Academic literature on the topic 'Study of Primary Interactive Teaching (Project)'
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Journal articles on the topic "Study of Primary Interactive Teaching (Project)"
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Muñoz, Lilia, Vladimir Villarreal, Itza Morales, Joseph Gonzalez, and Mel Nielsen. "Developing an Interactive Environment through the Teaching of Mathematics with Small Robots." Sensors 20, no. 7 (March 30, 2020): 1935. http://dx.doi.org/10.3390/s20071935.
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The article is the product of the study “Development of innovative resources to improve logical-mathematical skills in primary school, through educational robotics”, developed during the 2019 school year in three public schools in the province of Chiriquí, Republic of Panama. The teaching-learning process in students is influenced by aspects inside and outside the classroom, since not all schools have the necessary resources to deliver content or teaching material. The general objective of the project is to design, develop and implement educational robotics to improve logical-mathematical skills aimed at preschool and first grade students in public schools, using programmable educational robots. For this, a set of resources and activities were developed to improve the logical-mathematical skills of the initial stages, in public schools, obtaining significant results. Playful activities favor the teaching-learning process. Considering the analysis of the results made on the data obtained through the applied collection instruments, it can be argued that in general terms the values indicate that the students obtained a favorable level of performance in the different challenges proposed. The project has allowed the academic community to have an application of great value that allows teaching about the conservation of natural sites. The project only covers the area of mathematics in preschool and first grade.
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Gerhátová, Žaneta, Peter Perichta, and Marián Palcut. "Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia." Education Sciences 10, no. 12 (December 8, 2020): 371. http://dx.doi.org/10.3390/educsci10120371.
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This work presents the results of two-year-long pedagogical research, the aim of which was to demonstrate the applicability of the usage of a new strategy in education—Integrated e-Learning (INTe-L)—through its introduction into project-based physics teaching in Slovakia. The INTe-L strategy is built around the role of experiments and interactive simulations in knowledge acquisition and on the possibility of integrating scientific methods in education. The elements of INTe-L are the following: (a) real on-site and real remote experiments, (b) interactive virtual experiments (e-simulations) and (c) educational e-materials. The primary objective of our study was to determine the suitability of project-based teaching with INTe-L elements for the topic “Energy Sources”. The research was based on the following hypothesis: project-based teaching via INTe-L of the topic “Energy Sources” in physics is more effective than the traditional (instructionist) way of teaching. To verify the hypothesis, we performed a pedagogical experiment on a sample of 155 respondents in the 9th grade at two primary schools in Slovakia. The pupils were divided into two working groups: an experimental group (EG) of 85 pupils and a control group (CG) of 70 pupils. The pupils with worse grades were included in the EG. To get relevant feedback, pre-test and post-test studies and an interview were developed and applied. The results attained in both groups were statistically processed, evaluated and subsequently compared. A two-phase test with dispersion equality proved that differences in the pre-test scores in the EG and CG were not statistically significant. The differences in the final didactic test (post-test) results achieved by the EG and CG, on the other hand, were statistically significant and better scores in the EG were obtained. A positive change of pupils’ attitude in the EG towards physics after the execution of our project-based teaching was noted. The evaluation of the results attained by the pupils proved that the introduction of project-based teaching via INTe-L was an effective strategy to improve Physics teaching. As such, the implementation of this interactive strategy into the instructional education process at primary schools is recommended.
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Muir, Fiona, Kevin McConville, Lois Robertson, Karen Campbell, Shona McKnight, and Kenny McKeown. "Medical Students’ Child Health Experience in Primary Schools." SAGE Open 7, no. 1 (January 2017): 215824401770046. http://dx.doi.org/10.1177/2158244017700461.
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This study was designed to explore medical students’ and primary school teachers’ experiences of a new community teaching project. Academic staff and students from the School of Medicine Dundee, National Health Service partners, local education department, and primary school teachers engaged in a collaborative project which has embedded community engagement in the curriculum while encouraging interprofessional education through multiagency working. Influenced by evaluative inquiry, this qualitative study used an online questionnaire, designed to give participants the freedom to respond, and give their own opinions, via free text responses. The results show the value of a real primary school–based situation, and the merit of experiential learning gained throughout the program, in which students interacted with children about health promotion in a meaningful way. The interprofessional and collaborative nature of the project enhanced the value of the experience for all participants in relation to the benefits of teamwork, dispelling the doctor authority and recognition of the roles of others. The experience was an interactive, enjoyable, and expressive way to facilitate learning, and has helped prepare the health care students for future practice.
