Academic literature on the topic 'Principle-based curriculum'
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Journal articles on the topic "Principle-based curriculum"
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Asmuki, Achmad Yusuf, and Abdul Aziz. "Multicultural-Based Curriculum Conception." AL MURABBI 6, no. 1 (December 31, 2020): 87–102. http://dx.doi.org/10.35891/amb.v6i1.2436.
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This study aims to describe about 1) Classification of multicultural-based curriculum in various points of view, (2) Principles and Principles of multicultural-based education curriculum preparation. This research is designed in the form of library research. The results of this study concluded that (1) classification of Multicultural Based Curriculum from three points of view, namely First: Concept and Implementation Perspective is classified into 3 namely (a) Ideal Curriculum (b) Factual Curriculum, and (c) Hidden Curriculum. Second: The Structure and Subject Matter Perspective is classified into 4 i.e. (a) Sparated Curriculum. (b) Broad Fields Curriculum (c) and. (4) Integrated Curriculum. Third: The Scope of Use perspective is classified into 3 i.e. (a) national curriculum, (b) state curriculum,(c) and school curriculum.
(2) Principles in designing a multicultural-based curriculum namely (a) The Principle of Child Psychology, (b) the Principle of National Sociology, (c) the Principle of Development of World Science and Technology, and (d) the Principle of Pancasila as the Philosophy of the Nation. While the Principles of Curriculum Preparation in Multicultural Education include: (a) relevance principle, (b) flexibility, (c) continuity, (d) efficient, and (e) effective.
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Khandaghi, Maghsoud Amin, and Ali Baraei. "Studying the Compatibility of Iran's New Primary School Curriculum with the Curriculum Change Principles." Modern Applied Science 11, no. 7 (May 14, 2017): 13. http://dx.doi.org/10.5539/mas.v11n7p13.
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Some principles are key to any change process and considering them in practice make the change process effective. The advocators for "down-up" change believe that the thoughts and ideas of individuals with practical and direct experience of the situation are more effective for making change. As main actors of curriculum, teachers have beneficial views on change plans. This survey aimed to investigate the primary school teachers' viewpoints on the compatibility between Iran's Primary School Curriculum changes and the 12 Curriculum Change Principles. Finding showed that in Iran's primary school curriculum, the principles relating to learning as an agent needed for change (principle 1), intervention for making change (principle 5), district and school-based leadership as an essential elements of long-term change success (principle 7), systematic view on change (principle 11), considering the school as the primary organizational unit for change (principle 3) and focus on objectives (principle 12) are highly considered. However, organizational and individual roles in making change (principle 4) and appropriate intervention role in reducing resistance to change (principle 4) are less considered by the subjects. Some differences were significant based on other background variables, too.
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Efendi, Ikwan. "DESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (April 4, 2018): 25–44. http://dx.doi.org/10.33650/edureligia.v1i2.44.
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Design of curriculum development based Islamic religious education teachers and learners at the center of the learners become imperative applied in the education unit, because the subject is student learning in school. While the teacher becomes a facilitator should be able to direct, guide and a role model for their students. Islamic religious education curriculum development in general should be based on objectives and competencies, the relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objective and democratic. Additionally, in particular the development of Islamic religious education curriculum principle of curriculum objectives, principles of curriculum content, didactic-methodical principles, principles with regard to media and learning resources, and evaluation principles. Keyword: Curricullum Development Design, Islamic Educations, Teacher and Student-Center
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张, 会芝. "Teaching Reform of “Concrete Structure Design Principle” Curriculum Based on Professional Standards." Creative Education Studies 06, no. 04 (2018): 251–55. http://dx.doi.org/10.12677/ces.2018.64040.
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Li, Han Li, Jiming Ma, Xu Zhang, Bing Lu, and Zhiguo Wang. "The Teaching Reform of Compiling Principle Based on System Ability Training." Advances in Higher Education 3, no. 4 (December 18, 2019): 198. http://dx.doi.org/10.18686/ahe.v3i4.1585.
