Journal articles: '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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Xia, Kai, Liang Gao, Weidong Li, and Kuo-Ming Chao. "Disassembly sequence planning using a Simplified Teaching–Learning-Based Optimization algorithm." Advanced Engineering Informatics 28, no. 4 (October 2014): 518–27. http://dx.doi.org/10.1016/j.aei.2014.07.006.

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Avrahami, Judith, Yaakov Kareev, Yonatan Bogot, Ruth Caspi, Salomka Dunaevsky, and Sharon Lerner. "Teaching by Examples: Implications for the Process of Category Acquisition." Quarterly Journal of Experimental Psychology Section A 50, no. 3 (August 1997): 586–606. http://dx.doi.org/10.1080/713755719.

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A new paradigm, the “teaching-by-examples” paradigm, was used to shed new light on the process of category acquisition. In four experiments ( n = 90, 90, 115, 117), manipulating the variables of category structure, status of non-target category, learning mode, and teaching mode, participants first learned a category and then taught it to someone else. High agreement between participants on the teaching sequences was found across conditions, and a typical sequence was identified for each category structure. The typical participant-produced sequences started with several ideal positive cases, followed by an ideal negative case and then borderline cases. The efficiency of such sequences for teaching was tested in another experiment ( n = 60), in which they were compared with sequences emphasizing category borders and sequences emphasizing each dimension separately. The typical participant-produced sequences induced the most efficient learning. It is proposed that the pattern of performance may provide a rich source of data for testing and fine-tuning models of category acquisition.

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Bergman Ärlebäck, Jonas, and Helen M. Doerr. "Moving beyond descriptive models: Research issues for design and implementation." Avances de Investigación en Educación Matemática, no. 17 (May 1, 2020): 5–20. http://dx.doi.org/10.35763/aiem.v0i17.307.

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In this paper, we draw on a models and modeling perspective to describe the design of a sequence of tasks, known as a model development sequence, that has been used to research the teaching and learning of mathematics. A central research goal of a models and modeling perspective is the development of principles for the design of sequences of modeling tasks and for the teaching of such sequences. We extend our earlier research by elaborating how a model development sequence can be used to support students in developing models that are not only descriptive but also have explanatory power when connected to existing mathematical models. In so doing, we elaborate language issues about representations and context as well as the implementation strategies used by the teacher.

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OLIVEIRA, M. A. P., Marconni Augusto Pock de Oliveira, Miguel Chaquiam CHAQUIAM, M., Natanael Freitas Cabral CABRAL, N. F., Gustavo Nogueira Dias DIAS, G. N., Cássio Pinho dos Reis REIS, C. P., Eldilene da Silva Barbosa BARBOSA, E. S., Jamile Carla Oliveira Araújo ARAÚJO, J. C. O., et al. "Didactic Sequence for Teaching Exponential Function." International Journal for Innovation Education and Research 9, no. 8 (August 1, 2021): 147–64. http://dx.doi.org/10.31686/ijier.vol9.iss8.3270.

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This paper presents a methodological proposal for the teaching of exponential function, resulting from the application of a didactic sequence involving exponential function, where evidence of learning and the consolidation and application of mathematical concepts in problem solving were identified and analyzed. The Didactic Engineering of Michèle Artigue (1988) was used as a research methodology. As theoretical contributions that guided and enabled the development of the research, we chose the use of Mathematical Investigation in the classroom; Didactic Sequence in the conception of Zabala (1999); the Articulated Units of Conceptual Reconstruction proposed by Cabral (2017) and assumptions of Vygotsky's theory. A didactic sequence composed of five UARC's was elaborated to work the exponential function, with a view to minimizing the difficulties naturally imposed by the content to be explained. Microgenetic analysis of verbal interactions between teacher and students was used to analyze the results of the application. The results show that the students participating in the experiment showed evidence of learning, recorded during the process, and began to have a good understanding of the concepts and properties related to the topic, in addition to a good performance in carrying out the activities, facts that corroborate the potential of the didactic sequence proposed herein.

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Gruschka, Andreas. "How we can and why we have to reconstruct teaching." International Journal for Lesson and Learning Studies 7, no. 2 (April 9, 2018): 85–97. http://dx.doi.org/10.1108/ijlls-01-2018-0002.

