Relevant bibliographies by topics / Sequence of teaching-learning

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

Academic literature on the topic 'Sequence of teaching-learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Sequence of teaching-learning"

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Nurkka, Niina. "Use of Transfer Teachers in Developing a Teaching-Learning Sequence: A Case Study in Physiotherapy Education in Finland." Nordic Studies in Science Education 4, no. 1 (June 29, 2012): 9–22. http://dx.doi.org/10.5617/nordina.365.

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This paper describes how two transfer teachers implemented a teaching-learning sequence designed and developed by the model of educational reconstruction. This is part of a wider study where the purpose of the study was to determine how the understanding of moment of force and its applications can be improved by developing and evaluating a teaching-learning sequence on the moment of force in physiotherapy training. An eight lesson teaching-learning sequence was designed, consequently implemented and evaluated in two pilot studies and two teaching experiments. In the teachingexperiments the teaching-learning sequence was implemented by two Finnish teachers (transfer teachers) who were not engaged in the planning of the sequence. The teacher in the second teaching experiment followed the guidance notes better than in the first, which may have resulted from the changes in the teaching-learning sequence and adjustment of the guidance notes following the first teaching experiment. The results of this study can be applied in designing and developing teaching-learning sequences, lesson materials and guidance notes (including the guidance of the classroom discourse) for teachers.
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Mandrikas, Achilleas, Dimitrios Stavrou, and Constantine Skordoulis. "A teaching-learning sequence about weather map reading." Physics Education 52, no. 4 (May 5, 2017): 045007. http://dx.doi.org/10.1088/1361-6552/aa670f.

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Hatzinikita, Vassilia, and Michael Skoumios. "Learning and Justification during a Science Teaching Sequence." International Journal of Learning: Annual Review 16, no. 4 (2009): 327–42. http://dx.doi.org/10.18848/1447-9494/cgp/v16i04/46234.

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Borghi, L., A. De Ambrosis, N. Lamberti, and P. Mascheretti. "A teaching–learning sequence on free fall motion." Physics Education 40, no. 3 (March 1, 2005): 266–73. http://dx.doi.org/10.1088/0031-9120/40/3/008.

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Denardi, Didiê Ana Ceni. "DIDACTIC SEQUENCE: A DIALETIC MECHANISM FOR LANGUAGE TEACHING AND LEARNING." Revista Brasileira de Linguística Aplicada 17, no. 1 (March 2017): 163–84. http://dx.doi.org/10.1590/1984-6398201610012.

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Abstract: In pre- and in-service mother and additional language courses in Brazil, the concept of the didactic sequence has been largely studied as a theoretical and methodological procedure for language teaching and learning, since it focuses on the work of oral and written texts in a genre-based perspective. This text has the aim of extending this concept, taking into account its dialectic nature. To do so, the article reviews the definition, theoretical choices, characteristics, and modular structure of a didactic sequence, comparing this procedure to the concept of a dialectic methodology of knowledge construction in the classroom, and presents a brief analysis of a didactic sequence plan.
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Roberts, Theresa A., Patricia F. Vadasy, and Elizabeth A. Sanders. "Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences." Reading Research Quarterly 54, no. 3 (January 31, 2019): 413–37. http://dx.doi.org/10.1002/rrq.242.

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Kariotoglou, Petros, and Dimitris Psillos. "Teaching and Learning Pressure and Fluids." Fluids 4, no. 4 (November 25, 2019): 194. http://dx.doi.org/10.3390/fluids4040194.

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This essay is a synthesis of more than twenty years of research, already published, on teaching and learning fluids and pressure. We examine teaching fluids globally, i.e., the content to be taught and its transformations, students’ alternative conceptions and their remediation, the sequence of educational activities, being right for students’ understanding, as well as tasks for evaluating their conceptual evolution. Our samples are junior high school students and primary school student-teachers. This long-term study combines research and development concerning teaching and learning fluids and has evolved through iteratively based design application and reflective feedback related to empirical data. The results of our research include several publications.
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Dhindsa, Harkirat S., and David F. Treagust. "Prospective pedagogy for teaching chemical bonding for smart and sustainable learning." Chem. Educ. Res. Pract. 15, no. 4 (2014): 435–46. http://dx.doi.org/10.1039/c4rp00059e.

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As an important subject in the curriculum, many students find chemistry concepts difficult to learn and understand. Chemical bonding especially is important in understanding the compositions of chemical compounds and related concepts and research has shown that students struggle with this concept. In this theoretical paper based on analysis of relevant science education research, textbooks, and our classroom observations and teaching experiences, the authors argue that the difficulty in learning chemical bonding concepts is associated with the sequence (ionic, covalent and polar covalent bonding) in which students are taught because this sequence receives little support from constructivist theories of learning. Consequently, the paper proposes a sequence to teach chemical bonding (covalent, polar covalent and ionic bonding) for effective and sustainable learning. In this sequence, the concepts are developed with minimum reorganisation of previously learned information, using a format which is claimed to be easy for students to learn. For teaching these concepts, the use of electronegativity and the overlap of atomic orbitals for all types of bonding have also been stressed. The proposed sequence and emphasis on electronegativity and atomic orbital overlap meets the criteria for teaching and learning of concepts based on the psychology of learning including the theory of constructivism necessitating the construction of new knowledge using related prior knowledge. It also provides a better linkage between the bonding concepts learned at secondary and tertiary levels. Considering these proposed advantages for teaching, this sequence is recommended for further research into effective and sustainable teaching.
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DA COSTA, Maria Aparecida. "ACIDS AND BASES: DEVELOPMENT OF A SEQUENCE TEACHING FOR CHEMICAL TEACHING." Periódico Tchê Química 12, no. 24 (August 20, 2015): 101–10. http://dx.doi.org/10.52571/ptq.v12.n24.2015.101_p_24_pgs_101_110.pdf.

