Relevant bibliographies by topics / Periodic teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Periodic teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Periodic teaching"

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Bierenstiel, Matthias, and Kathy Snow. "Periodic Universe: A Teaching Model for Understanding the Periodic Table of the Elements." Journal of Chemical Education 96, no. 7 (June 4, 2019): 1367–76. http://dx.doi.org/10.1021/acs.jchemed.8b00740.

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Martin, Matthew A., Kelly C. Hallmark, and Francis E. Sharkey. "Periodic Review of Pathology Training Program Teaching Files." American Journal of Clinical Pathology 134, no. 2 (August 2010): 332–34. http://dx.doi.org/10.1309/ajcpkxboak5pmi8g.

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Souza, Fernanda Oliveira de, Jakson Fernandes Lima, Railo Cavalcante Nunes, Daniel Alves da Silva, Glória Fernandes Lima, Rubya Macêdo Lima, Sandra Maria Barbosa de Araújo, Rosilene Rosa Rodrigues, Maria Izabel Florindo Guedes, and Luiz Francisco Wemmenson Gonçalves Moura. "Periodic domino game: a possibility for teaching and learning one of the periodic table." Research, Society and Development 9, no. 10 (October 2, 2020): e4189108617. http://dx.doi.org/10.33448/rsd-v9i10.8617.

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Studies and research show that chemistry Teaching is, in most cases, traditional, centered only on the memorization of names and formulas; with this, it distances itself from the reality of the student, becoming difficult and annoying. One of the chemistry contents that raise the most doubts in the students is the periodic table, most of them cannot assimilate the properties and the way the elements were organized. As an alternative to reduce these difficulties arise the games, didactic-pedagogical tools help the teacher in an attractive and dynamic way. In this sense, the present work should aim to verify the acceptance and the influence in the application of the game Domino Periodic in the classes on the periodic table. For that, field research was carried out with 19 students of the 9th grade of Elementary School II of the Centro Educacional Espaço Criativo School, in the municipality of Quiterianópolis-CE. The data were collected through an evaluative questionnaire, and the results graphically presented showing that the game aroused the interest of the students, since 64% of them attributed a maximum score and had an excellent influence, since 95% of the students stated that the game contributes significantly to a better understanding of the content addressed.
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Mikhailov, O. V. "Experience in Teaching Mendeleev’s Periodic Law at National Research University." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 11 (December 3, 2019): 78–85. http://dx.doi.org/10.31992/0869-3617-2019-28-11-78-85.

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The article discusses the questions concerning the presentation of the essence of the D.I. Mendeleev’s Periodic Law in the modern educational process in the framework of general educational and special chemical disciplines “General Chemistry”, “Inorganic Chemistry” and others. Some incorrectness have been noted both in the formulation of the Periodic Law itself and in the formulations of principles that are fundamental to the interpretation of this law (Hund’s rule, Pauli’s principle, Klechkovsky’s rule). Also, the article proposes the amended formulations of Mendeleev’s Periodic Law and each of these three principles.
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G. Romano, Caroline, Ana Letícia Carvalho, Isabella D. Mattano, Márcia R. M. Chaves, and Beatriz Antoniassi. "Chemical Profile: A Game for Teaching the Periodic Table." Revista Virtual de Química 9, no. 3 (2017): 1235–44. http://dx.doi.org/10.21577/1984-6835.20170072.

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Liu, Dan-Qing, Zhen-Qiang Wu, Yu-Xin Wang, Qiang Guo, and Jian-Guo Liu. "Optimal teaching strategy in periodic impulsive knowledge dissemination system." PLOS ONE 12, no. 6 (June 30, 2017): e0178024. http://dx.doi.org/10.1371/journal.pone.0178024.

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Rossing, Thomas D. "Teaching speech acoustics: Periodic functions and the voice source." Journal of the Acoustical Society of America 92, no. 4 (October 1992): 2319. http://dx.doi.org/10.1121/1.405040.

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Dias, Jerry Ray. "Teaching of chemistry before and after the periodic table." Foundations of Chemistry 22, no. 1 (January 29, 2020): 99–106. http://dx.doi.org/10.1007/s10698-020-09354-8.

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Rae, Ian D. "David Orme Masson, the Periodic Classification of the Elements and His ‘Flap’ Model of the Periodic Table." Historical Records of Australian Science 24, no. 1 (2013): 40. http://dx.doi.org/10.1071/hr12018.