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<p>In this paper, the computer class curriculum goal, content the present situation of computer teaching have been analyzed in computer related ability and the overall goals are set up on the basis of the current education teaching reform efforts, from the aspects such as teaching contents, methods and practice, the compiling principle teaching, indepth studies and finally it attempts to the construction of teaching system and elaborates the implementation process</p>
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Hasanah, Istianatul. "Manajemen Kurikulum Perspektif Oliva : Telaah Epitemologis." Tadbir : Jurnal Studi Manajemen Pendidikan 3, no. 1 (May 17, 2019): 58. http://dx.doi.org/10.29240/jsmp.v3i1.732.
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Curriculum management is a system of curriculum management that is cooperative, comprehensive, and systematic in order to realize the achievement of curriculum objectives. A good curriculum is a curriculum that follows the development of science and technology based on society. The management of a curriculum determines success and failure in education. Therefore, Management curriculum is Importent thing in a scool education by principle education process which can work running wellby reaching a goal, such is garduate competent standardthat must be domeneted by student and motivated the teacher to alwasy implement the education.
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Hidayat, Muhammad, Chalid Imran Musa, Siti Haerani, and Indrianti Sudirman. "The Design of Curriculum Development Based on Entrepreneurship through Balanced Scorecard Approach." International Education Studies 8, no. 11 (October 28, 2015): 123. http://dx.doi.org/10.5539/ies.v8n11p123.
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<p class="apa">This research is intended to develop curriculum based on entrepreneurship through balanced scorecard approach at the School of Business or <em>Sekolah Tinggi Ilmu Ekonomi</em> (STIE) Nobel Indonesia. In order to develop the curriculum, a need analysis in terms of curriculum development that involves all stakeholders at STIE Nobel in Indonesia has been conducted. This research found that the basic skills of entrepreneurship are the main data in the curriculum development based on entrepreneurship. The researchers classify those skills into four business perspectives in accordance with the principle of the balanced scorecard. This study showed that the balanced scorecard approach can be used as a means of mapping the curriculum and the theme for teaching entrepreneurship at STIE Nobel Indonesia.<strong></strong></p>
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Ocak, Gurbuz, and Akin Karakuyu. "The Evaluation of the Social Studies Curriculum in Turkey: The Guiding Principle of Balance." European Journal of Educational Sciences 8, no. 2 (June 30, 2021): 68–84. http://dx.doi.org/10.19044/ejesvv8no2a68.
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This study investigates the social studies curriculum applied in 4th 5th 6th and 7th grades in Turkeyaccording to the principle of balance, which is one of the guiding principles of curriculum development. The research is conducted with a case study of qualitative research methods. The research is designed with a holistic case study design. Research data were collected by the methods of the interview with social studies teachers, observation in 4th 5th 6th and 7th grades and document review of the course objectives in the social studies curriculum and analyzed by content analysis technique. The reliability of the data was calculated with the multi-degree Kappa coefficient based on the agreement between the observers and the opinion agreement for the opinions. According to the results of the study, it was found out the principle of balance was generally neglected, and there is balance with regards to the past and present, different cultures and local culture, close and distant environment, classroom and out-of-class learning while there is no balance in terms of using only written, verbal and visual materials and the other principles. The research consequently suggested recommendations to curriculum development experts and teachers to ensure the principle of balance.
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Jin, Lin, and Tong Zhao. "Network Courses Construction and Research." Advanced Materials Research 482-484 (February 2012): 2253–56. http://dx.doi.org/10.4028/www.scientific.net/amr.482-484.2253.
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Network courses construction and research, explained the concept and the content of Network curriculum, the main technical keys of the network course construction, and discusses the methods of using Dreamweaver Web Editor developing network course based on Web platforms. "Digital Electronic Technology" online course design and implementation of an example, introduced the principle of network curriculum design, and the technical Specifications of teaching development.
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Rejeki, Sri. "Approach and Methods on TEFL: Inquiry-Based Language Learning (IBLL)." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (December 6, 2017): 135. http://dx.doi.org/10.29240/ef.v1i2.154.
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This paper aims at explaining the theoretical based and the implementation of Inquiry-Based Language Learning particularly in Indonesia. IBLL is not quite familiar in Indonesian context especially in educational field. In other hand, Curriculum 2013 is very popular in this country although both of them are related each other. This curriculum adopted the concept of IBLL in which it encourages the students to construct the knowledge. Based on the principle of inquiry, the students supported by the teacher and peers try to answer the questions coming from themselves. These answers will help them in constructing the knowledge. IBLL is completely useful in promoting long life education that enables them to continue the quest for knowledge throughout life.