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It is very important that the chemical contents are related to the daily life of the student in order to favor the understanding of the social context in which they are inserted. For this to occur the teacher can appropriate the elaboration of didactic sequences to assist you in choosing the best teaching-learning resources to be worked in the classroom, such as games, experiments and activities that favor the contextualization of the contents. In seeking work in this way the contents, from the elaboration of didactic sequences, these will contribute to arouse curiosity, motivation and participation of students in class and encouraging the teaching and learning process. From this perspective the present article focused on the development of a didactic sequence for the chemical content acid, where from that the teacher can work in the classroom various teaching resources for the content herein. However they were developed different methods to teach the chemical content acid and base, using so experimentation, making a game and a contextualized approach. The choice of the methodology presented here it was with the intention that, from this use can encourage a better use of the content by the students and that they can better understand the content and the relationship of chemistry with your social context.
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Et.al, Sara Wang. "Formulaic Sequences in Mainland China over the Past Decade – A Review." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 185–89. http://dx.doi.org/10.17762/turcomat.v12i3.655.

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In this paper, Formulaic Sequences (FS) over the past ten years are reviewed to provide some insights on its usage in the process of teaching and learning English language in China. It identifies three main features. Firstly, the general trends of FS, Secondly, the characteristics of development of FS in various fields. Thirdly, the use of FS and the teaching of FS. Finally, the paper puts forward some suggestions on the use of formulaic sequence on teaching and learning foreign language in mainland China．
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Dissertations / Theses on the topic "Sequence of teaching-learning"

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MCDONALD, JUNE CLARKSON. "THE APPLICATION OF EDWIN GORDON'S EMPIRICAL MODEL OF LEARNING SEQUENCE TO TEACHING THE RECORDER." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184116.

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A study was conducted with third-grade children in a university laboratory school to determine the relative effectiveness of a method for teaching recorder in which the sequential objectives are logically ordered by Edwin Gordon's empirical model of learning sequence and a traditional method which stresses note reading. The criteria used for comparison were change in the level of developmental music aptitude and performance achievement on the recorder. A review of the literature supported Edwin Gordon's theory of developmental music aptitude which proposes that until about age nine, environmental factors can affect the level of music aptitude, and, at about age nine, music aptitude stabilizes. The review of the literature also supported the use of singing activities with instrumental instruction, and the application of verbal association systems to tonal and rhythmic patterns as pedagogical techniques. Treatment for the control group involved a teaching-learning procedure in which individual fingerings, pitches, and rhythm symbols were presented in isolation and assembled in playing songs from notation. The method used with the experimental group involved a teaching-learning sequence in which children first learned to sing the song by rote. In learning to play the song on the recorder, each melodic and rhythmic pattern was isolated and initially sung or chanted. A verbal association system was then associated with the tonal and rhythmic pattern. The notation representing the pattern was introduced after extensive aural and verbal association experience, and after learning several songs. Primary sources of data included: pretest/posttest using Gordon's PMMA to measure developmental music aptitude change, and a rating scale test to measure recorder performance achievement. Results of the PMMA supported the alternative hypotheses that the experimental group had significantly higher mean composite and rhythmic increases than the control group. The mean increase in the tonal scores was greater for the experimental group, but not significantly higher at the .05 level. Results of the investigator-designed performance achievement tests supported the alternative hypotheses that the experimental method of teaching recorder was more effective in all dimensions--melodic, rhythmic, executive skills, and composite--than the traditional method.
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Llobet, Martí Bernat. "Analysis of the interactivity in a teaching and learning sequence with novice rugby players: the transfer of learning responsibility and control." Doctoral thesis, Universitat de Girona, 2016. http://hdl.handle.net/10803/399791.