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In the early 1890s, David Orme Masson, Professor of Chemistry at the University of Melbourne, invented a new way to display the periodic table of the elements, in which the transition elements were arranged on a flap that projected from the plane containing the main group elements. He shared the idea with his mentor, Sir William Ramsay, at University College London, who published a similar model in his 1896 book. The ?flap' arrangement was an outcome of Masson's research interest in the periodic classification of the elements, to which he also made contributions in the 1890s about the placement of hydrogen and suggested to Ramsay that a new main group was needed to accommodate the rare gases such as helium and argon then being discovered in London. Although it was not widely adopted elsewhere, Masson's ?flap' model was a research and a teaching tool that was used at the University of Melbourne and in school chemistry teaching in Victoria for over half a century.
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Razmara, A., D. Mackay, S. L. Galetta, and S. Prasad. "Teaching Video NeuroImages: Periodic alternating nystagmus evident only in darkness." Neurology 80, no. 4 (January 21, 2013): e32-e32. http://dx.doi.org/10.1212/wnl.0b013e31827f07ab.

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Dissertations / Theses on the topic "Periodic teaching"

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H-Duke, Michelle, and University of Lethbridge Faculty of Education. "The chemistry of education : a periodic relationship." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/221.

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The purpose and focus of this research is to examine a chemistry of education and to build a metacognitive bridge between the two disciplines, chemistry and education, through autobiographical narrative development of a relational periodic table for education. The elements of teaching are integrated using the actual model of the chemical periodic table of elements as a working metaphor to re-understand teaching and education. Through the narrative analysis of the inter-and intra-relationships (the educational chemical reactions), this thesis posits a new understanding of the complex matrical relationships of education and thus expands this relational knowledge toward developing new and better methods for teachers, students and for all investors of education to engage in and experience the chemistry of education.
xiii, 312 leaves ; 28 cm.
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Aghlzad, Mojdeh. "Matematikundervisning i Waldorfskola respektive kommunal skola : En kvalitativ undersökning av två olika grundskolor." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-18856.

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The purpose of this study has been to compare teachers' differing methods of teaching mathematics and their perspectives on the learning process in a municipal school to a Waldorf school. The study has examined which approach best promotes student engagement and learning in mathematics in the first three years of schooling. The study is based on four interviews. The informants’ accounts are interpreted using theories from previous research. The study shows that the municipal schools and Waldorf schools use different methods in mathematics teaching. In the public school, the focus is mostly on the students achieving curriculum goals and passing the national tests in the third year of primary school. "Silent counting" and  individualized education” are methods that teachers in the municipal school make use of in mathematics teaching. In the Waldorf school students make their own textbooks, and through longer periods of teaching the teachers are aiming for deeper understanding of mathematics and its relations to the world around. The study favors the approach to teaching used in the Waldorf school in primary schools. It is assumed that students in a Waldorf school masters and have a deeper understanding of mathematics, than students in the municipal school where they work with pre-written math books.
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Targino, Arcenira Resende Lopes. "Textos literários de divulgação científica na elaboração e aplicação de uma sequência didática sobre a lei periódica dos elementos químicos." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30012018-132817/.