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Nezhyva, Liudmyla, and Svitlana Palamar. "INNOVATIVE TECHNOLOGIES IN THE LITERARY EDUCATION OF FUTURE PRIMARY SCHOOL TEACHERS." Educological discourse, no. 4 (2020): 129–42. http://dx.doi.org/10.28925/2312-5829.2020.4.9.
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The article substantiates the need for the use of innovative technologies in teaching children’s literature to students majoring in “Primary Education”. The introduction of an integrated course “Native education: children’s literature with studying methods” in the training of future primary school teachers gives them the opportunity to navigate in current trends in children’s literature and model various algorithms of perception and interpretation of the texts. The study analyzes the introduction of interactive technology in literary education, which changes the vector of lectures to dialogic interaction with the student audience, provides a formal update of practical classes using quests and workshops. In accordance with the tasks of the New Ukrainian School and higher education of future primary school teachers, the authors analyze the possibilities of using critical thinking technology, ICT, augmented reality, projects in the system of literary education of the Pedagogical Institute.The importance of acquiring knowledge, skills and abilities to apply AR-applications to interactive editions of fiction by future primary school teachers during their organization of literary reading is substantiated. Tasks with the use of ICT tools have been developed for students. This mainly applies to creation of book trailers and comics based on works of art for children; QR-quests for junior pupils on the texts of fictionsof modern writers; mental maps (Mindmeister resource) based on prose plots; video presentations about writers and their works (resources “PoowToon”, “Prezi”); visualized plan of fictions made with the help of infographics; intellectual game tasks for younger students (LearningApps resource), etc. It was also recognized that the effective type of intellectual activity of students during the study of literature is a project, the result of which is the creation of students’ own literary product (fairy tales, poetry, essays, game content) and its publication in electronic edition.
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Love, Joan Scott. "SENSORY SPACES: SENSORY LEARNING – AN EXPERIMENTAL APPROACH TO EDUCATING FUTURE DESIGNERS TO DESIGN AUTISM SCHOOLS." International Journal of Architectural Research: ArchNet-IJAR 12, no. 3 (November 4, 2018): 152. http://dx.doi.org/10.26687/archnet-ijar.v12i3.1704.
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Universities and design schools have a responsibility to ensure that the education of future designers enables design for special populations, in this case specifically children with autism. This paper presents a case study of an autism defined experimental teaching-led design project, within a first-year university Interior Architecture course, on which the author is a tutor. It draws on the author’s extensive working knowledge of autism issues, incorporating mediation between SEN schools and design students, and employing research informed teaching. The project involves a new local free school for autism, at a temporary site. The experiment is designed to challenge students, emphasising the importance of understanding how primary research, accessed directly from the end users, informs progressive design thinking. It attempts to influence their design work in subsequent years at university and in practice, and facilitate bridging the gap between academic research and real-life application. This paper seeks to identify how an autism defined project, focussed on student-centred learning and encompassing choosing sessions with children with ASD, can be taught in the first year of undergraduate study. Further, it aims to analyse how the teaching styles and content of a partially ‘live’ community design project impact on the participants. This is achieved by describing the details and challenges of the project together with the interactions between the students and the school. It concludes that the project adds value to the student experience, builds student confidence and eliminates pre-conceived ideas surrounding autism. It shows that design can be an interactive process between university and special schools. Equally, the pitfalls of a live project of this nature are highlighted, as is the need for modification before similar projects are reproducible as viable educational models.
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Slabeycius, Juraj, and Daniel Polčin. "HOW ICT CAN ENHANCE THE ATTRACTIVENESS OF MATHEMATICS AND PHYSICS IN PRIMARY SCHOOL." Problems of Education in the 21st Century 50, no. 1 (December 15, 2012): 101–7. http://dx.doi.org/10.33225/pec/12.50.101.
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The study deals with the causes and consequences of disinterest of pupils in mathematics and physics and looking for a way how to increase the attractiveness of these subjects in primary and secondary schools. One possibility is the use of information and communication technologies in the teaching process. The study refers on EDULAB project, created as an initiative of NGO and private sector. Its aim is to create a wide program of electronic education and support material for schools based on ICT. The EDULAB education center gives primary and secondary schools in Slovakia the opportunity to gain practical skills in the application of ICT in education. Via the portal www.naucteviac.sk EDULAB provides schools more than 30 000 multimedia resources for five science subjects. These are multimedia materials of company Young Digital Planet, known as "universal curriculum" tailored to national language. Nevertheless, the latest computer technology, interactive whiteboards, other computer peripherals and multimedia e-learning programs don’t give school the guarantee for an increase of the of pupils’ knowledge, as long as the digital learning materials contain a number of errors and unacceptable simplification. Key words: digital education, ICT, EDULAB, physics teaching, misconception in physics.