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This thesis is a compilation of 3 articles, and the main focus of attention is the learning transfer mechanism. The first article explains the Rugby Attack Assessment instrument, a tool that assesses game performance of rugby union during a 5v5 small-sided game, taking into account simple actions and more complex tactical behaviours. The second paper explores the use of the Integrated Technique-Tactical Model used during the teaching and learning sequence, and reports the learning outcomes of this sequence. Results at a macro-level show no significant improvements. Results at a micro-level show an increase of some tactical behaviours frequencies. The third article analyses the interactivity among participants and the transfer of learning responsibility from the coach to the players. The units of analysis are the segments of interactivity. Results show that this process is linked to a slight decrease of segmentation, and mainly to the transfer of reflection from specific segments of discussion to reflections done during the guided practice
Aquesta tesi és una compilació de 3 articles, i l'objectiu principal és eñ mecanisme de traspàs de l'aprenentatge. El primer article explica el Rugby Attack Assessment Instrument, una eina que avalua el rendiment col·lectiuen el rugbi en una situació reduïda de 5x5, tenint en compte accions simples i comportaments tàctics més complexos. El segon article explica l'ús del Model Integrat Tècnic-Tàctic utilitzat durant la seqüència d'ensenyament i aprenentatge, i explica els resultats de l'aprenentatge d'aquesta seqüència. Els resultats en un nivell macro revelen que no hi ha millores significatives. Els resultats a nivell micro mostren un increment de la freqüència de determinats comportaments tàctics. El tercer article analitza la interactivitat entre els participants i el traspàs de la responsabilitat de l'aprenentatge de l'entrenador als jugadors. Les unitats d'anàlisi són els segments d'interactivitat. Els resultats mostren que aquest procés està lligat a un lleuger descens de la segmentació i principalment a un traspàs dels moments de reflexió des de segments específics de discussió cap a reflexions dutes a terme durant la pràctica guiada
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Andersson, Roger. "Teaching and learning geometrical optics with computer assisted instruction : changing conceptions about vision, image and ray." Licentiate thesis, Karlstad University, Faculty of Technology and Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-720.

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The information and communication technology, ICT, is opening new possibilities for the educational arena. Previous research shows that achieving positive educational outcomes requires more than simply providing access to computer hardware and software. How does this new technology affect the teaching and learning of physics? This thesis focuses on the field of geometrical optics. It reports two studies, both in Swedish upper secondary school. Important for the use of the ICT in physics education is the teaching strategy for using the new technology. The first study investigates with a questionnaire, how 37 teachers in a region of Sweden use computers in physics education and what intentions they follow while doing so. The results of this study show that teachers’ intentions for using ICT in their physics teaching were to increase students' interest for physics, to increase their motivation, to achieve variation in teaching, and to improve visualization and explanation of the phenomena of physics. The second study investigates students’ conceptual change in geometrical optics during a teaching sequence with computer-assisted instruction. For this purpose we choose the computer software "Constructing Physics Understanding (CPU)", which was developed with a base in research on students conceptions in optics. The thesis presents the teaching sequence developed together with the teacher. The study is based on a constructivist view of learning. The concepts analysed in this study were vision, image, ray and image formation. A first result of this study is a category system for conceptions around these concepts, found among the students. With these categories we found that students even at this level, of upper secondary school, have constructed well-known alternative conceptions before teaching, e.g. about a holistic conception of image. The results show also some learning progress: some alternative conceptions vanish, in some cases the physics conceptions are more often constructed after teaching. The students and the teacher also report that the CPU program gave new and useful opportunities to model multiple rays and to model vision.

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Watt, Sarah Jean. "Teaching algebra-based concepts to students with learning disabilities: the effects of preteaching using a gradual instructional sequence." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2658.

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Teaching algebra-based concepts to students with learning disabilities: The effects of preteaching using a gradual instructional sequence by Sarah Jean Watt An Abstract of a thesis submitted in partial fulfillment of the requirements for the Doctor of Philosophy degree in Teaching and Learning Special Education) in the Graduate College of The University of Iowa May 2013 Thesis Supervisor: Associate Professor William J. Therrien Research to identify validated instructional approaches to teach math to students with LD and those at-risk for failure in both core and supplemental instructional settings is necessary to assist teachers in closing the achievement gaps that exist across the country. The concrete-to-representational-to-abstract instructional sequence (CRA) has been identified through the literature as a promising approach to teaching students with and without math difficulties (Butler, Miller, Crehan, Babbitt, & Pierce, 2003; Cass, Cates, Smith, & Jackson (e.g. CSA), 2003; Flores, 2010). The CRA sequence transitions students from the use of concrete manipulatives to abstract symbols through the use of explicit instruction to increase computational and conceptual understanding. The main purpose of this study was to assess the effects of preteaching essential pre-algebra skills on the overall algebra achievement scores for students with disabilities and those at-risk for failure in math. Specifically the study examined the following research questions: (1) What are the effects of preteaching math units using the CRA instructional sequence on the algebra achievement of students with LD and those at risk for math failure? (2) What are the effects of preteaching math units using the CRA instructional sequence on the transfer of algebra-based skills of students with LD and those at risk for math failure to the general education setting? (3) What are the effects of preteaching math units using the CRA instructional sequence on the maintenance of algebra-based skills for students with LD and those at risk for math failure? Summary of Study Design and Findings Thirty-two students enrolled in one of four 6th grade classrooms across two elementary schools participated in this study. Sixth grade students who currently receive tier 2 or tier 3 supplemental and intensive instruction in math; and those identified as having a math learning disability will be participants. A treatment and control, pre/post experimental design was used to examine the effect of the intervention on students' math achievement. The intervention was replicated across two math units related to teaching algebra-based concepts: Solving Equations and Fractions. The treatment condition consisted of a combination of preteaching and the use of the CRA instructional sequence. Prior to each unit, Solving Equations and Fractions, researchers pretaught students 3 essential prerequisite skills necessary for success in the upcoming unit, at the concrete, representational, and abstract levels of learning. Each preteaching session lasted for ten days, 30 minutes each day. Immediate, delayed, and follow-up measures were used to support the examination of the research questions and hypotheses. Overall findings indicate that the combination of preteaching using the CRA gradual sequence is effective at improving the overall algebra performance for students with disabilities.
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Oliveira, Elaine de Almeida [UNESP]. "Relação espaço-plano: uma intervenção pedagógica para o desenvolvimento do pensamento geométrico." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/92345.