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A lei periódica é uma ideia central na Química, relevante na educação científica, pois permite explicar e prever diversas propriedades da matéria, sendo que a tabela periódica, que consiste em sua representação gráfica, é considerada um dos ícones fundamentais da ciência. Para o ensino deste tema, textos literários de divulgação científica (TLDC) podem trazer contribuições, pois além de fomentarem o desenvolvimento das competências de leitura e escrita, podem promover uma boa problematização do conhecimento científico com aspectos socioculturais por possibilitarem discutir questões referentes à ciência e à tecnologia e suas relações com outras áreas da cultura, e, por isso, favorecem uma abordagem interdisciplinar. Desta forma, o objetivo deste trabalho é elaborar, aplicar e validar uma sequência didática (SD) para o ensino da lei periódica, a qual foi elaborada utilizando excertos de textos literários de divulgação científica, para assim verificar potencialidades e limitações dos TLDC em contextos de sala de aula de Química. A SD foi desenvolvida fundamentada no Modelo Topológico de Ensino e avaliada mediante o processo de Elaboração, Aplicação e Reelaboração. O resultado da aplicação foi avaliado principalmente de acordo interações discursivas observadas nos registros audiovisuais das aulas, nos quais foram caracterizados episódios de ensino em que ocorreram retextualizações dos TLDC. Nessas retextualizações foi constatado que foi predominante a abordagem comunicativa do tipo interativa de autoridade, o que sugere uma forma específica de adaptação do discurso de divulgação científica à esfera escolar. Além disso, embora tenham sido observadas dificuldades de interpretação de metáforas presentes nos TLDC, o que exigiu um esforço dos professores e alunos para transposição do discurso de divulgação científica para a linguagem científica escolar, também foram observadas reflexões sobre propriedades de elementos químicos, o que sugere uma potencialidade didática dos TLDC.
The periodic law is a central idea in Chemistry and also relevant in scientific education because it allows to explain and predict several properties of matter, and the periodic table, which consists of its graphical representation, is considered one of the fundamental icons of science. For teaching this topic, literary texts of scientific communication (LTSC) have been applied in this research because besides fomenting the development of reading and writing skills, they might promote a good problematization of the scientific knowledge with sociocultural aspects, allowing the discussion of many questions related to science and Technology and their relationships with others areas of culture, as well as promoting an interdisciplinary approach. In this way, the objective of this work is to elaborate, apply and validate a didactic sequence (DS) for the teaching of the periodic law, which was elaborated using excerpts from LTSC, in order to verify the affordances of the LTSC in contexts of Chemistry classroom. DS was developed based on the Topological Model of Teaching and evaluated through the Elaboration, Application and Re-elaboration process. The result of the application was evaluated mainly according to discursive interactions that were observed in the audiovisual records of the classes, from where teaching episodes were characterized in terms of the occurrency of retextualizations of the LTSC. In these retextualizations it was observed that the interactive/authoratative communicative approach has prevailed, which suggests a particular form of adaptating the discourse of public communication of science to the school sphere. In addition, although difficulties were observed in the interpretation of metaphors present in the LTSC, which has required an effort by teachers and students to translate the discourse of public communication of science into scientific school language, reflections on the properties of chemical elements were also observed, which suggests a didactic potentiality of the LTSC.
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Ignácio, Andréia Christina. "O RPG eletrônico no ensino de química: uma atividade lúdica aplicada ao conhecimento de tabela periódica." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/728.

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Tabela Periódica é um dos importantes conteúdos da química, porém dificilmente desperta o interesse dos alunos para o seu estudo. O intuito deste trabalho foi a criação de um jogo eletrônico, no estilo RPG (Role Playing Game), elaborado de acordo com conteúdos relacionados ao conhecimento de Tabela Periódica. O jogo tem como material de consulta o diagrama de Linus Pauling e é sugerido que o aluno utilize a Tabela Periódica enquanto joga. A associação da tecnologia à atividade lúdica contribuiu no desenvolvimento do jogo de RPG eletrônico que, segundo os resultados do presente trabalho, auxilia no processo de ensino e aprendizagem da Tabela Periódica devido aos seus desafios e propostas que motivam e despertam o interesse do aluno.
The Periodic Table is the most essential item in chemistry, however it hardly attracts its due interest with students. The objective of this project is to create an electronic game, the RPG (Role Playing Game), with the aim of stimulating interest, and knowledge regarding the Periodic Table. The game uses material from Linus Pauling’s diagram and it is suggested that his Periodic Table model be used while playing. The association of technology and playful activity contributed to the development of the electronic RPG game that, according to the results of this project, assists in the process of teaching and learning the Periodic Table. Due to its challenges, this game motivates and arouses students' interest.
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Ozturk, Mustafa. "Induction Into Teaching: Adaptation Challenges Of Novice Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609585/index.pdf.

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This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four most frequent adaptation challenges appeared as (1) workload, (2) social status and identity, (3) supervisor, and (4) classroom management challenges. Novice Teachers&rsquo
adaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.
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Silva, António Franco Pereira da. "Os programas de educação física do ensino primário em Portugal nas décadas de 60, 70 e 80, do século XX-contextos, conteúdos e modelos de implementação." Phd thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa -- -Faculdade de Motricidade Humana, 2003. http://dited.bn.pt:80/30186.

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Indzic, Dujso Aleksandra. "Nationella minoriteter i historieundervisningen : bilder av romer i Utbildningsradions program under perioden 1975-2013." Licentiate thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20272.