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Purpose The purpose of this paper is to arrest an ongoing didactisation of teaching leading to the disappearance of the original content of knowledge. Design/methodology/approach Teaching can only be understood within its inner logic by exploring the individual expression of pedagogical practice in three dimensions: education, formation (Bildung), and didactics. Findings The use of sequence analysis is an effective method for the pedagogically based formation of teachers as professionals. Originality/value This research exposes evident contradictions between teaching and learning. It advances the view that Lesson Study be seen as the reconstruction of teaching for learning through sequence analysis of lessons.

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Iliaki, Georgia, Athanasios Velentzas, Emily Michailidi, and Dimitris Stavrou. "Exploring the music: a teaching-learning sequence about sound in authentic settings." Research in Science & Technological Education 37, no. 2 (October 2, 2018): 218–38. http://dx.doi.org/10.1080/02635143.2018.1526170.

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Fazio, Claudio, Ivan Guastella, Rosa Maria Sperandeo‐Mineo, and Giovanni Tarantino. "Modelling Mechanical Wave Propagation: Guidelines and experimentation of a teaching–learning sequence." International Journal of Science Education 30, no. 11 (September 3, 2008): 1491–530. http://dx.doi.org/10.1080/09500690802234017.

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Balan, Peter, Michele Clark, and Gregory Restall. "Preparing students for Flipped or Team-Based Learning methods." Education + Training 57, no. 6 (August 10, 2015): 639–57. http://dx.doi.org/10.1108/et-07-2014-0088.

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Purpose – Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to “traditional” teaching when course materials are presented during a lecture, and students are assessed on that material during another session at a later stage. The purpose of this paper is to describe an introductory class session that prepares and engages students to be successful participants in courses requiring pre-learning. Design/methodology/approach – A sequence of seven learning activities drawn from the education literature was implemented in an introductory undergraduate entrepreneurship class. These activities were evaluated using exploratory qualitative research. Findings – Student evaluations of the learning activities showed that they readily identified important aspects of learning, critical factors related to student success, and the learning purposes of the introductory session. Practical implications – The sequence of seven activities develops a positive learning culture where students understand their obligations regarding pre-learning, and are prepared for active engagement in the course. These also give the educator valuable information for understanding the learning motivations, expectations, and perceptions of student learners, that allows teaching approaches to be tailored to the needs of that class. Originality/value – The sequence of learning activities is novel and gives both students and educators insights into learning processes required for effective pre-learning for active engagement in student-centred classes. This approach can be applied in different fields of higher education.

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Wommer, Fernanda Gabriela Bitencourt, Angela Michelotti, and Elgion Lúcio da Silva Loreto. "PROPOSTA DIDÁTICA PARA O ENSINO DE BIOLOGIA CELULAR NO ENSINO FUNDAMENTAL: A HISTÓRIA DA CIÊNCIA, EXPERIMENTAÇÃO E INCLUSÃO." Cadernos de Educação Tecnologia e Sociedade 12, no. 2 (August 6, 2019): 190. http://dx.doi.org/10.14571/brajets.v12.n2.190-197.

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The first general competence described in the National Curricular Common Base emphasizes the importance of the valorization and use of historically constructed knowledge about the world, recognizing the importance of teaching about the History and Nature of Science. These are fundamental components for a scientific school formation, where along aspects related to the theme of inclusion, potentiate the teaching process, allowing a greater interaction between science - classroom - students. In this proposal our objective is to guide, collaborate and facilitate the teaching of Cell Biology in the final years of elementary school, through a didactic sequence called "Knowing the history of cell discovery", "Knowing cells through didactic models" and "Building a Microscope", the methodology used was based on the researches developed by the authors in their dissertations in the area of Science Education, seeking to answer the following research problem "How to make scientific concepts about the teaching of cellular biology exceed the students' ability to abstract and become understandable?". Since many times the teaching of Cell Biology happens in a theoretical way and without contextualization, and because it is difficult to understand due to the high degree of abstraction of the students, we propose the didactic sequences to facilitate the teaching and learning of this subject. Each of these actions will be developed through active learning methodologies, valuing student participation and making them think about what they are learning. The use of the didactic sequence proposed in the teaching of Cell Biology uses the active methodologies, providing the students to awaken through the microscopic world, in a playful and fun way, providing students with active agents in their teaching and learning process.