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Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-28Bitstream added on 2014-06-13T20:33:31Z : No. of bitstreams: 1 oliveira_ea_me_prud.pdf: 893117 bytes, checksum: ee6586d3fcb3b60d93e9f76d7f65e703 (MD5)
Secretaria Estadual de Educação
Este trabalho, de natureza qualitativa, vinculado à linha de pesquisa “Práticas Educativas na Formação de Professores”, do Programa de Pós-graduação em Educação, da Faculdade de Ciências e Tecnologia – FCT/Unesp, Campus de Presidente Prudente, tem por objetivo investigar as vantagens e limites de uma proposta didática baseada em uma seqüência múltipla de situações de aprendizagem e como ela pode favorecer a aprendizagem significativa de conceitos geométricos envolvidos na relação espaçoplano. Para tanto, elaboramos, aplicamos e analisamos uma seqüência didática de situações de aprendizagem, que utilizou metodologia e recursos diferenciados, junto a trinta e dois alunos de uma 5a série do ensino fundamental da escola pública “EMEF Marechal do Ar Márcio de Souza e Mello”, da cidade de Álvares Machado – SP. Os pressupostos teóricos de Ausubel, Parsysz, Van Hiele e Duval alicerçam a fundamentação e a análise do trabalho. Antes de iniciarmos a intervenção pedagógica, aplicamos uma avaliação diagnóstica para identificarmos os conhecimentos prévios e as dificuldades dos alunos. A partir desse diagnóstico, planejamos e desenvolvemos nove situações de aprendizagem, vivenciadas ao longo de seis meses do ano de 2007, as quais empregaram recursos didáticos diversificados, dentre eles, o computador. Ao final, aplicamos novamente a avaliação, com o intuito de identificarmos os avanços em relação à compreensão de conceitos. Para melhor analisarmos o material coletado, dividimos os alunos em três grupos. A análise dos dados revelou que um grupo não apresentou avanços expressivos em relação ao domínio dos conceitos envolvidos por não conseguir se desvincular das situações concretas para abstrair delas regularidades quanto aos elementos e conceitos em jogo...
This is a qualitative study linked to the research line “Educative Practice on Teachers’ Formation”, from the Post Graduation Program in Education, of Science and Technology College (Faculdade de Ciências e Tecnologia – FCT/Unesp), Campus of Presidente Prudente. The present study has the objective of investigating the advantages and the limits of a didactic proposal based on a multiple sequence of learning situations and how it can support the significative learning of geometric concepts involved in the plane-space relationship. To do so, we elaborated, applied and analyzed a didactic sequence of learning situations that used different resources and methodology, with thirty two students from the 5th grade from a public school “EMEF Marechal do Ar Márcio de Souza e Mello”, from Álvares Machado – SP. We used the theoretical presupposes from Ausubel, Parsysz, Van Hiele and Duval that contributed to the base and the analysis of this study. Before we initiate the pedagogic intervention, we applied a diagnostic evaluation to identify the students’ previous knowledge as well as their possible difficulties. From this diagnostic we planed and developed nine learning situations, experimented during six months in 2007 and for what we used different didactic resources, as the computer, for example. Finally we applied the evaluation again to verify the students’ improvement about the concepts comprehension. To best analyze the collected data, we divided the students in three groups...
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Hunt, Jessica H. "The effects of a ratio-based teaching sequence on performance in fraction equivalency for students with mathematics disabilities." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4927.

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This study examined the effects of a ratio-based supplemental teaching sequence on third grade students' equivalent fraction performance as measured by a curriculum-based measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was that the experimental group received the ratio-based teaching sequence. Both groups continued to receive textbook based instruction in fraction equivalency concepts in their regular mathematics classroom. Qualitative interviews were employed to further investigate the thinking of each of the three types of students in the study. Analysis of the data indicated that students in the experimental group outperformed the control group on both the curriculum-based measure and the standardized measure of fraction equivalency. All students who participated in ratio-based instruction had a higher performance in fraction equivalency than those who did not. Performance on the CBM and the standardized measure of fraction equivalency improved significantly from pre to post test for students who struggled; their performance also transferred to standardized measures. Qualitative analysis revealed that a focal student with MLD, while improving his ability to think multiplicatively, had misconceptions about fractions as ratios that persisted even after the intervention was completed. Implications for instruction, teacher preparation, and future research are provided.
ID: 030422862; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 195-211).
Ph.D.
Doctorate
Education
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Trask, Jill A. (Jill Ann). "The Effect of Sequencing Microeconomics and Macroeconomics on Learning." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330741/.