Dissertations / Theses on the topic "Principle-based curriculum"
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Hawkley, Melissa Noel. "Roles and Relationships in Learning and Teaching: A Case Study of the Development and Worldwide Implementation of a New Religious Curriculum." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4204.
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This in-depth case study examines perceptions of teacher and learner roles and relationships that were the basis for common understanding in the creation and implementation of the new youth curriculum, Come, Follow Me: Learning Resources for Youth, for The Church of Jesus Christ of Latter-day Saints. The assumptions and beliefs of teachers and learners directly influence each other in their perception of their roles and thus, directly influence the type of teaching and learning they engage in. The curriculum was intentionally designed to help members of the Church teach and learn for conversion. Teachers who understand both their role and that of the learners, can invite this type of learning through their teaching. Reciprocity of roles, living what you teach, and principle-based teaching, all contribute to correct perceptions of roles and relationships. Teacher councils—where participants counsel together, look for the good in each other's teaching, practice, and then reflect— help facilitate a climate where teachers risk and try new things, break out of old paradigms of misperceptions of roles and relationships, and move toward an effective teacher role.
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Lai, Ghunan, and 賴俊安. "The Study Of Using Problem-based Gaming Teaching Strategies To Enhance Elementary School Students Learning Effect On The Lever-Principle Curriculum." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/41253851149523225353.
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碩士國立臺中教育大學
數位內容科技學系碩士班
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The purpose of this study was to explore the learning effect of lever-principle curriculum by using problem-based teaching strategies in elementary school students. Quasi-experimental study was used in the study. The subjects were sixth-grade students from two classes of an elementary school in Nantou County. The two classes were divided into two groups, a control group with the general game-based teaching and another experimental group with the problem-based gaming teaching strategies. Two evaluational tools, including "Learning questionnaires" and "Post-test of lever courses", were used in the study. The studnets’ learning effect was analyzed in quantitative data and the students’ learning process was comprehended in the feedback and satisfaction of students’ learning questionnaire. The findings were as follows： 1. The students in experimental groups had better learning effect of lever-principle curriculum learning than the students in control group. 2. The students in experimental group had better feedback and satisfaction of learning questionnaire than the students in control group. 3. The students in experimental groups had the better test-scores of lever courses than the students in control group.
Book chapters on the topic "Principle-based curriculum"
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Shi, Hongyan, Xiaoqiang Wu, and Lihua Wang. "Exploration of Mechanical Principle Combined Curriculum Reform Based on Network Assisted Platform." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 170–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35095-6_19.
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Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study, 65–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.
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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).
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Luis Fernández-GutiérrezdelÁlamo, Luis F. Mazadiego, David Bolonio, Fernando Barrio-Parra, and Miguel Izquierdo-Díaz. "Combining Adaptive and Cooperative Learning Strategies to Deal With Heterogeneity in Large Groups." In Innovative Trends in Flipped Teaching and Adaptive Learning, 185–202. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8142-0.ch009.
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In undergraduate university degrees, students start their first year with a high level of heterogeneity in terms of acquired curricular competences. Therefore, the teaching given in these courses must face the challenge of turning this heterogeneity, in principle counterproductive, into an added value that helps students to face the subjects with expectations of success. Consequently, an innovative approach in the teaching of the first degree courses is needed, moving towards adaptive and personalized learning based on the use of new technologies, facilitating the overcoming of learned competences regardless of the starting level of the student. Other works focus on adaptive learning to achieve the homogeneity in groups of students before the beginning of the group lessons. Unlike this “classical” approach, this chapter is based on maintaining the heterogeneity of knowledge and using it as a driving force to learn through interactions among group members.
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Boachie, Christopher. "The Effect of International Financial Reporting Standards Adoption on Foreign Direct Investment and the Economy." In Advances in Finance, Accounting, and Economics, 342–61. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9876-5.ch017.