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Gerhátová, Žaneta, Peter Perichta, Marián Drienovský, and Marián Palcut. "Temperature Measurement—Inquiry-Based Learning Activities for Third Graders." Education Sciences 11, no. 9 (September 5, 2021): 506. http://dx.doi.org/10.3390/educsci11090506.
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The article presents our Inquiry-Based Learning (IBL) activities in the project-based Science education of third graders (8–9-year-old pupils) in the Slovak Republic. Individual tasks of project assignment titled “Temperature Measurement” were conceived for “guided inquiry”. We also supported the IBL of pupils by interactive education strategy–Integrated e-Learning (INTe-L). The strategy was built on the role of interactive simulations and experimenting at the knowledge acquisition. The following INTe-L components were used: (a) on-site and remote experiments, (b) interactive simulations and (c) electronic study materials. The research was based the hypothesis that the project-based teaching of the topic “Temperature Measurement” using the IBL activities is significantly more efficient than traditional (instructivist) way of teaching. To verify the hypothesis, we carried out a pedagogical experiment on a sample of 60 respondents. The third graders were divided into two parallel groups: an experimental group (EG, 30 pupils) and control group (CG, 30 pupils). To get a relevant feedback, pre-test and post-test were developed and applied. The results attained in the EG were statistically processed, evaluated, and subsequently compared with those in the CG. The analysis of the results attained by the EG showed that their knowledge acquisition has been increased by 24% compared to CG. We have created a methodology for making simple scientific project assignments with the implementation of all components of the new integrated e-learning education strategy (real and real remote experiment, e-simulation, e-learning material). On a specific example of the topic “Temperature Measurement” in primary education, we have presented the possibility of using a “guided inquiry” in the implementation of individual experimental tasks. We have introduced a form of teamwork that allows to harmonize the teaching requirements with individual learning approach and helps to prepare pupils for planned work and independent knowledge acquisition and problem solving. The study has shown that complex IBL activities can be successfully applied at primary school 3rd grade level already. Our form of education with the wider use of modern information and communication technologies (ICT) was attractive for the learners and helped them to develop interdisciplinary relationships. The integrated e-learning has helped third grades to develop a deeper conceptual understanding of temperature and allowed them to prepare presentations to demonstrate their conceptual knowledge. The approach allowed pupils to gain key competencies in Science (discussion and presentation of results). It has also increased the pupils’ interest in Science in general and helped them to understand links between different subjects.
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Hesein, Mohamed A., Nasser Al-Jahwari, Mohamed Al Belushi, and Khaled Ahmed Douglas. "Project-based Learning in Heritage and Archaeology: case study on Archaeology Department's Students, College of Arts and Social Sciences, Sultan Qaboos University." Journal of Arts and Social Sciences [JASS] 10, no. 2 (March 6, 2020): 91. http://dx.doi.org/10.24200/jass.vol10iss2pp91-104.
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The Project-Based Learning (PBL) approach is widely used as a curriculum and basic learning method. This type of learning has been explored in different contexts and at various stages ranging from early stagesof education to primary, preparatory and secondary schools as well as in higher education. PBL leads to transforming the acquisition of teacher-based theoretical knowledge to the efficiency of learning through practice. This approach emphasizes collaborative learning, as well as the tangible results achieved by students to represent and reflect what they have learned. PBL can be used to solve complex problems in all sciences, including teaching of archaeology. The authors of this study applied this approach to their students in the Department of Archaeology at Sultan Qaboos University through the course entitled "Special Topic in the Omani Heritage". This was achieved by creating and designing a project and applying it. Then, a questionnaire was used as a research tool. The results indicate that the goal of the PBL process has largely succeeded in achieving the objectives that the authors sought to achieve in this study. This approach has helped students to develop their own skills of good planning, organization and time management, evaluation and problems solving, in addition to establishing the importance of their cultural heritage. Thus, this approach has proven that it is effective in the field of teaching archaeology and heritage. Its application has established the students' concept of cultural heritage in a scientific and practical way. It also made them more interactive with their community, particularly in relation to the awareness of the importance of preserving their heritage.
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Yuk Ko, Po. "Learning Study – the dual process of developing theory and practice." International Journal for Lesson and Learning Studies 3, no. 3 (September 30, 2014): 272–89. http://dx.doi.org/10.1108/ijlls-07-2014-0019.