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The purpose of this study was to determine the effect on student learning from the sequence in which microeconomics and macroeconomics courses are taken. The sample for this study consisted of all students enrolled in 23 sections of Economics 1100 (Principles of Microeconomics) and 10 sections of Economics 1110 (Principles of Macroeconomics) during the fall semester, 1987, at the University of North Texas. The sample also consisted of all students enrolled in 14 sections of Economics 1100 and 12 sections of Economics 1110 during the spring semester, 1988, at the University of North Texas. The instruments chosen for use in measuring cognitive gains were two versions, each with 14 items, selected from the Joint council on Economic Educations's Revised Test of Understanding College Economics. Data were analyzed using hierarchical regression on five models. Each model used a different dependent variable to measure cognitive gain. The dependent variables were additive grade points, additive absolute improvement posttest scores, gap-closing posttest scores, microeconomic gap-closing scores and macroeconomic gap-closing posttest scores. The general hypothesis that students who complete microeconomics instruction followed by macroeconomics instruction have significantly higher cognitive gains than students who complete macroeconomics instruction followed by microeconomics instruction was not verified by the main effects. While the main effect of sequence was not significant, the interaction of sequence with previous high school economics was significant in the models using dependent variables of additive absolute improvement posttest score, gap-closing posttest score and microeconomic gap-closing posttest score. In addition, the interaction of sequence with previous college economics was significant on the dependent variable gap-closing posttest score. These findings seem to indicate that students who complete a sequence of macroeconomics followed by microeconomics with no previous exposure to economics have higher cognitive gains. In addition, students who complete a sequence of microeconomics followed by macroeconomics and had a previous college economics course have higher cognitive gain than students who complete the opposite sequence.
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Pane, Mara Cristina. "Substância e mistura de substâncias: estudo da evolução conceitual dos alunos." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-14012016-151429/.

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O objetivo deste trabalho foi investigar as concepções dos alunos de 9º ano e 1ª série do ensino médio sobre os conceitos de substância e mistura de substâncias, verificando se é possível, para os alunos do 9º ano, fazerem essas ideias evoluírem por meio de uma sequência de ensino estruturada. A elaboração desta sequência levou em consideração alguns aspectos da abordagem baseada na demanda de aprendizagem (LEACH e SCOTT, 2005). A demanda resultou da comparação entre os conceitos que se queria ensinar sobre substâncias e mistura de substâncias e aquilo que os alunos traziam do dia a dia, tal como a ideia de que todo material é uma substância, que a homogeneidade é característica da substância, e a ideia de que mistura de substâncias estão sempre ligadas ao ato de misturar. A partir daí, foi definida a sequência para abordar estes aspectos. Para atingir as finalidades apresentadas foram implementadas 8 aulas de 45 minutos em três turmas de 9º ano do ensino fundamental de duas escolas públicas do estado de São Paulo. Para avaliar os resultados foram elaborados e aplicados instrumentos antes, após e seis meses após a sequência ser aplicada. Por meio de uma análise de conteúdo emergiram as várias categorias, permitindo a organização dos dados. Para cada conceito foram criadas categorias de análise. Os resultados revelaram que a aplicação da sequência de ensino foi capaz de promover, em grande parte dos alunos, a aprendizagem dos conceitos de substâncias e mistura de substâncias, assim como possibilitou uma maior capacidade de reconhecer e diferenciar os materiais em relação aos conceitos estudados.
The objective of this study was to investigate the views of 9th grade students and 1st year of high school on the concepts of substance and mixture of substances, making sure that it is possible for students in 9th grade, do these ideas evolve through a structured teaching sequence. The preparation of this sequence took into account some aspects of the approach based on demand learning (Leach and Scott, 2005). The demand resulted from the comparison between the concepts that would teach for substance and mixtures of substances and what the students brought in everyday study, such as the idea that every material is a substance that homogeneity is characteristic of the substance, and the idea that mixtures of substances are switched to the act of mixing. From there, the sequence was defined to address these issues. To achieve the objectives presented were implemented eight lessons of 45 minutes in three classes of 9th grade of elementary school from two public schools in the state of São Paulo. To evaluate the results have been developed and applied instruments before, after and six months after the sequence is applied. Through a content analysis emerged the various categories, allowing the organization of data. For each concept analysis, categories were created. The results showed that the application of the teaching sequence was able to promote the learning of most students the concepts of substance and mixtures of substances and allowed greater ability to recognize and differentiate the materials in relation to the concepts studied.
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Fridley, Michael D. "A comparison of the effects of two learning sequences on the acquisition of music reading skills for the guitar: Traditional versus Kodaly-based." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2618.