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MAJ, Stanislaw Paul. "Improving Project Management Teaching Using Scaffolding Based on Cladistics Parsimony Analysis." Modern Applied Science 11, no. 5 (April 8, 2017): 42. http://dx.doi.org/10.5539/mas.v11n5p42.

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There are numerous educational paradigms each with their advocates and critics. The cognitive science approach is based on modelling memory as short term and long term each with their different characteristics. All learning consists of an iterative cycle of assimilate and retrieve between these two types of memory. The objective is the construction of an ordered mental structure called a schema in long term memory. With this approach it is possible to define schemas according to an optimal learning sequence. An optimum sequence has minimal cognitive load and hence the ideal teaching sequence. Previous work has clearly demonstrated that this method may be applied to network technology education. This paper applies the same method of teaching financial instruments in project management. Results to date demonstrate that scaffolding, based on cladistics parsimony analysis is a generic method and can be applied to different disciplines. Using this method an optimal learning sequence for project management financial instruments may be produced.

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Liang, Hui. "An Empirical Study on the Effects of Computer-Corpus-based Formulaic Sequences on College Students’ Oral English Learning." International Journal of Emerging Technologies in Learning (iJET) 12, no. 08 (August 1, 2017): 67. http://dx.doi.org/10.3991/ijet.v12i08.7140.

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As a kind of stylized language expression, formulaic sequences are widely used in different spoken language contexts, but the study of English formulaic sequences has always been a difficulty in college students’ oral English learning in China. This paper adopts the computer corpus approach and utilizes its massive storage of formulaic sequences and high-speed data retrieval capabilities to help learners with English formulaic sequence learning. On one hand, learners are able to truly and objectively understand the use of formulaic sequences in English-speaking environment through the computer corpus; on the other hand, learners can improve their memories and increase their formulaic sequence learning efficiency with the help of the structured and regularized and massive amount of use cases of formulaic sequences retrieved by the computer corpus. Finally, in the empirical study, through the comparative analysis of the test group and the control group, this paper proves that the computer-corpus-based formulaic sequences have great significance to oral English teaching.

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Carli, Marta, Maria Rosa Fontolan, and Ornella Pantano. "Teaching optics as inquiry under lockdown: how we transformed a teaching-learning sequence from face-to-face to distance teaching." Physics Education 56, no. 2 (January 6, 2021): 025010. http://dx.doi.org/10.1088/1361-6552/abcca7.

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Xu, Qi. "Formulaic Sequences and the Implications for Second Language Learning." English Language Teaching 9, no. 8 (June 2, 2016): 39. http://dx.doi.org/10.5539/elt.v9n8p39.

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The present paper is a review of literature in relation to formulaic sequences and the implications for second language learning. The formulaic sequence is a significant part of our language, and plays an essential role in both first and second language learning. The paper first introduces the definition, classifications, and major features of formulaic sequences. Then relevant studies on second language learning are reviewed, and pedagogical implications will be drawn from previous research. It is suggested that more emphasis should be put on prefabs in foreign language teaching, but at the same time, there is also danger of overemphasizing the role of prefabs in SLA research, given limited exposure to the target language in a foreign language learning environment.

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Hudson, Pamela. "Using Teacher-Guided Practice to Help Students with Learning Disabilities Acquire and Retain Social Studies Content." Learning Disability Quarterly 20, no. 1 (February 1997): 23–32. http://dx.doi.org/10.2307/1511090.

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This study investigated the application of effective teaching techniques and instructional sequence, previously found effective in skill instruction (e.g., Rosenshine, 1986a), to social studies lectures. Only the presentation of new material (lecture) and guided practice of the effective teaching instructional sequence was the focus. Techniques used in this phase of the instructional sequence included breaking the lecture into smaller units of information and following each unit of information with student practice and teacher feedback. The results suggest that when effective teaching techniques are used during the presentation (lecture) and guided-practice phase of instruction, students with learning disabilities perform significantly better on unit and maintenance class measures. These findings build on a study conducted by Hudson (1996), in which effective teaching techniques (i.e., student practice and teacher feedback) were successfully used at the prelesson phase of instruction.