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Purpose – Variation Theory has been used as a source of guiding principles for pedagogical design, lesson analysis and improvement in Learning Study (LS). The purpose of this paper is to argue that the LS approach provides an important opportunity for teachers and researchers not only to improve the teaching strategies together but also refine the Variation Theory in action. Design/methodology/approach – A case study of teaching writing in Chinese at Primary 4 level of a LS project is selected using analysis of covariance to identify lessons that had significant differences in student learning outcomes. Analysis focuses on examining one of the major claims in Variation Theory which is that “contrast should precede generalization” in order to explore if this argument is able to provide a possible answer to the difference in student performance in the two classes of students of similar ability learning the same topic. Teachers’ contribution to the discussion of the application of the theory is analysed to explain the different teaching strategies chosen. Findings – The case study shows that in a LS platform, teachers’ teaching act and their interaction with theorists contributed to a dual process of developing the practice as well as the theory itself. The results of students’ learning serve as evidences for the claim that “contrast should precede generalization” as the theory suggested. Originality/value – Most of the lesson study and LS projects emphasize teachers’ learning through the participation in the process. This paper illustrates that in conducting LS approach, when there is conscious effort to direct discussion toward how to handle the content in terms of Variation Theory explicitly, the result could contribute to the development of the theory itself. Hence, the LS provides an important opportunity for teachers and researchers to refine strategies as well as theories of teaching and learning together.
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Fokides, Emmanuel, and Melpomeni Kefallinou. "Examining the Impact of Spherical Videos in Teaching Endangered Species/Environmental Education to Primary School Students." Journal of Information Technology Education: Research 19 (2020): 427–50. http://dx.doi.org/10.28945/4612.
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Aim/Purpose: The study examined whether spherical videos are an effective tool in teaching primary school students subjects related to the endangered species. It also examined their feelings/attitudes towards this tool. Background: Young students have trouble understanding concepts related to environmental education and, specifically, concepts related to the endangered species. Spherical videos constitute an interesting alternative teaching tool, applicable in diverse scientific disciplines. Additionally, research in this field is rather unsystematic and fragmented, given that the underlying technology is still an emerging one. Methodology: A three conditions within-subjects design was applied. Forty-nine, nine-to-ten years-old primary school students attending public schools in Athens, Greece were selected to participate in the project. They had never before been formally taught subjects such as the ones included in the study and had no prior experience in using Google Cardboard compatible head-mounted displays. The participating students were taught using printed material, web pages, and interactive applications in which spherical videos were embedded. The project lasted for nine two-teaching-hour sessions (three for each tool). Data were collected using nine evaluation sheets. About a third of the questions in these tests assessed declarative knowledge, while the rest examined procedural and conditional knowledge. A validated scale was also used, designed to evaluate users’ experience when using digital educational applications. For analyzing the data (from both the evaluation sheets and the questionnaire), several repeated measures ANOVA tests were conducted using SPSS 25. Contribution: By examining the learning outcomes from the use of applications in which spherical videos were integrated, by contrasting their impact on knowledge with other tools, and by quantifying their differences, the present study extends the -rather limited- literature regarding the educational uses of this technology. Given that there is a lack of a well-defined teaching framework, the study contributes towards this end, as a modified version of Bybee’s 5Es was tested, with encouraging results.” Findings: Post-hoc pairwise comparisons revealed statistically significant differences indicating that students’ performance when using the apps was better than their performance in the web pages and printed material. Statistically significant differences were also noted when analyzing the questionnaire’s data. In detail, the analysis revealed that the apps were considered more motivating compared with both the printed material and the web pages. The same applied to students’ enjoyment. Also, their sense of presence was stronger. Then again, all tools were considered as being equally useful. Finally, no usability issues were reported. Recommendations for Practitioners: As the development of apps requires time and effort, a large pool of ready-made apps has to become available to educators. Spherical videos have to be used in the context of a well-defined teaching framework. A familiarization period on how HMDs are used and how to run and navigate in the apps will help to avoid usability issues. Education administrators have to implement reforms in the primary school timetable and curriculum, for achieving the seamless integration of this technology to everyday teaching. Recommendation for Researchers: Motivation and enjoyment can be further enhanced by adding game-like features. Thus, software developers can consider adding such features and researchers can examine their effects. A lot more can be done for making the apps utilizing spherical videos easier to handle and navigate. For example, hand tracking can be used, which is a more natural interaction method. Future Research: Besides larger sample sizes and more interventions, future research can examine the impact of spherical videos on student misconceptions, attitudes, and behaviors towards environmental issues. It would be interesting to examine the views and experiences of educators as well. Longitudinal studies and comparison of spherical videos with other promising technologies would also be useful.
Dissertations / Theses on the topic "Study of Primary Interactive Teaching (Project)"
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Walker, Nancy Watkins. "Word study: An interactive approach to word solving." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.
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Estupiñan, Margie Zamora. "The role of primary language in kindergarten interactive journals." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/643.
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Gomez, Martha Galindo. "The development of written language among kindergartners using interactive journals: Four case studies." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1286.