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In 2000 when Sweden signed the Framework Convention for the Protection of National Minorities the Roma minority became one of the acknowledged national minorities in the country. It meant that the rights of the Roma mi-nority would be safeguarded and the knowledge of its history and culture would be spread. In that context, the Swedish school, with its founded as-signment of democracy, was given an important role. The education was to communicate the multicultural values of the society and to make visible the history and culture of the Roma minority. The school books used in teaching today do not meet these demands. The view of the Roma minority given in school books is often inadequate and simplified. The present study will therefore examine a different type of edu-cational material used in schools and teaching, The Swedish Educational Broadcasting Company‟s programs of history and social studies regarding the Roma minority. Starting in postcolonial theory as well as critical dis-course analysis the study examines how the picture of the Roma cultural and ethnic identity in the Swedish Educational Broadcasting Company‟s material has been displayed and possibly changed during the period of 1975 to 2013. The results show a picture of Roma which, both in form and content, con-sists of some clearly demarcated discursive categories. The obvious continui-ty of the categories gives a picture of static and invariable Roma identity. At the same time this unambiguous picture is broken both by giving the existing discourses new meaning and also adding new discourses. The complexity and nuances become more prominent and the Roma identity is integrated in common Swedish history telling. The changes in the view of Roma, given by the Swedish Educational Broadcasting Company, can mainly be explained by the change of the Swedish immigration and minority policy and, as a conse-quence of this, the change of the school‟s mission regarding knowledge communication of Sweden as a multicultural country.
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Silva, Rodrigo Pedroso da. "A tabela periódica como tecnologia assistiva na educação em química para discentes cegos e com baixa visão." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2795.

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Acompanha produto: A tabela periódica...
As Ciências Naturais constituem um ramo da Educação Básica e cujo valor está na transformação do olhar e postura dos educandos frente aos fenômenos que ocorrem em seu cotidiano. Apesar de sua importância ao interpretar o mundo e suas transformações, os estudantes em geral têm apresentado um alto nível de desinteresse e descaso com relação a esta área do conhecimento. Alerta maior se faz quando se está diante do fenômeno da inclusão escolar que traz para a sala de aula diferentes perfis do alunado, como é o caso daqueles que têm insuficiência visual plena ou parcial. Segundo o Ministério da Educação, existem cerca de 930.683 brasileiros com algum tipo de deficiência, dos quais 75.433 são especificamente cegos ou com baixa visão. No ensino de ciência, a tabela periódica e a compreensão das propriedades periódicas dos elementos apresenta-se como um recurso fundamental para o aprendizado na disciplina de Química, o que faz surgir o questionamento sobre quais adaptações este recurso deve conter no atendimento de discentes cegos. Com o objetivo de propor um recurso assistivo que promova este acesso às informações da tabela periódica, cumprindo requisitos de Desenho Universal, foi realizado um estudo bibliográfico que mapeou as propostas apresentadas na última década (2006-2017), segundo a taxonomia de Bardin, nos principais eventos de Química e Educação categorizando-as segundo suas propostas e objetivos, evidenciando-se um importante campo de pesquisa para inúmeros pesquisadores licenciados. Este trabalho adotou então um dos recursos pedagógicos denominado Tabela FD14 (tabela periódica adaptada para cegos), apresentada no Congresso Nacional de Educação-EDUCERE/2015, que foi revisada e aperfeiçoada para melhor satisfazer as necessidades da educação inclusiva, enquadrando-a dentro de exigências legais quanto à qualidade do Braille e requisitos de Desenho Universal. O novo recurso foi aplicado em dinâmica de sala de aula durante o processo de ensino/aprendizagem, obtendo benefícios no suporte instrumental docente, na ação didática do professor de Ciências e no processo de aprendizagem de estudantes cegos e com baixa visão, removendo as barreiras de acesso ao currículo comum, fomentando ainda mais a possibilidade de uma educação realmente inclusiva.
The Natural Sciences constitute a branch of Basic Education and whose value lies in the transformation of the students' gaze and posture towards the phenomena that occur in their daily life. Despite their importance in interpreting the world and its transformations, students in general have shown a high level of disinterest and disregard for this area of knowledge. Greater alert is made when faced with the phenomenon of school inclusion that brings to the classroom different profiles of the student, as is the case of those who have visual impairment full or partial. According to the Ministry of Education, there are about 930,683 Brazilians with some type of disability, of whom 75,433 are specifically blind or with low vision. In science teaching, the periodic table and the comprehension of the periodic properties of the elements presents itself as a fundamental resource for learning in the discipline of Chemistry, which raises the question about what adaptations this resource should contain in the care of blind students. With the objective of proposing an assistive resource that promotes this access to the information of the periodic table, fulfilling Universal Design requirements, a bibliographic study was carried out that mapped the proposals presented in the last decade (2006-2017), according to Bardin taxonomy, in main events of Chemistry and Education categorizing them according to their proposals and objectives, evidencing an important field of research for numerous licensed researchers. This work then adopted one of the pedagogical resources called Table FD14 (periodic table adapted for the blind), presented at the National Congress of EducationEDUCERE/2015, which was revised and improved to better meet the needs of inclusive education, framing it within requirements legal requirements regarding Braille quality and Universal Design requirements. The new resource was applied in classroom dynamics during the teaching / learning process, obtaining benefits in the instrumental teaching support, in the didactic action of the science teacher and in the learning process of blind and low vision students, removing the barriers of access to the common curriculum, further fostering the possibility of truly inclusive education.
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Aleman, Marilyn K. "Korean celadon pottery : "first under heaven"." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345332.