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This chapter examines the effect of International Financial Reporting Standards (IFRS) adoption on Foreign Direct Investment (FDI) and Ghanaian economy. It is a cross sectional survey study, with the population consisting of both Preparers and Users of financial statements. Stratified Random sampling method was adopted to gather primary data. Findings showed that IFRS has been adopted in Ghana and it is perceived that IFRS implementation promotes FDI inflows and economic growth. This study recommends all stakeholders to have full implementation to reap benefits of the IFRS and principle - based standards. The implication is that preparers need to work on their skills and expertise gap through training and development and to ensure that these standards are included in the academic and professional curricula. Moreover, regulatory bodies should monitor and enforce these standards but where local content is needed, convergence should be the solution.
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Boachie, Christopher. "The Effect of International Financial Reporting Standards Adoption on Foreign Direct Investment and the Economy." In Foreign Direct Investments, 748–68. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2448-0.ch032.
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This chapter examines the effect of International Financial Reporting Standards (IFRS) adoption on Foreign Direct Investment (FDI) and Ghanaian economy. It is a cross sectional survey study, with the population consisting of both Preparers and Users of financial statements. Stratified Random sampling method was adopted to gather primary data. Findings showed that IFRS has been adopted in Ghana and it is perceived that IFRS implementation promotes FDI inflows and economic growth. This study recommends all stakeholders to have full implementation to reap benefits of the IFRS and principle - based standards. The implication is that preparers need to work on their skills and expertise gap through training and development and to ensure that these standards are included in the academic and professional curricula. Moreover, regulatory bodies should monitor and enforce these standards but where local content is needed, convergence should be the solution.
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Whalen, Tammy, and David Wright. "Business Process Reengineering for the Use of Distance Learning at Bell Canada." In Cases on Information Technology Series, 186–99. IGI Global, 1999. http://dx.doi.org/10.4018/978-1-878289-56-8.ch017.
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The Bell Online Institute (BOLI) represents a radical change to the way Bell Canada provides internal training to its 27,000 employees. BOLI specializes in Web-based training, one type of technology enabled (distance) learning. Web-based training is a significant departure from the more traditional classroom-based practices at the Bell Institute for Professional Development, which is the organization that oversees all employee training at Bell Canada. This case study examines the use of Web-based training at Bell Canada in the context of business process reengineering. We present a theoretical context and a practical guide to how technology enabled learning changes the business processes in an organization. The study defines the processes that are required to deliver Web-based training, the value to the internal and external business practices of the organization, and the costs for each process. The wider applications of this case study are identified and will be of interest to those in other organizations that are moving from classroom delivered training to distance delivery. This case study describes changes in the organization that result from reengineering, including the impact Web-based learning has on training plans, student needs assessments, the ability to provide specialized curricula, training students and instructors in using new technologies, and establishing a principle of continuous improvement. Alternative ways of achieving project objectives are presented, along with organizational impact, technology alternatives, and cost-benefits.
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Kuźma, Józef. "Paradygmat kontynuacji i zmiany – generalną przesłanką scholiologii i reform edukacyjnych." In Edukacja w przestrzeni społecznej - paradygmaty zmian, 37–48. Wydawnictwo Uniwersytetu w Białymstoku, 2021. http://dx.doi.org/10.15290/ewpspz.2021.03.
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The concept of paradigm has its origin in ancient Greece. Plato understood a paradigm as an idea or form, while Aristotle gave it the meaning of a particular pattern or model. The school, alongside the Temple, is the oldest social institution that meets the very important developmental needs of the young generations of society. It is shown in the article, based on the genesis of the school in various countries of the world, how in the history of the school there were periods of both development and stagnation. Major school system and program changes were carried out in accordance with the general principle of continuation and change. This means that everything that has worked well in the current practice of the school’s activities should be continued and the curricula and upbringing should be constantly enriched with new content, values, and experience, while consistently changing what is incompatible with current science and practice in programmes and the organizational sphere and, above all, outdated knowledge and teaching methods. This general rule should also apply to the reform of the Polish school system introduced in 2019. Only by observing the general principle of continuation and change can school reform achieve its intended goals. The fact that the optimal change paradigm is the guiding thought of learning about school or scholiology deserves to be emphasized in the presented article. The concept of scholiology met with positive feedback from many Polish scholars involved in school education, as well as Professor Mark Bray, Chairman of the World Council of Comparative Education Societies (University of Hong Kong, 2019).