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Barrett, Mark Douglas. "Teaching language arts in third grade with HyperStudio, an interactive computer program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/849.
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Newton, Susan Sublett. "Integrating social studies and literature using folktales." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.
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Viebach, Eric John. "Effectiveness of interactive web based review." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3252.
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There were three main goals of this study. First, utilize technology in a non-conventional way to enhance student's study process. Second, gauge if the students access such a tool when it is available to them. Third, assess the student's learning based on the study tools available. This project also examined if there was a difference in comprehension of post-World War II era information between students who use the online test preparation program and those that received only traditional instruction.
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Nelson, Michelle RaeLynn. "A comprehensive approach to using primary sources in elementary curriculum development." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3229.
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A teacher resource packet was created that teachers can use at the third through sixth grade levels to effectively implement the use of primary sources into their existing curriculum to promote greater historical understanding, imagination, emapthy and critical thinking. This project is intended to change teacher behaviors of teaching using an archival view of history to one that applies critical thinking and promotes in-depth student understanding of historical events.
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Sayers, Judy M. "A case study exploration of primary teachers' conceptions of whole class interactive mathematics teaching." Thesis, University of Northampton, 2012. http://nectar.northampton.ac.uk/7471/.
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Research has shown, with respect to the learning of mathematics, that whole class interactive teaching, its form and function, is a complex phenomenon. Teachers develop and exploit pedagogical strategies, which they believe are effective either in engaging their children in mathematical learning or in presenting mathematics to learners. Such strategies, whether later shown to be effective or not, are typically assumed to develop during periods of teacher education or through practice after qualification. Alongside these assumptions is the belief that teachers who are enthusiastic about and have a secure subject knowledge with respect to mathematics will evoke similar enthusiasm, confidence and competence in their learners. However, observations during my years as a teacher educator have led me to conclude that trainee teachers, even those with similar qualifications, frequently behave very differently when put in front of children. Such differences confound the naïve assumption, for example, that similar enthusiasm and confidence will yield similar patterns of teaching practice. Thus, what primary teachers do and why they do it has vexed me for a number of years. I have wanted to know, in particular, what makes teachers teach differently during whole class episodes, not least because my experiences as both teacher and teacher trainer have led me to believe that it is during these periods that teachers induct their children into those mathematics-related beliefs and behaviours that will determine the extent to which they enjoy and engage meaningfully with the subject. Addressing such questions demands an appropriate methodological stance. Consequently an exploratory case study of six teachers, two during a first, essentially pilot phase, and four during a second, was undertaken. All teachers, to facilitate understanding of how exemplary practice differs from one person to another, were considered, against various criteria, as effective. The pilot enabled me to evaluate not only the effectiveness of extant frameworks for analysing classroom behaviour but also my skills as an interviewer and observer of classrooms. The second phase, drawing on what had been learnt during the first, was more open in that existing frameworks were abandoned in favour of allowing the data to speak for themselves rather than being constrained by others’ conceptualisations of effective teaching. Both phases, to examine teachers’ underlying beliefs about mathematics and its teaching, their classroom practice, particularly during whole class episodes, and their rationales for their actions, were addressed by means of a battery of data collection tools. Teachers’ backgrounds and underlying beliefs about mathematics and its teaching were examined through preliminary, life history, interviews framed by a loose set of questions derived from the literature. Interviews were video-recorded. Teachers’ classroom actions were captured by means of a tripod-mounted video camera placed discretely in their classrooms, augmented by a wireless microphone worn by the teacher and a separate, static microphone to capture as much of the children’s talk as possible. Finally, teachers’ rationales and explanations for their actions were examined through the use of video-recorded video stimulated recall interviews. All recordings, whether of classrooms or interviews, were transcribed for later analysis. Analysis during the first phase drew extensively on pre-existing frameworks. While they were helpful in identifying both similarities and differences in teachers’ beliefs, actions and rationales, it became clear that they failed to capture the subtleties and nuances of meaning embedded in the high quality data yielded by the approaches adopted. In so doing it became clear that while data collection approaches were appropriate, analyses needed to be more open in order to allow the data to give up the depth and complexity of their stories. During the second phase, while it was acknowledged that this was not a grounded theory study, analysis drew extensively on the coding strategies of the constant comparison procedures of grounded theory. This approach to analysis yielded results previously unknown in the literature. Quite unexpectedly two groups emerged from the data. Significantly, each was underpinned by teachers’ experiences as learners of mathematics and whether the enjoyment they had gleaned from those experiences was instrumentally located or relationally located. The first group, identified as the mediators, having been engaged, in various ways, with mathematics and derived pleasure from relational experiences expected their children to experience mathematics similarly. Their teaching was based on a desire to develop, in collaborative ways, a deep conceptual knowledge that would form the basis for later procedural skills and, significantly, problem solving. Teachers in the second group, identified as the mediated group, having derived pleasure from their procedural successes as children, saw mathematics and its teaching as skills-based. Their classroom actions and commensurate rationales were focused on surface learning and the replication of the pleasure they had experienced when young. Interestingly, the beliefs of both groups and, to an extent, their classroom actions were independent of any training they had received. The Mediators showed different signs of professional independence and autonomy. They had a clear articulation of their warranted principles and were able to exploit these in the ways that mediated the constraints within which they worked. Moreover, and this presents substantial implications for teacher education, teachers in the Mediated group, exhibited few signs of professional independence; their actions being constantly mediated by the constraints, whether institutional or governmental, within which they worked. They had few articulated principles around which they based their teaching. These differences permeated all aspects of their work.