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Maurício, Paulo, Bianor Valente, and Isabel Chagas. "A Teaching-Learning Sequence of Colour Informed by History and Philosophy of Science." International Journal of Science and Mathematics Education 15, no. 7 (March 22, 2016): 1177–94. http://dx.doi.org/10.1007/s10763-016-9736-8.

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Hong, Nguyen Van, Nguyen Thi Thuy An Thuy An, and Le Viet Minh Triet. "Teaching the Arithmetic Sequence through Guided Discovery Learning: A Pedagogical Experiment in Viet Nam." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 3 (April 10, 2017): 280. http://dx.doi.org/10.21013/jems.v6.n3.p9.

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<div>“Let the student learn by discovery” has become the slogan of our country for recent years. Learning by discovery that has used by Vietnamese teacher is a term has appeared in Viet Nam in the past few years. This study proposes Guided Discovery learning to teach arithmetic sequence topic in Viet Nam high school. It is hypothesized that student. Student’s outcomes of teaching arithmetic sequence topic with Guided Discovery Learning are not greater than the ones of teaching this subject with the traditional method of instruction and students’ achievements after experiment are not better than students’ achievements before the experiment. Two eleven -classes were involved in the trial to investigate the effectiveness of Guided Discovery Learning,. The result suggests that students have better concept retention.</div>

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Ray, Nicholas. "Studio Teaching For A Social Purpose." Open House International 33, no. 2 (June 1, 2008): 18–25. http://dx.doi.org/10.1108/ohi-02-2008-b0003.

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An EU Asia-Link grant offered the opportunity to examine the appropriate sequence of teaching and learning for architecture students working in developing countries. That process is more or less taken for granted wherever architecture is taught as a discipline, yet its premises are seldom examined in any detail. Following a suggestion by A. N. Whitehead, a sequence of learning is described, which gives a proper place to design. The thinking of the American philosopher Donald Schön is re-examined to see if it throws light on the practice of architecture and the principles to be adopted in teaching it. I argue that, properly constituted, a studio-based programme of architectural education remains an appropriate methodology for the teaching of design in the context of developing countries, even as it acts as a critique of the conventional pedagogic methodologies of parent institutions in both west and east.

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Lee, S., and D. Pak. "Effects of sequence and storytelling methods on EFL development of an adult learner." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 86–92. http://dx.doi.org/10.31489/2021ped1/86-92.

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This article presents the effects of sequence and storytelling methods on an adult beginner learner’s English language development. Being a powerful and natural way to learn, convey, and retain information, these methods offer a number of benefits, such as improving learners’ language proficiency, increasing learner participation, providing learners with cultural experience and encouraging creativity. The following research questions guided the study: 1) How do sequence and storytelling methods motivate an adult language learner to improve English? 2) What linguistic aspects do sequence and storytelling methods develop in the learner’s English? A qualitative research approach, specifically a case study, was used to investigate these questions. The findings demonstrate that sequence and storytelling methods of teaching EFL positively contribute to English speaking proficiency and empowerment by motivating the learner. The participant of this case study appreciated the benefits of sequence and storytelling teaching techniques as they addressed her individual needs and increased her learning enjoyment, cultural awareness, and language ability.

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Onorato, P., M. Malgieri, and A. De Ambrosis. "Three years evaluation of a teaching learning sequence on rolling motion based on a blended learning environment." Journal of Physics: Conference Series 1286 (August 2019): 012053. http://dx.doi.org/10.1088/1742-6596/1286/1/012053.

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West, Eva. "Learning for Everyday Life: Pupils’ conceptions of hearing and knowledge about tinnitus from a teaching–learning sequence." International Journal of Science Education 33, no. 9 (October 8, 2010): 1245–71. http://dx.doi.org/10.1080/09500693.2010.509410.

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Savinainen, Antti, Asko Mäkynen, Pasi Nieminen, and Jouni Viiri. "The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton’s Third Law." Research in Science Education 47, no. 1 (September 7, 2015): 119–35. http://dx.doi.org/10.1007/s11165-015-9492-8.