Conference papers on the topic "Principle-based curriculum"
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Ke, Haifeng, Gaoyan Zhang, and Minghui Wu. "The Curriculum Reform of Database System Principle Based on Paperless Examination Platform." In 2010 IEEE 10th International Conference on Computer and Information Technology (CIT). IEEE, 2010. http://dx.doi.org/10.1109/cit.2010.382.
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Ying, Hong. "Study of Curriculum Structure for Computer Major Based on CDIO Engineering Education Principle." In 2010 International Conference on Biomedical Engineering and Computer Science (ICBECS). IEEE, 2010. http://dx.doi.org/10.1109/icbecs.2010.5462396.
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Ryall, Áine. "Designing and delivering experiential learning opportunities: Environmental law in action." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.08.
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This paper reports on the experience gained with an undergraduate Law module – LW3372 Environmental Law: Contemporary Issues in Governance, Regulation and Enforcement – in the academic year 2018/19. This module incorporates specific features designed to enable students to engage with environmental law ‘in action’ through experiential learning opportunities set in the context of a research-based approach to teaching and learning. In 2018/19, the module was restructured to map it on to the Connected Curriculum framework adopted by University College Cork (University College Cork, 2018). This involved, in particular, a stronger focus on the research component which forms part of the assessment for the module and more explicit linkages to law ‘in action’, specifically: how to engage Law to solve contemporary societal challenges. The module also sought to draw out and engage with implementation of the Sustainable Development Goals (SDGs) with a particular focus on Goal 13 Climate Action and Goal 16 Peace, Justice and Strong Institutions (UN General Assembly, 2015). The research objective underpinning this project was to explore and report on the experience of implementing selected elements of University College Cork’s Connected Curriculum framework in an undergraduate module. The project on which this paper is based drew on the detailed framework for curriculum design and renewal developed by Dilly Fung at University College London (UCL) (Fung, 2017). The core principle underpinning UCL’s Connected Curriculum initiative is that students learn through research and active enquiry. One particularly important dimension of the model developed by Fung involves connecting students with research and researchers. Early exposure to frontier research, together with the opportunity to connect directly with researchers and practitioners who are working to solve societal challenges, equips students with invaluable insights into their field of study. It also serves to demonstrate to students the fundamental role of research in society. Connecting effectively with research facilitates a further dimension of the Connected Curriculum framework – ‘outwardfacing student assessments’. In other words, the assessment element of a module or programme, as the case may be, is conceptualised and designed to be the ‘output’ of a student’s own research and enquiry. Depending on the particular model of assessment deployed, this ‘output’ may have an impact on local and wider audiences (e.g. policy briefs, research reports, blogs, podcasts, student-run events etc.). This outward-facing focus, and the emphasis on student-generated outputs, is a key element of delivering impactful experiential learning opportunities in the field of environmental law.
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Handscombe, Robert D., Eann A. Patterson, and Elena Rodriguez-Falcon. "University Spinouts and Student Start-Ups: A Study in Heat Transfer and Rocket Science?" In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13285.
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One of the current challenges for the developed countries is to establish and maintain a commercial and competitive advantage without the benefit of a low wage economy and in the face of increasingly stiff competition from such economies. Business analysts and regional development agencies find it easy to imagine the role of university staff and students in creating GDP from knowledge and technology but the challenge of entrepreneurship is often unimagined by faculty and students alike. How might the opportunities of new, knowledge-based business be brought more coherently to the attention of engineering faculty and students? Maybe one way is to begin the discussion by using engineering concepts familiar to the students and to develop an enterprise strand through the undergraduate curriculum. This paper provides some ideas of how the challenge might be accepted. Technology transfer, broadly understood to be the creation of new products, new processes and new companies from the research findings in universities, is well-established in principle but relatively few faculty are actively engaged in it. The demand is evident: few, if any, companies have the resources to carry out all the research and development necessary to generate the technology that they need for their products and processes. This paper considers how technology transfer might be characterised by an engineering approach and by analogy to well-established heat transfer processes. This engineering approach is developed further to consider the factors relevant to graduate entrepreneurship. The argument is put forward that the appropriate analogy can be drawn from combustion science and space exploration: the challenge is to identify barriers to 'ignition' and drivers of 'escape velocity'. The factors are reviewed and assessed in the light of feedback from students involved in business start ups. The conclusion is that not only might the engineering analogies be a useful way to introduce entrepreneurial issues to engineering students, but also that the analogies allow analysis that might indicate how improvements may be made to the support activity for student start-ups.