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The purpose of the study was to compare two methods for teaching guitar to fifth- and sixth-grade students: one based on the tonal learning sequence of the Kodaly method, the other on the traditional note learning sequence found in standard guitar method books. The null hypothesis was that there would be no significant differences on difference scores or attitude ratings by group, sex, grade, or years of experience. Lessons were designed to teach music reading for guitar to fifth- and sixth-grade students. Note sequences were traditional for the control group, Kodaly-based for the treatment group. The lessons were delivered to intact classes over a five-week period in the spring of 1992. A pre/posttest design was used for data collection. Reading tests, attitude scales, and a student profile were researcher-designed. Listening tests were adapted from Music Achievement Test (Colwell, 1968 & 1970). No significant differences were found on difference scores by group or grade, but significant differences were found by sex and years of experience. There was also a significant interaction between group and sex. When the data were divided by sex there were significant differences between the groups, favoring females in the control group and males in the treatment group. There were no significant differences on attitude rating differences by group, grade, or years of experience, but there were significant differences by sex. No significant interactions were found. The Kodaly sequence worked as well as the traditional sequence for teaching music reading for the guitar. The treatment group had 11% more males than the control group; males scored significantly lower than females. Additionally, the treatment group had 14% more students with no musical experience; students with less experience scored significantly lower than students with more experience. Despite this unequal composition, there were no significant differences between the groups. More research is needed to discover if there would be significant differences between the groups if they are evenly matched by sex and by years of experience. In addition, the finding that the control treatment favored females and the experimental treatment favored males needs to be examined further.
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Viel-Ruma, Kimberly A. "The Effects of Direct Instruction in Writing on English Speakers and English Language Learners with Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/49.

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Many students struggle on writing tasks with little success because writing is a complex task. Students with learning disabilities (LD) and students who are served in English to Speakers of Other Language (ESOL) programs generally perform at lower rates on writing tasks than their English-only speaking peers without disabilities. Several researchers indicate that students with disabilities may be able to improve their performance on writing tasks through the implementation of Direct Instruction writing programs. The purpose of the current study was to demonstrate the relationship between the implementation of an accelerated Direct Instruction program and student writing performance with students who have LD in written expression, and who are either English-only speaking or native Spanish-speaking. Specifically, using a multiple-probe across participants single-subject research design, two groups of students received instruction using the Expressive Writing program. One group of three students were concurrently served in both special education for learning disabilities in the area of written expression and in a program for students who were English Language Learners (ELL), and another group of three were native English speakers who had learning disabilities in written expression. Students were divided into two separate groups to determine the effect of an abbreviated instructional sequence on both groups of students as the language background differences between the two groups did not allow them to be examined as one distinct group. The effects of instruction were measured by analyzing the number of correct word sequences, the number of words, and the types of errors when students were given three-minute writing probes. Additionally, performance on the Test of Written Language (3rd edition) (TOWL-3) and a classroom generalization measure were examined. Results indicated that when only half of the total lessons were presented to the students in both groups, the number of correct word sequences and the total number of words written increased on within-program writing probes, the TOWL-3, and on a generalization measure. An implication of these results is that adolescent students with writing deficits may be able improve their basic writing skills using half of the total program. Such a finding is important because students at this level who have not yet acquired these skills must quickly acquire them to be able to develop the more sophisticated skills required of students at their grade level. Limitations included the lack of the in-program placement test being proctored at the end of the intervention and the use of a nonconcurrent baseline with the second group of students.
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Books on the topic "Sequence of teaching-learning"

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Psillos, Dimitris, and Petros Kariotoglou, eds. Iterative Design of Teaching-Learning Sequences. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5.

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Schleuter, Stanley L. A sound approach to teaching instrumentalists: An application of content and learning sequences. 2nd ed. New York: Schirmer Books, 1997.

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Teaching Teenagers: Model Activity Sequences for Humanistic Language Learning. London, England: Longman Publishing Group, 1997.

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Schmitt, Norbert. Formulaic Sequences: Acquisition, Processing And Use (Language Learning & Language Teaching). John Benjamins Pub Co, 2004.

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Schmitt, Norbert. Formulaic Sequences: Acquisition, Processing and Use (Language Learning & Language Teaching, 9). John Benjamins Publishing Co, 2004.

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Schmitt, Norbert. Formulaic Sequences: Acquisition, processing and use (Language Learning & Language Teaching, 9). John Benjamins Publishing Co, 2004.

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Schleuter. A Sound Approach to Teaching Instrumentalists: An Application of Content and Learning Sequences. 2nd ed. Schirmer, 1996.

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Puchta, H., and M. Schratz. Teaching Teenagers: Model Activity Sequences for Humanistic Language Learning (Pilgrims Longman Resource Books). Longman Publishing Group, 1993.

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Schleuter. A Sound Approach to Teaching Instrumentalists: An Application of Content and Learning Sequences. Schirmer, 1996.

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Arabic L2 Interlanguage: Syntactic sequences, agreement and variation. Routledge, 2015.

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Book chapters on the topic "Sequence of teaching-learning"

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Goh, Christine C. M., and Larry Vandergrift. "A Metacognitive Pedagogical Sequence." In Teaching and Learning Second Language Listening, 114–35. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429287749-8.

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Scorzoni, Cinzia, Guido Goldoni, and Valentina De Renzi. "The Gecko® Approach to Friction: A Novel Teaching Learning Sequence." In Teaching-Learning Contemporary Physics, 273–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78720-2_19.