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The primary objective of this creative project is the exploration of Korean celadon pottery. This unassuming style of pottery has been highly revered in Asian cultures and has been called the "first under heaven" by the Chinese scholar Hsu Ching (Covall 46). But for Westerners, little is known. This makes the unique features of Korean celadon pottery a subject worthy of study, particularly the celadon vessels of the Koryo Dynasty.For this research, I first studied the Goryeo or Koryo Dynasty (918-1392 A.D.) during which time Korean celadon was revealed, developed to its zenith and declined. Secondly, I concentrated on the clay body, the style and shape, and the glaze and decorating techniques used in celadon vessels of the Koryo Dynasty.As a result of this study I have used the knowledge gained to 1). develop a body of pottery work which will incorporate Korean type clay, celadon glaze and the decorating techniques of incising, relief, impressed designs, inlay and carving or open work. 2). I have produced a disciplined-based art education curriculum which can be used in teaching advanced ceramics (10th-12th grades) high school level.
Department of Art
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Lacerda, Daniela Ferreira de. "Caracterização do ensino programado no Brasil: um estudo com base na análise de periódicos científicos." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/16827.

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Made available in DSpace on 2016-04-29T13:18:08Z (GMT). No. of bitstreams: 1 Daniela Ferreira de Lacerda.pdf: 480408 bytes, checksum: b0aeba57ec9e6e998dc267a4ba8df249 (MD5) Previous issue date: 2008-05-30
In his work Technology of teaching, Skinner displays the characteristics that a teaching program should have, so that the students would reach the given objectives with the least number of mistakes possible. In this book the author proposes a model for displaying the teaching contingencies that became known as programmed instruction. The present work analyzes national articles of scientific publications about the application of such principles of Behavior Analysis to Brazilian Education, in the period between 1961 and 2007, that derived from Skinner s original propositions concerning programmed instruction, aiming at identifying the characteristics that such application gained here. For the analysis, 93 articles were selected based on a list of keywords, applied to a set of articles withdrawn from previous studies (especially Freitas, 1987 and César, 2002) as well as articles available on the internet, from online journals databases. The article selection was based on the presence in the title, in the keywords of the article or in the abstract ― of words such as: programmed instruction, personalized system of instruction, teaching programming, teaching contingencies, among others. Articles that contained words referring to other theoretical approaches and/or that didn t mention Behavior Analysis, nor referred to publications from that approach, were excluded. The results show that research on programmed instruction had a peak in the 1970 s and has diminished ever since. In the past three decades, there was an average of less than one publication a year in the journals that have been studied. The results also show that characteristics of programmed instruction have been found in many teaching programs present in the articles, with special emphasis on: successive approach to final behavior through small steps; students progression based on high performance; and respect for students individual rhythm. The most frequently found teaching program formats were, in decreasing order: (1) ways of teaching programming that do not reproduce any standard model; (2) Personalized System of Instruction (PSI); and (3) programmed instruction, according to the model proposed by Skinner (1972/1968)
Em sua obra Tecnologia do ensino, Skinner explicita as características que um programa de ensino deveria ter, para levar os aprendizes a atingirem os objetivos propostos com um mínimo de erros. Nessa obra, o autor propõe um modelo de disposição de contingências de ensino que veio a ser conhecida como instrução programada. O presente trabalho teve como objetivo analisar artigos de periódicos científicos nacionais sobre a aplicação dos princípios da Análise do Comportamento à Educação no Brasil, no período de 1961 a 2007, decorrentes da proposta original de Skinner de instrução programada, a fim de identificar características que essa aplicação assumiu entre nós. Para essa análise, foram selecionados 93 artigos, com base em uma lista de palavras-chave, aplicadas a artigos de relações de periódicos utilizados em estudos anteriores (em especial Freitas, 1987 e César, 2002) e também a artigos de periódicos encontrados em algumas bases de dados disponíveis na internet. A seleção dos artigos baseou-se na presença no título, nas palavras-chave ou no resumo ― de termos como: instrução programada, sistema personalizado de ensino, programação de ensino, contingências de ensino, entre outros. Artigos foram excluídos quando estavam presentes termos que remetiam a outras abordagens teóricas e/ou quando não faziam menção a análise do comportamento nem continham citação bibliográfica desta abordagem. Os resultados mostram que os estudos em ensino programado tiveram seu auge na década de 1970 e vêm diminuindo desde então, sendo que nas décadas de 1980, 1990 e 2000 foi publicado, em média, menos de um desses artigos por ano nas revistas pesquisadas. Mostram também que características da instrução programada estão presentes em muitos dos programas de ensino tratados nesses artigos, em especial as características: aproximações sucessivas ao comportamento final através de pequenos passos; progressão dos alunos baseada no alto domínio; e respeito ao ritmo do estudante. Os formatos de programas de ensino mais frequentemente encontrados foram, em ordem decrescente: (1) formas de programação de ensino que não reproduzem um modelo padrão; (2) Personalysed System of Instruction (PSI); e (3) instrução programada, conforme o modelo proposto por Skinner (1972/1968)
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Books on the topic "Periodic teaching"