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Magalhães, Prislaine Pupolin, Rodrigo Cardoso Oliveira, Daniela Ponce, and Silvia Regina Quijadas Aro Zuliani. "Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 404–13. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190117.ing.

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ABSTRACT Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.

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Magalhães, Prislaine Pupolin, Rodrigo Cardoso Oliveira, Daniela Ponce, and Silvia Regina Quijadas Aro Zuliani. "Bioquímica e Função Renal: Utilizações de Sequências Didáticas com Enfoque Investigativo para Reaproximação de Conceitos Específicos." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 404–13. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190117.

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ABSTRACT Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.

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Suraya, Ana, Sajidan Sajidan, and Puguh Karyanto. "Improving Quality of Biology Learning with Contextual Teaching Learning (CTL) Approach Accompanied by Development of Subject Specific Pedagogy (SSP) at The Students in Grade X-E of SMA Negeri 1 Kartasura Academic Year 2011/2012." BIO-PEDAGOGI 2, no. 1 (April 1, 2013): 22. http://dx.doi.org/10.20961/bio-pedagogi.v2i1.5268.

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The aim of this research is improve quality of biology learning for teacher performance, conditioning class, student attitude in class, and student motivation of learning in student grade of X-E SMA Negeri 1 Kartasura academic year 2011/2012. This research refers to The Classroom Action Research with subject were 39 students in grade of X-E SMA Negeri I Kartasura. The sources of data consist of information from teacher and student, places and events that happened during teaching and learning process, and also some documents. The data of research is collected through observation sheet, questionnaire and interview. The research uses triangulation as validation data. The research uses descriptive as analytic data. The result of this research shows that there has been improvement percentage of the quality of biology learning in every aspect which includes teacher performance, conditioning of class, student attitude, and student motivation of learning. The percentage’s mean of the questioner result in sequence I is conditioning of class 72,56%; student attitude 65,14%; student motivation of learning 75,02%, and of observasi data are teacher performance 83,33%; conditioning of class 71,54%; student attitude 63,37%; student motivation 75%. The reflection of the first sequence shows that students having low of argument explanation in the learning goal, so the researcher gave further treatment in sequence II. In the second sequence the percentage’s mean of the questioner result is teacher performance 93,33%; conditioning of class 82,69%; student attitude 86,08%; student motivation 86,22%, in this cycle every quality of biology learning aspects improved in line with the target. It can be concluded from the research that Contextual Teaching Learning (CTL) approach application accompained by Subject Specific Pedagogy (SSP) can improve quality of biology learning of students in grade X-E SMA Negeri 1 Kartasura academic year 2011/2012. Key Words: Quality of biology learning, Contextual Teaching Learning, Subject Specific Pedagogy

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Nurkka, Niina. "Developing and evaluating a research-based teaching-learning sequence on the moment of force." Nordic Studies in Science Education 2, no. 3 (October 26, 2012): 100. http://dx.doi.org/10.5617/nordina.418.

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Ghirardi, Marco, Fabio Marchetti, Claudio Pettinari, Alberto Regis, and Ezio Roletto. "A Teaching Sequence for Learning the Concept of Chemical Equilibrium in Secondary School Education." Journal of Chemical Education 91, no. 1 (November 5, 2013): 59–65. http://dx.doi.org/10.1021/ed3002336.

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Dharmasaroja, Permphan. "Dysfunctional Team-Based Learning." Ramathibodi Medical Journal 43, no. 1 (March 31, 2020): 54–61. http://dx.doi.org/10.33165/rmj.2020.43.1.227790.

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Team-based learning (TBL) is an innovative teacher-driven teaching method that uses a specific sequence of activities to foster individual and group responsibility in small groups of students that have been formed in order to answer questions and solve problems. TBL appears to have a number of benefits compared to conventional lecture-based teaching and traditional small group learning models. However, TBL has been modified in several ways for use in teaching within the curricula of medical schools. Research on the effects of TBL on the learning of students is still limited, and studies aimed at investigating whether the goals of TBL are achieved are rare. Medical schools that want to implement TBL in their curriculum and gain the benefits of TBL should ensure that those involved in the curricular process understand the essence of TBL. This review is primarily aimed at describing how dysfunctional TBL develops, and providing some suggestions regarding how to avoid it.

