel, and Micaela María Gaibiso. "Utilización de analogías y recursos tecnológicos para la enseñanza de funciones en el contexto de la virtualidad." Bachelor's thesis, 2020. http://hdl.handle.net/11086/17131.
Full textAbstract:
Informe final de la asignatura Metodología y práctica de la enseñanza.En el presente trabajo se detalla el desarrollo de la planificación y de las prácticas profesionales docentes realizadas por dos alumnos del Profesorado en Matemática durante el atípico año 2020. Las prácticas se realizaron en un tercer año de una escuela secundaria de la ciudad de Córdoba. El tema desarrollado, Funciones, fue abordado desde la analogía y mediante recursos como GeoGebra, Google Meet y el aula virtual de la institución. A lo largo de este trabajo, se presentan algunas resoluciones del Ministerio de Educación, características de la institución y de los cursos, la planificación realizada teniendo en cuenta los condicionantes de la virtualidad, la propuesta presentada para las clases de matemática, su ejecución; y a modo de cierre, las reflexiones sobre nuestra singular experiencia.
The present report details the development of planning and professional teaching practices carried out by two students of the Math Teaching Career during this atypical 2020. The practices were carried out on a third year of a secondary school in Córdoba city. The topic developed herein, Functions, was tackled using analogy and some resources such as GeoGebra, Google Meet and the Institution's virtual classroom. Throughout this work, some resolutions of the Ministry of Education are introduced as well as characteristics of the Institution and the courses. Moreover, this work presents the planning carried out, taking into account the conditions of virtuality, the proposal presented for the mathematics classes, its implementation; and as a conclusion, the reflections of our unique experience.
Fil: Estrada Hercun, Elio Nahuel. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
Fil: Gaibiso, Micaela María. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.