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Ossevoort, Miriam, and Jan Riezebos. "Evaluation of learning communities: principles to guide practice." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9255.
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The aim of this paper is to evaluate the implementation of extra-curricular learning communities (LCs) that are open for all students at the faculty of Economics and Business. The LCs were developed using established guiding principles that included the choice of the theme, the educational concept, and the scheduling. During 5 semesters, 37 LCs, of which 17 unique LCs, were executed. According to the guiding priniciples, the themes extended beyond themes of regular courses and attracted both BSc and MSc students from different degree programs. Furthermore, the theme enhanced students’ professional preparation and employability. The combination of insight from practice with theory was positively evaluated. Despite the guiding principle, half of the LCs were topic-based instead of project-based. Since students strongly agreed that all LCs were a good learning experience, we have modified this guiding principle. Most points of improvement given by the students concerned the scheduling. They missed the structure they have during regular courses. Especially in the beginning of the LC they want to have more meetings to get a head start. Overall, great commitment of lecturers as well as students led to a successful realisation of these multi-disciplinary, extra-curricular and multi-level LCs.
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Xin, X. J., Liang-Wu Cai, Bradley Yoder, Arka Chattopadhyay, and Malcolm Panthaki. "A Module-Based Approach for FEM Learning in Engineering Education." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11516.
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The finite element method (FEM) has become an indispensable tool for design, analysis, and modeling in a vast array of engineering and applied science disciplines. Despite its importance, however, FEM is typically not a required undergraduate course. In this work, a module-based approach is promoted for introducing FEM applications into undergraduate engineering courses without the need for a major revision of the course content or the existing curricula. A Learning Module (LM) is defined as a well-structured, compact, and self-sufficient learning resource that provides a learner the required content in a precise and concise manner, enabling the learner to learn efficiently and effectively. The organization and essential components of an FEM learning module are discussed in detail. Critical to the construction of a learning module is the principle of conceptual analysis which allows the extraction of general concepts, principles, and procedures from FEM software dependent specifics. The application of conceptual analysis throughout the development of learning modules is demonstrated and discussed. The pedagogical foundations behind the module-based learning are explored from the cognitive science perspective, and implications of module-based learning in undergraduate education are discussed.
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Novikov, A. N., and M. S. Novikova. "МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ." In Geosistemy vostochnyh raionov Rossii: osobennosti ih struktur i prostranstvennogo razvitiia. ИП Мироманова Ирина Витальевна, 2019. http://dx.doi.org/10.35735/tig.2019.20.67.004.
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География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его осознание не попадает в область рефлексии педагогов и методистов. Отсутствуют и научные труды по его анализу. В качестве метода исследования выступает диалектика, законы которой срабатывают в виде мировоззренческих формул. В школьном географическом образовании проблема формирования восприятия не проявляется чётко и поэтому не осознаётся. Проблемы начинают проявляться на межэтапном уровне. Мировоззренческая формула дихотомии перестала работать в виде противопоставления отраслевая география районная география, взаимодействие в этой бинарной оппозиции строилось по принципу отраслевой анализ региональный синтез. В разделах районной географии исчезли механизмы (энергопроизводственные циклы) и формы синтеза (природнотерриториальные и территориальнопроизводственные комплексы). Произошла утрата целесообразности изучения районной географии. Новых форм синтеза в постсоветское время на вооружение российской школьной и университетской географией принято не было. В университетском курсе, который был направлен на осознание диалектических знаний школьного курса и развитие их, невозможно провести рефлексию, так как основы географических знаний у абитуриентов бесформенные. Владение мировоззренческими формулами это вопрос отражения географической реальности. В переходе с уровня на уровень возрастает самостоятельность географического мышления и удаление от стереотипов, возрастает эвристический потенциал за счёт сочетания формул, которое даёт вариативность отражения географической реальности. Geography is a worldview science. The structure of the geography course in the Russian secondary school, which has developed over the decades, is familiar to each of us and consists of four stages. At the University, the system of teaching future teachers of geography consists of the same stages, however, it is not just an indepth repetition of the school curriculum, it is a completely new, higher level of geographical education. At both the school and University levels, changes occur in the scale of topics and sections of individual stages, but the stages remain the same. The interstage level is the limit, its awareness does not fall into the field of reflection of teachers and methodologists. There are no scientific papers on its analysis. The method of research is dialectics, the laws of which work in the form of worldview formulas. In school geographic education, the problem of perception formation is not clearly manifested and therefore is not realized. Problems begin to emerge at the interstage level. The worldview formula of dichotomy ceased to work in the form of the opposition sectoral geography regional geography, the interaction in this binary opposition was based on the principle of sectoral analysis regional synthesis. Mechanisms (energy production cycles) and forms of synthesis (naturalterritorial and territorialproduction complexes) have disappeared in the sections of the district geography. There was a loss of expediency of studying of regional geography. New forms of synthesis in the postSoviet period were not adopted by the Russian school and University geography. In the University course, which was aimed at understanding the dialectical knowledge of the school course and their development, it is impossible to reflect, as the basis of geographical knowledge of students formless. The possession of ideological formulas is the question of geographic reality. In the transition from level to level increases the independence of geographical thinking and the distance from stereotypes, heuristic potential increases due to the combination of formulas, which gives variability of reflection of geographical reality.