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Wang, Xuebin, Zhengzhou Zhu, Jiaqi Yu, Ruofei Zhu, DeQi Li, and Qun Guo. "A learning resource recommendation algorithm based on online learning sequential behavior." International Journal of Wavelets, Multiresolution and Information Processing 17, no. 02 (March 2019): 1940001. http://dx.doi.org/10.1142/s0219691319400010.

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The accuracy of learning resource recommendation is crucial to realizing precise teaching and personalized learning. We propose a novel collaborative filtering recommendation algorithm based on the student’s online learning sequential behavior to improve the accuracy of learning resources recommendation. First, we extract the student’s learning events from his/her online learning process. Then each student’s learning events are selected as the basic analysis unit to extract the feature sequential behavior sequence that represents the student’s learning behavioral characteristics. Then the extracted feature sequential behavior sequence generates the student’s feature vector. Moreover, we improve the H-[Formula: see text] clustering algorithm that clusters the students who have similar learning behavior. Finally, we recommend learning resources to the students combine similarity user clusters with the traditional collaborative filtering algorithm based on user. The experiment shows that the proposed algorithm improved the accuracy rate by 110% and recall rate by 40% compared with the traditional user-based collaborative filtering algorithm.

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Potapova, Elena N. "Principles of designing bespoke corporate foreign language courses." Tambov University Review. Series: Humanities, no. 192 (2021): 44–57. http://dx.doi.org/10.20310/1810-0201-2021-26-192-44-57.

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We define methodic principles of designing corporate language learning programmes thoroughly considering needs and possibilities of corporate language learners. These principles are based on the analysis of psychological and pedagogical fundamentals of teaching corporate students and foreign language teaching and aimed at increasing efficiency of corporate language courses. They are defined as follows: 1) basing teaching aims on learners’ needs and language teaching standards; 2) applying interdisciplinary approach to selection of language, content and methods; 3) adapting discourse to learners’ professional needs; 4) selecting and arranging language in a logical sequence; 5) applying skills-based approach to selection of learning content and technologies; 6) arranging learning content and materials into modules; 7) integrating various knowledge, skills and learning methods; 8) considering psychological and pedagogical fundamen-tals of teaching corporate students; 9) considering possible difficulties of corporate language learning context. These principles reflect needs and features of corporate students and can be used by developers of corporate language courses.

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Byrnes, Heidi. "Articulating a foreign language sequence through content: A look at the culture standards." Language Teaching 41, no. 1 (January 2008): 103–18. http://dx.doi.org/10.1017/s0261444807004764.

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Curricular articulation and the integration of cultural knowledge with language development over extended sequences are among the most persistent challenges for contemporary language teaching and learning. The paper examines the nature of those challenges in light of theories of language and culture while using as the site of investigation the culture standards that have been developed within the framework of theStandards for Foreign Language Learning, a key document for L2 education in the United States, particularly at the K-12 level. Taking four perspectives, it suggests ways in which simultaneous content and language teaching might be tackled through a genre-based way of constructing extended curricula and by using genre-based tasks for informing pedagogical decisions. In this fashion, learners might be able to progress toward a competent cultural literacy that is language-based.

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Gierut, Judith A. "Differential Learning of Phonological Oppositions." Journal of Speech, Language, and Hearing Research 33, no. 3 (September 1990): 540–49. http://dx.doi.org/10.1044/jshr.3303.540.

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This study evaluated whether variations in the structure of minimal versus maximal opposition treatments would result in empirical differences in phonological learning. Subjects were 3 children who excluded at least six sounds from their pretreatment phonetic and phonemic inventories. An alternating treatments design in combination with a staggered multiple baseline across subjects was used to evaluate differences in learning the two types of oppositions. Results indicated that treatment of maximal oppositions led to greater improvement in the children’s production of treated sounds, more additions of untreated sounds to the posttreatment inventory, and fewer changes in known sounds than treatment of minimal oppositions. Moreover, individual differences suggested that phonological learning was enhanced not only by the number but also by the type of distinctions being taught. A potential sequence of relative clinical effectiveness was proposed such that teaching multiple and major class distinctions > teaching multiple distinctions > teaching few distinctions among sounds.