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Graves, Deborah Bybee. "A primary unit on the desert." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/152.
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Niblack, Linda Marie. "Videotaping: A tool for self-evaluation in language arts processes." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.
Full textBooks on the topic "Study of Primary Interactive Teaching (Project)"
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Burk, Donna. Math excursions 1: Project-based mathematics for first graders. Portsmouth, NH: Heinemann Educational Books, 1992.
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Inc, Pearson Education, ed. Interactive science: Teacher's edition and resource package. Glenview, Ill: Pearson, 2012.
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Burk, Donna. Math excursions K: Project-based mathematics for kindergartners. Portsmouth, NH: Heinemann, 1992.
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Nall, Andrea. Have you ever?: Interactive books for phonology. Greenville, SC: Super Duper Publications, 2006.
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H, Nelson Annette C., ed. Big6, large and in charge: Project-based information literacy lessons for grades 3-6. Santa Barbara, California: Linworth, an imprint of ABC-CLIO, LLC, 2013.
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Primary Education Improvement Project (Botswana). Botswana, Primary Education Improvement Project: Phase II, 1986-1991. [Gaborone, Botswana?]: PEIP, 1987.
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Lynda, Cutting, ed. It's time: Celebrating maths with projects. Portsmouth, NH: Heinemann, 1993.
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Charlene, Czerniak, and Berger Carl, eds. Teaching children science: A project-based approach. Boston: McGraw-Hill, 1999.
Find full textBook chapters on the topic "Study of Primary Interactive Teaching (Project)"
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North, Diane M. T. "Beyond the Horizon." In Cases on Critical and Qualitative Perspectives in Online Higher Education, 265–89. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5051-0.ch014.
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The mission of this chapter is to explain the extensive step-by-step process involved in creating and teaching an online university humanities course based upon the primary educational philosophy called “constructivism.” Instead of using a distance learning or correspondence model, the University of Maryland University College’s learning approach focuses on “construction and engagement” or intensive interaction among students and professors. This social engagement (professor to student and student to student) requires more time, energy, and thought on the part of students and faculty members than face-to-face teaching. As a case study in teaching the History of the American West online within an intensive eight-week course length, this chapter provides concrete information about the course’s required concepts, skills, goals and objectives, project assignments, conference participation requirements for threaded discussions, assessment methods, and grading rubrics. The case study also addresses the current challenges facing the implementation of the course and offers recommendations. Although some of the details specifically relate to teaching a history course, they are applicable to any humanities course.
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Hartung, Insa, and Sandra Reisenleutner. "“Show me where you study!” – An interactive project between German language students in Nottingham and St Andrews." In Innovative language teaching and learning at university: enhancing participation and collaboration, 29–36. Research-publishing.net, 2016. http://dx.doi.org/10.14705/rpnet.2016.000402.
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Garcia-Ruiz, Miguel Angel, Pedro Cesar Santana-Mancilla, and Laura Sanely Gaytan-Lugo. "A User Study of Virtual Reality for Visualizing Digitized Canadian Cultural Objects." In Advances in Multimedia and Interactive Technologies, 42–66. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5912-2.ch003.
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Algoma University holds an important collection of Canadian objects from the Anishinaabe culture dating from 1880. Some of those objects have been on display in the university's library, but most of them still remain stored in the university's archive, limiting opportunities to use them in teaching and learning activities. This chapter describes a research project focusing on digitizing and visualizing cultural artifacts using virtual reality (VR) technology, with the aim of supporting learning of Canadian heritage in cross-cultural courses. The chapter shows technical aspects of the objects' 3D digitization process and goes on to explain a user study with students watching a 3D model displayed on a low-cost VR headset. Results from the study show that visualization of the 3D model on the VR headset was effective, efficient, and satisfactory enough to use, motivating students to keep using it in further sessions. Technology integration of VR in educational settings is also analyzed and discussed.