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Sullivan, Peter, Doug Clarke, and Barbara Clarke. "Constructing a Sequence of Lessons." In Teaching with Tasks for Effective Mathematics Learning, 85–98. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4681-1_8.

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Dörnyei, Zoltán, Valerie Durow, and Khawla Zahran. "Individual differences and their effects on formulaic sequence acquisition." In Language Learning & Language Teaching, 87–106. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/lllt.9.06dor.

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Psillos, Dimitris, Anastasios Molohidis, Maria Kallery, and Euripides Hatzikraniotis. "The Iterative Evolution of a Teaching-Learning Sequence on the Thermal Conductivity of Materials." In Iterative Design of Teaching-Learning Sequences, 287–329. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_11.

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Papadouris, Nicos, Costas Constantinou, Marios Papaevripidou, Michalis Livitziis, Argyro Scholinaki, and Rodothea Hadjilouca. "Design, Development and Refinement of a Teaching-Learning Sequence on the Electromagnetic Properties of Materials." In Iterative Design of Teaching-Learning Sequences, 331–69. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_12.

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Hernández, María I., and Roser Pintó. "The Process of Iterative Development of a Teaching/Learning Sequence on Acoustic Properties of Materials." In Iterative Design of Teaching-Learning Sequences, 129–66. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_7.

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Loukomies, Anni, Jari Lavonen, Kalle Juuti, Veijo Meisalo, and Jarkko Lampiselkä. "Design and Development of Teaching-Learning Sequence (TLS) Materials Around Us: Description of an Iterative Process." In Iterative Design of Teaching-Learning Sequences, 201–31. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_9.

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Testa, Italo, and Gabriella Monroy. "The Iterative Design of a Teaching-Learning Sequence on Optical Properties of Materials to Integrate Science and Technology." In Iterative Design of Teaching-Learning Sequences, 233–86. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_10.

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Zoupidis, Anastasios, Anna Spyrtou, Georgios Malandrakis, and Petros Kariotoglou. "The Evolutionary Refinement Process of a Teaching-Learning Sequence for Introducing Inquiry Aspects and Density as Materials’ Property in Floating/Sinking Phenomena." In Iterative Design of Teaching-Learning Sequences, 167–99. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_8.

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Conference papers on the topic "Sequence of teaching-learning"

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Li, Kin Fun, Fayez Gebali, and Michael McGuire. "Teaching engineering design in a four-course sequence." In 2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2015. http://dx.doi.org/10.1109/tale.2015.7386059.

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Hnida, Meriem, Mohammed Khalidi Idrissi, and Samir Bennani. "Adaptive teaching learning sequence based on instructional design and evolutionary computation." In 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2016. http://dx.doi.org/10.1109/ithet.2016.7760739.

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Xia, Kai, Liang Gao, Lihui Wang, Weidong Li, and Kuo-Ming Chao. "A Simplified Teaching-Learning-Based Optimization Algorithm for Disassembly Sequence Planning." In 2013 IEEE 10th International Conference on e-Business Engineering (ICEBE). IEEE, 2013. http://dx.doi.org/10.1109/icebe.2013.60.

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Kamalaruban, Parameswaran, Rati Devidze, Volkan Cevher, and Adish Singla. "Interactive Teaching Algorithms for Inverse Reinforcement Learning." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/374.

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We study the problem of inverse reinforcement learning (IRL) with the added twist that the learner is assisted by a helpful teacher. More formally, we tackle the following algorithmic question: How could a teacher provide an informative sequence of demonstrations to an IRL learner to speed up the learning process? We present an interactive teaching framework where a teacher adaptively chooses the next demonstration based on learner's current policy. In particular, we design teaching algorithms for two concrete settings: an omniscient setting where a teacher has full knowledge about the learner's dynamics and a blackbox setting where the teacher has minimal knowledge. Then, we study a sequential variant of the popular MCE-IRL learner and prove convergence guarantees of our teaching algorithm in the omniscient setting. Extensive experiments with a car driving simulator environment show that the learning progress can be speeded up drastically as compared to an uninformative teacher.
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López-Pérez, Maite, Sara Piñeiro-Fernández, Arrate Lasa, Marian Bustamante, Olaia Martínez, Jonatan Miranda, Idoia Larretxi, Edurne Simón, Itziar Txurruka, and Virginia Navarro. "NUTRITIONAL EDUCATION: A TEACHING LEARNING SEQUENCE ABOUT CELIAC AND GLUTEN FOR PRIMARY SCHOOL CHILDREN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1497.

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Molohides, A., E. Hatzikraniotis, M. Kallery, D. Psillos, Angelos Angelopoulos, and Takis Fildisis. "A European Project on Materials Science: The Case of Thermal Conductivity Teaching—Learning Sequence." In ORGANIZED BY THE HELLENIC PHYSICAL SOCIETY WITH THE COOPERATION OF THE PHYSICS DEPARTMENTS OF GREEK UNIVERSITIES: 7th International Conference of the Balkan Physical Union. AIP, 2010. http://dx.doi.org/10.1063/1.3322377.