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Novikov, A. N., and M. S. Novikova. "МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ." In Geosistemy vostochnyh raionov Rossii: osobennosti ih struktur i prostranstvennogo razvitiia. ИП Мироманова Ирина Витальевна, 2019. http://dx.doi.org/10.33833/tig.2019.20.67.004.
Full textAbstract:
География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его осознание не попадает в область рефлексии педагогов и методистов. Отсутствуют и научные труды по его анализу. В качестве метода исследования выступает диалектика, законы которой срабатывают в виде мировоззренческих формул. В школьном географическом образовании проблема формирования восприятия не проявляется чётко и поэтому не осознаётся. Проблемы начинают проявляться на межэтапном уровне. Мировоззренческая формула дихотомии перестала работать в виде противопоставления отраслевая география районная география, взаимодействие в этой бинарной оппозиции строилось по принципу отраслевой анализ региональный синтез. В разделах районной географии исчезли механизмы (энергопроизводственные циклы) и формы синтеза (природнотерриториальные и территориальнопроизводственные комплексы). Произошла утрата целесообразности изучения районной географии. Новых форм синтеза в постсоветское время на вооружение российской школьной и университетской географией принято не было. В университетском курсе, который был направлен на осознание диалектических знаний школьного курса и развитие их, невозможно провести рефлексию, так как основы географических знаний у абитуриентов бесформенные. Владение мировоззренческими формулами это вопрос отражения географической реальности. В переходе с уровня на уровень возрастает самостоятельность географического мышления и удаление от стереотипов, возрастает эвристический потенциал за счёт сочетания формул, которое даёт вариативность отражения географической реальности. Geography is a worldview science. The structure of the geography course in the Russian secondary school, which has developed over the decades, is familiar to each of us and consists of four stages. At the University, the system of teaching future teachers of geography consists of the same stages, however, it is not just an indepth repetition of the school curriculum, it is a completely new, higher level of geographical education. At both the school and University levels, changes occur in the scale of topics and sections of individual stages, but the stages remain the same. The interstage level is the limit, its awareness does not fall into the field of reflection of teachers and methodologists. There are no scientific papers on its analysis. The method of research is dialectics, the laws of which work in the form of worldview formulas. In school geographic education, the problem of perception formation is not clearly manifested and therefore is not realized. Problems begin to emerge at the interstage level. The worldview formula of dichotomy ceased to work in the form of the opposition sectoral geography regional geography, the interaction in this binary opposition was based on the principle of sectoral analysis regional synthesis. Mechanisms (energy production cycles) and forms of synthesis (naturalterritorial and territorialproduction complexes) have disappeared in the sections of the district geography. There was a loss of expediency of studying of regional geography. New forms of synthesis in the postSoviet period were not adopted by the Russian school and University geography. In the University course, which was aimed at understanding the dialectical knowledge of the school course and their development, it is impossible to reflect, as the basis of geographical knowledge of students formless. The possession of ideological formulas is the question of geographic reality. In the transition from level to level increases the independence of geographical thinking and the distance from stereotypes, heuristic potential increases due to the combination of formulas, which gives variability of reflection of geographical reality.