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Martin, Christie, Drew Polly, Chuang Wang, Richard G. Lambert, and David Pugalee. "Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development." In Teacher Education, 1311–30. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch063.
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This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.
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Martin, Christie S., Drew Polly, Chuang Wang, Richard G. Lambert, and David Pugalee. "Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development." In Innovative Professional Development Methods and Strategies for STEM Education, 32–51. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9471-2.ch003.
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This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.
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Fokides, Emmanuel. "Teaching Basic Programming Concepts to Young Primary School Students Using Tablets." In Mobile Devices in Education, 805–21. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch047.
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The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The second was taught using a board game, while the third was taught using tablets and an application. Students' performance was assessed using evaluation sheets. Data analyses revealed that students in the tablets/application group outperformed students in the other two groups in three out of four tests. No age differences were noted. Students' views regarding the application were highly positive. The learning outcomes can be attributed to the combination of the application's game-like features and to the tablets' ease of use. On the basis of the results, educators, as well as policy makers, can consider the use of tablets and mobile applications for teaching basic programming concepts to young primary school students.
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Judge, Miriam. "Documenting Teachers and Students Experiences with Interactive Whiteboards in Ireland." In Digital Literacy, 558–71. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1852-7.ch029.
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This case study discusses the key findings from a pilot Interactive Whiteboard Project in Ireland which ran from 2005 to 2007. Eight primary and secondary schools were involved. The project exemplifies a bottom-up initiative as it was neither government funded nor supported. Findings indicate that Interactive Whiteboards were well received and utilized by teachers and students whose views on the benefits of IWBs reveal strong correlations. Despite a lack of national policy guidance and funding for this technology in Ireland, IWBs are becoming increasingly popular. However, there is a danger that this policy vacuum will create its own problems as schools increasingly rely on IWB suppliers for advice and direction on how to proceed. It may also have digital divide implications as more affluent schools are better able to fund this technology.
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Davids, M. Noor. "Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/ Teaching Practice MODULE." In Learning and Performance Assessment, 1134–47. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch053.
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Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher Education qualification have to complete a compulsory Teaching Practice module. The successful completion of the module arguably provides evidence of students' readiness for professional practice. The assessment of the teaching practicum is often riddled with anxiety on the part of the students and conflict between students and their supervisor. Two interrelated research questions guided this study: What are students' experiences of the current teaching practicum assessment? and What were students' responses to the ICT-based assessment proposal? Data were collected from a sample of Teaching Practice students (N = 40) and a focus group discussion conducted with eight (8) students. Technological pedagogical content knowledge (TPCK) and critical connectivity theory provided the study with analytical and conceptual lenses. Findings are discussed in response to the research questions posed in preparation of the software development stage of the project.
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Altiok, Serhat, and Erman Yükseltürk. "Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education." In Advances in Early Childhood and K-12 Education, 201–29. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3200-2.ch011.
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In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.
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Altiok, Serhat, and Erman Yükseltürk. "Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, 648–76. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch030.
Full textAbstract:
In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.
Conference papers on the topic "Study of Primary Interactive Teaching (Project)"
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Farr, Fiona, and Liam Murray. "Digital Literacies for Language Learning and Teaching: developing a national framework." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2802.
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In an Irish national setting, the urgent need to address the national language skills' shortage has been highlighted in numerous arenas, and in the context of the need for a continued economic recovery, language skills and proficiency are essential. Against this backdrop, the national project* reported in this paper aims to develop a digital literacies framework and accompanying on-line interactive resource for language learners and teachers in Irish higher education (HE). Within the scope of this project the target user groups include first year students, study abroad students, and language lecturers. The main research questions for the project are: - what are the main practical issues that students have when making the transition from secondary to third level language study? - to what extent are digital literacies part of the curriculum at third level and what gaps do students and lecturers identify in this provision? - what are the strengths and weaknesses of the emerging digital literacies framework for language learning (as identified through piloting and evaluation) and how do these inform the final design and implementation of the ‘digilanguages’ platform? Preliminary primary pilot research conducted in 2015 as part of the project identified a number of key areas where online flexible support is best focussed. Based on these findings and international research in the field, the aim of the project is to develop online resources and activities in three broad areas: Digital Literacies for Language Development Language Learning Strategies and PracticesTransitions to Third Level Language Learning Environments The portal will be freely available, offering a range of OERs and will be scalable for use in other contexts. The contents and activities will afford integration into many programmes currently on offer in Irish HE.