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Boettner, Daisie D., Seth A. Norberg, Richard V. Melnyk, Justin L. Highley, Michael J. Rounds, and A. O¨zer Arnas. "Teaching the Fundamentals of Thermodynamics and Fluid Mechanics Through an Integrated Systems Approach." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13815.

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The mechanical engineering faculty at the United States Military Academy recently implemented an integrated, two-course thermal-fluid systems sequence that presents fundamental thermodynamics and fluid mechanics topics. Instructors introduce students to these topics by exploring operational aspects of five complex systems: a helicopter, a power plant, a total air-conditioning system, an automotive system, and a high performance aircraft. Additionally, both courses incorporate laboratories, demonstrations and hands-on educational aids, design projects, and self-learning opportunities to reinforce understanding of fundamental concepts. Results from the first year the sequence was taught indicate students prefer learning topics from a global perspective and integrating thermodynamics and fluid mechanics topics reinforces student learning and retention of fundamental concepts. Challenges to teaching an integrated thermal-fluid systems sequence include lack of availability of textbooks that present thermodynamics and fluid mechanics topics in a truly integrated manner and establishing equivalency of courses within the integrated sequence with courses taught at other universities for those students on semester exchange programs.
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Navarro, Virginia, Aritz Ruiz-González, Adrián García, Itziar Churruca, Jonatan Miranda, Maria Ángeles Bustamante, Edurne Simón, and Arrate Lasa. "DESIGN AND IMPLEMENTATION OF A TEACHING-LEARNING SEQUENCE ABOUT CELIAC DISEASE IN PRIMARY SCHOOL CLASSROOMS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1255.

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Pholdee, N., S. Bureerat, H. M. Baek, and Y. T. Im. "Surrogate Assisted Teaching Learning Based Optimisation for Process Design of a Non-circular Drawing Sequence." In 5th International Symposium on Knowledge Acquisition and Modeling (KAM 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/kam-15.2015.52.

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Mughaz, Dror, Michael Cohen, Sagit Mejahez, Tal Ades, and Dan Bouhnik. "From an Artificial Neural Network to Teaching [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4557.

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[This Proceedings paper was revised and published in the "Interdisciplinary Journal of e-Skills and Lifelong Learning," 16, 1-17.] Aim/Purpose: Using Artificial Intelligence with Deep Learning (DL) techniques, which mimic the action of the brain, to improve a student’s grammar learning process. Finding the subject of a sentence using DL, and learning, by way of this computer field, to analyze human learning processes and mistakes. In addition, showing Artificial Intelligence learning processes, with and without a general overview of the problem that it is under examination. Applying the idea of the general perspective that the network gets on the sentences and deriving recommendations from this for teaching processes. Background: We looked for common patterns of computer errors and human grammar mistakes. Also deducing the neural network’s learning process, deriving conclusions, and applying concepts from this process to the process of human learning. Methodology: We used DL technologies and research methods. After analysis, we built models from three types of complex neuronal networks – LSTM, Bi-LSTM, and GRU – with sequence-to-sequence architecture. After this, we combined the sequence-to- sequence architecture model with the attention mechanism that gives a general overview of the input that the network receives. Contribution: The cost of computer applications is cheaper than that of manual human effort, and the availability of a computer program is much greater than that of humans to perform the same task. Thus, using computer applications, we can get many desired examples of mistakes without having to pay humans to perform the same task. Understanding the mistakes of the machine can help us to under-stand the human mistakes, because the human brain is the model of the artificial neural network. This way, we can facilitate the student learning process by teaching students not to make mistakes that we have seen made by the artificial neural network. We hope that with the method we have developed, it will be easier for teachers to discover common mistakes in students’ work before starting to teach them. In addition, we show that a “general explanation” of the issue under study can help the teaching and learning process. Findings: We performed the test case on the Hebrew language. From the mistakes we received from the computerized neuronal networks model we built, we were able to classify common human errors. That is, we were able to find a correspondence between machine mistakes and student mistakes. Recommendations for Practitioners: Use an artificial neural network to discover mistakes, and teach students not to make those mistakes. We recommend that before the teacher begins teaching a new topic, he or she gives a general explanation of the problems this topic deals with, and how to solve them. Recommendations for Researchers: To use machines that simulate the learning processes of the human brain, and study if we can thus learn about human learning processes. Impact on Society: When the computer makes the same mistakes as a human would, it is very easy to learn from those mistakes and improve the study process. The fact that ma-chine and humans make similar mistakes is a valuable insight, especially in the field of education, Since we can generate and analyze computer system errors instead of doing a survey of humans (who make mistakes similar to those of the machine); the teaching process becomes cheaper and more efficient. Future Research: We plan to create an automatic grammar-mistakes maker (for instance, by giving the artificial neural network only a tiny data-set to learn from) and ask the students to correct the errors made. In this way, the students will practice on the material in a focused manner. We plan to apply these techniques to other education subfields and, also, to non-educational fields. As far as we know, this is the first study to go in this direction ‒ instead of looking at organisms and building machines, to look at machines and learn about organisms.
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