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Purnawarman, Pupung, Sri Ratnaningsih, and M. Handi Gunawan. "SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING." English Review: Journal of English Education 6, no. 1 (December 23, 2017): 33. http://dx.doi.org/10.25134/erjee.v6i1.768.

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The research is aimed at investigating the teachers implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords:�English Language Teaching, Scientific Approach, the 2013 curriculum, teaching practice, lesson plan

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Ratnaningsih, Sri. "SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS� IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING." English Review: Journal of English Education 6, no. 1 (December 1, 2017): 33. http://dx.doi.org/10.25134/erjee.v6i1.792.

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The research is aimed at investigating the teachers� implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers� lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords: English language teaching, lesson plan, scientific approach, teaching practice, the 2013 curriculum

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Tanu Wijaya, Tommy, Li Li, Neni Hermita, Zetra Hainul Putra, and Jesi Alexander Alim. "Helping Junior High School Student to Learn Fibonacci Sequence with Video-Based Learning." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 11 (June 4, 2021): 183. http://dx.doi.org/10.3991/ijim.v15i11.23097.

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In the 21st century, a teacher must be able to make teaching and learning activities conductive, fun That can improve students’ learning interest. Fibonacci sequence material is one of the materials that is difficult for Junior High school students to master. Based on this problem, the focus of this research is to create video learning on Fibonacci sequence material using Hawgent. This research is developed in Guangxi Normal University, China. This research is a research and development (RnD) using 4D model. 4D model consists of Defining, Design, Development, Dissemination. Video learning is made using interesting animations that are easy for students to understand. The results of this study indicate that the video learning has passed validation and can be sent to schools to help students understand Fibonacci sequence

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Neumann, Melody, Charly Bank, Scott Browning, Jim Clarke, Jason Harlow, David Harrison, Karen Ing, et al. "5. Serial Team Teaching and the Evolving Scholarship of Learning: Students’ Perspective." Collected Essays on Learning and Teaching 1 (July 1, 2011): 28. http://dx.doi.org/10.22329/celt.v1i0.3174.

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Faculty and students at the University of Toronto were surveyed and interviewed to form a case study of serial team teaching, in which multiple instructors take turns teaching a segment of the same course in sequence. Student opinions ranged from slightly opposed to slightly in favour of team teaching overall. When asked about specific aspects of team teaching, students who liked it overall tended to like all aspects of it, and did not identify those disadvantages in student experience anticipated by the faculty. In general, students in upper years were less supportive of team teaching than were students in their first and second years.

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Llobet-Martí, Bernat, Víctor López-Ros, and Ignasi Vila. "The analysis of interactivity in a teaching and learning sequence of rugby: the transfer of control and learning responsibility." Physical Education and Sport Pedagogy 23, no. 1 (July 2, 2017): 84–102. http://dx.doi.org/10.1080/17408989.2017.1341472.

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West, Eva, and Anita Wallin. "Students' Learning of a Generalized Theory of Sound Transmission from a Teaching–Learning Sequence about Sound, Hearing and Health." International Journal of Science Education 35, no. 6 (April 2013): 980–1011. http://dx.doi.org/10.1080/09500693.2011.589479.

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Mughaz, Dror, Michael Cohen, Sagit Mejahez, Tal Ades, and Dan Bouhnik. "From an Artificial Neural Network to Teaching." Interdisciplinary Journal of e-Skills and Lifelong Learning 16 (2020): 001–17. http://dx.doi.org/10.28945/4586.

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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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Heo, Jaewan, and Kiyoung Lee. "A Proposal of Curriculum and Teaching Sequence for Seasonal Change by Exploring a Learning Progression." Journal of the Korean earth science society 39, no. 3 (June 30, 2018): 260–74. http://dx.doi.org/10.5467/jkess.2018.39.3.260.

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Sari, M. S., Hapizah, E. Susanti, and Scristia. "Development of teaching materials arithmetic sequence and series based on android for problem based learning." Journal of Physics: Conference Series 1480 (March 2020): 012024. http://dx.doi.org/10.1088/1742-6596/1480/1/012024.

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

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