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Abbgy, Theodore S. Elements and the periodic table: What things are made of. [United States]: Mark Twain Media, 2001.

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Abbgy, Theodore S. Elements and the periodic table: What things are made of. [United States]: Mark Twain Media, 2001.

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David, Goforth, ed. The topology of the 2x2 games: A new periodic table / David Robinson, David Goforth. London: Routledge, 2005.

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Ballast, David Kent. Architectural education in the United States: Recent periodical literature. Monticello, Ill: Vance Bibliographies, 1987.

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Shaydenko, Nadezhda, and Svetlana Kipurova. Introduction to teaching activities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1055432.

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The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, teachers and teachers.
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Gurrë e mendimit didaktik: Periodiku pedagogjik në gjuhën shqipe midis viteve 1945-1978. Prishtinë: Shkëndija, 2008.

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Cable, Carole. Recent trends in architectural education in Great Britain ; a survey of periodical literature, 1976-1986. Monticello, Ill., U.S.A: Vance Bibliographies, 1988.

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1945-, Suzuki Tai, Saitō Fumitoshi 1961-, and Tokiwa Tomoko 1967-, eds. Kin-gendai Nihongo seiseishi korekushon. Tōkyō: Kuroshio Shuppan, 2010.

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VandenBroeck, André. Breaking Through: A Narrative of the Great Work. San Francisco, USA: City Lights Books, 1996.

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Fridlender, Neḥemyah. Mi-mishnato shel Ramḥal. Bene Beraḳ: Neḥemyah Fridlender, 2013.

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Book chapters on the topic "Periodic teaching"

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Vapalahti, M. "Periodic Evaluation of Training Progress and Teaching." In Training in Neurosurgery, 98–100. Vienna: Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6860-8_25.

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Goldwyn, Henriette. "Teaching Versailles." In Teaching the Early Modern Period, 184–89. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307483_17.

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Luckpoteea, Mokshada, and Fawzia B. Narod. "An Investigation into the Use of the Concept Attainment Model in Teaching the “Periodic Table” at ‘O’-Level Through an Action Research." In Chemistry for Sustainable Development, 265–99. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-8650-1_17.

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Burnett, Mark Thornton. "Teaching Shakespeare Historically." In Teaching the Early Modern Period, 157–60. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307483_14.

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Pettes, Dorothy E. "Teaching in the Initial Period." In Staff and Student Supervision, 101–9. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003200413-8.

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Grogan, Jane. "Paradise Regained? Teaching the Multicultural Renaissance." In Teaching the Early Modern Period, 124–45. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307483_11.

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Broomhall, Susan. "Worlds Apart, Worlds Away: Integrating the Early Modern in the Antipodes." In Teaching the Early Modern Period, 118–23. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307483_10.

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Hadfield, Andrew. "Shakespeare and the Problem of the Early Modern Curriculum." In Teaching the Early Modern Period, 146–50. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307483_12.

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Cheney, Patrick. "An Early Modern Challenge: Finding the Student In-road." In Teaching the Early Modern Period, 153–56. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307483_13.

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Viala, Alain. "The Importance of Being Endogenous." In Teaching the Early Modern Period, 161–64. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307483_15.

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Conference papers on the topic "Periodic teaching"

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Grunewald Nichele, Aline, and Leticia Zielinski do Canto. "LEARNING PROJECT FOR TEACHING CHEMISTRY: PERIODIC TABLE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1848.

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Valdivia Giménez, Victoria. "AN INNOVATIVE TEACHING MODEL FOR THE INTERPRETATION OF THE PERIODIC TABLE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0629.

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Islamov, R. S. "THE EXPERIENCE OF TEACHING ENGLISH SPECIAL LEXIS FOR THE MULTILINGUAL GROUPS OF CHEMICAL DEPARTMENTS (BASED ON THE ONOMASTICS OF D.I. MENDELEYEV'S PERIODIC TABLE)." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.130-138.

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The paper observes the matter of proper names of chemical elements of the periodic table by D.I. Mendeleev, the history of their origin, and transformation while the morphemic and semantic loaning from Greek and Latin languages. Moreover, the name for this lexis is proposed as stoichonyms. The topic under discussion is actual for chemistry students in classes of English. The paper provides an example of multilingual group of the speakers of Russian, Tajik, and Kyrgyz languages. The special interest is the comparative lexemic analysis of the names of chemical elements in these three languages. By means of it, one can conclude on the students' perception of the scientific lexis in the light of its etymology, on the one hand. On the other hand, one can make an approach to teaching the special lexis not only by language teacher but chemistry as well.
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Schaefer, Mathew. "Beautiful Music in the Classroom: Marimba As a Lab Experiment for Teaching Vibration Measurement." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11038.

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Abstract A marimba bar makes a rich and vibrant sound when played by a skilled musician. When that same marimba bar is played by the typical mechanical engineering junior, it’s a different story. Then, that same marimba key provides a complex set of vibration modes that are a useful subject for a lab experiment in their Measurements & Instrumentation course. This paper will describe development of “The Marimba Experiment”, which is part of a junior-level engineering course in measurements at Milwaukee School of Engineering. Learning outcomes for this course include “provide students with hands-on experience: using various sensors, performing data collection, and interpretation of experimental results.” In this experiment, students measure vibrations using a piezoelectric accelerometer, charge amplifier and analog-to-digital conversion. Results can be viewed in two ways. First, it may be interpreted as a general example of a vibrating structural component. It has several natural frequencies and mode shapes (transverse bending, lateral bending, torsional), which are simultaneously active. The signal represents an example of a complex periodic signal. It may be analyzed by looking at the acceleration versus time response and by examining the Fourier transform of the data, which shows results in the frequency domain. Second, results may be interpreted in musical terms. The lowest frequency is what we recognize as “the note” and the higher modes represent the higher harmonics. The distribution of frequency ratios and the relative amplitudes of the higher frequencies are what gives a musical instrument its unique character. In other words, what makes middle-C on a marimba sound different than middle-C on a clarinet or violin? A well-designed engineering experiment can give students an immediate application example. In this case, it is an example which they spontaneously want to explore because they all enjoy music and want to understand how it is created.
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Perales, Esther, Bàrbara Micó-Vicent, Valentín Viqueira, Khalil Huraibat, and Fco Miguel Martínez-Verdú. "Strategies for continuous improvement in the master's degree in "Colour Technology for the automotive sector" based on feedback from graduates." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8846.

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The first edition of the Master's Degree in "Color Technology for the Automotive Sector" was held during the last academic year. The academic results in terms of qualifications, achievement and learning were good. In spite of the good sensations, there are aspects to be improved, both in methodology and the development of the subjects, timing of the contents, organization or communication channels. Following this line, the Academic, agreed on a plan of continuous improvement based on the feedback provided by the graduate surveys. A specific survey was carried out to gather their specific experience of the course in order to be able to modify the general strategy of the master's degree at the teaching and organisational level. The objectives were to adapt the teaching methodology to facilitate a more reflexive, participative and autonomous learning with a high degree of involvement and motivation of the students, to improve the academic results in terms of learning and satisfaction, to simplify and improve the logistic management of the course, etc. Thus, the survey included questions relating to the usefulness of the master's degree, methodology, organisation and planning of teaching, as well as a final question relating to the overall satisfaction of the course. A short survey was chosen with only 10 questions that the student rated from 1 to 5 on a scale from "strongly disagree" to "strongly agree". From the analysis of the responses, some important weaknesses were detected, such as the lack of content developed in video format, and the slowness of feedback on the results obtained in the proposed tasks. Based on these results, it was proposed an improvement plan that included the incorporation of videos to teaching materials, flexibility in the deadlines for activities, and the periodic monitoring of student learning and concerns through "Adobe Connect".
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Bernal Pedraza, Oscar Felipe. "Aprendo Enseñando: Autonomy, Creativity, and Technology to Promote Mathematical Learning." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5560.

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This article shortly describes some of the basic characteristics, the theoretical support, and the general framework behind an activity developed for Precalculus students named “Aprendo enseñando” (translates I Learn by Teaching), a semester-long task proposed to students aiming to elicit higher retention and deeper understanding of the mathematical procedures involved in solving the problem sets assigned for each class. The activity is brought to students as the opportunity to combine their mathematical training in class and their autonomous choices for means to present fully explained solutions to peers, involving creativity in the use of the means and technology as a requirement for the final product to be shareable over the internet. Basic examples to explore different choices were provided, periodic submissions were required, and to enhance engagement, peer review via Blackboard (Learning Management System) forums was in place. No analysis of outcomes has been conducted yet, but a retrospective view and self-critique from the teacher's point of view is provided.
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Indayati, Tatik, Nur Habibah, Muhammad Sanja Hasbulloh, Chintia Budi Amelia, and Evi Nurkhofifah. "The Role of Teaching Period in Students’ EFL Achievement." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.023.

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Tomčić, Lana. "CAUSES OF LEARNING DIFFICULTIES IN THE TRANSITIONFROM CLASS TEACHING TO SUBJECT TEACHING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.63t.

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The period of transition from class teaching to subject teaching is marked by changes that greatly affect students. The aim of the paper is to analyze the potential causes that lead to learning difficulties in the transition from class teaching to subject teaching. The goal is achieved at the theoretical level, applying the method of theoretical analysis and content analysis technique. Because of the pre-puberty and puberty period that they are in, students are in a phase of intense growth and development where they are more easily fatigued; their attention is short-lived, which often leads to clumsiness in performing activities and solving tasks. The analysis of the results of the research so far indicates that the fifth grade students are achieving lower school success compared to the previous four years of schooling. The causes of many difficulties that occur in the fifth grade are: the volume and difficulty of the teaching material, the difference in the criteria of students’ assessment, the problem of adaptation to changes in work, the adaptation of teaching procedures to the age of students. The pedagogical implications of this paper are reflected in the identification of causes and their prevention in order to ensure the best possible adaptation of students to new changes.
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Velickovic, Marta, and Jelena Danilović-Jeremić. "STANCE MARKERS: AN UNDERDEVELOPED ASPECT OF SERBIAN EFL WRITERS’ COMPETENCE." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.457v.

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The topic of the current study is the interactional dimension of metadiscourse, as expressed through lexico-grammatical devices in beginner L2 writing of L1 Serbian/L2 English learners. The participants’ use of metadiscourse devices was chosen due to its particular relevance for the beginner L2 writing process at the tertiary level. The sample of participants included a total of 70 English language majors attending the University of Niš. The corpus consisted of the students’ expository paragraphs collected over a period of nine weeks during the 2019/2020 schoolyear. The taxonomy used in this particular study was that of Biber (2006) and Min et al. (2019), with a particular focus of hedges, stance adjectives, stance adverbs, and stance verbs. The results obtained imply that stance markers deserve a more prominent place in the EFL classroom.
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Kubota, Shin-Ichiro, Ryuichi Matsuba, Naoshi Hiraoka, Yusei Suzuki, and Yoshiko Goda. "Considerations for Classification of Procrastinator Focusing on Periodical Online Exam in Blended Learning Course." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368437.

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Reports on the topic "Periodic teaching"

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Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.
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