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Elliniadou, Elena, and Chryssa Sofianopoulou. "STUDENTS’ ATTITUDES TOWARDS SCIENCE: WHERE DO WE GO FROM HERE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end108.
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Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
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Schmidt, Klaus, and Kenneth W. Stier. "A Collaborative Interdisciplinary Teaching and Learning Project: A Capstone Experience." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-59294.
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Students studying web-development need experience in providing their expertise to people with limited Internet experience. On the other hand, students studying manufacturing management need experience to communicate ideas and concepts such as engineering drawings and tooling plans to non-engineering students. Based on this need, two faculty members developed an interdisciplinary collaborative project reflecting the essential elements of successful collaboration in teaching and learning. Students enrolled in either a web-development or a manufacturing course participated in this study. These students were working in interdisciplinary teams producing engineering drawings and production plans that were to be displayed and disseminated via interactive websites. As part of the challenge, students were required to use Internet tools such as chat rooms and discussion forums, to meet the outside-the-classroom communication component.
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Фискова, Алена Михайловна. "GROUP PROJECT AS A MEANS OF GENERALIZING SPEECH ETIQUETTE IN PRIMARY SCHOOL." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Октябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/ecs293.2020.96.97.005.
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Статья посвящена актуальной проблеме обучения младших школьников речевому этикету. Представлен групповой проект, направленный на обобщение у четвероклассников сведений о речевом этикете. Обязательной составляющей проекта является самостоятельная поисковая деятельность младших школьников. Данному проекту предшествовало изучение правил речевого этикета на специальных занятиях «Доброе слово» в третьем классе. The article is devoted to the actual problem of teaching speech etiquette to primary schoolchildren. A group project is presented, aimed at generalizing information about speech etiquette among fourth-graders. An obligatory component of the project is the independent search activity of younger students. This project was preceded by the study of the rules of speech etiquette in special classes "Kind Word" in the third grade.
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Arciniegas, Andrés Mauricio, and José Alonso Oviedo Monroy. "Development of an application for mobile devices with augmented reality for the teaching of fracture characteristics." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8841.
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Introduction: this article is a product of the innovation project “Integration of augmented reality in the teaching-learning process of bone injuries”, developed during 2018 in the Trade and Services Center of the National Training Service SENA in Tolima. Problem: The Trade and Services Center, and the technological network of health services does not have an easily accessible tool that allows you to permanently develop a knowledge check against possible cases of polytraumatism and the incidence of fractures in front of the epidemiological profile making an identification of the characteristics of the same. Objective: Integrate augmented reality tools in the teaching-learning process of bone injuries. Methodology: Descriptive-propositive of qualitative nature, descriptive when skeletal lesions were characterized and propositive as soon as an application for mobile devices was generated aimed at improving the teaching-learning process of fractures. Results: a mobile application based on Augmented Reality was developed, which supports the teaching-learning process of bone injuries. Conclusions: three-dimensional models of bones and bone lesions have been recreated, allowing trainees to assimilate their characteristics and primary management effectively, thus reinforcing their learning through interactive contents. Limitations: the project only covers the learning of bone injuries.
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Dostál, Ivo, Petr Anděl, Marek Havlíček, and František Petrovič. "Landscape Fragmentation Around Us – Integrating the Issue into Educational Processes at Primary and Secondary Schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-1.
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The steadily increasing landscape fragmentation and the reduction of permeability for wildlife are among the most negative impacts of human activity on the environment. In terms of education, theseproblems appear to be rather demanding, withthe difficulty corresponding tosecondary school standards. Considering the multiple interdisciplinary connections, the entire process cannot be sufficiently understood without a relevant amount of preliminary knowledge. Such a corpus of information is acquired especially through biology/ecology, geographyand history classes, but links to other subjects can be found too. The paper presents didactic methods facilitating the actual presentation of the theme to pupils/students; in this context, the authors discuss the possibilities of integrating the given problems into applicable schoolsubjects andoutline the risks arising from the proposed modification and/ or expansion of the teaching procedures. Also the links to data and supporting methodological materials are included that will allow the teacher to obtain enough information on the topicsto comprehend all the aspects and complexities of the innovated classes. In the corresponding sections, the papercharacterizes individual topics to be combined with selected teaching methods, especially as regards worksheets, project-oriented education, anda case study relating to afield trip targeting one of the areas of high importance for wildlife migration in the Czech Republic.
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Avila Forero, Juan Sebastian. "Design of training materials for teaching anatomy." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2955.
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The present work is part of the Doctoral Research in Design, Manufacturing and Industrial Projects Management of the Universidad Politecnica de Valencia (UPV) and is incorporated in the PhD project called ¨The implementation of digital design and manufacturing technologies in the teaching of anatomy¨. It is based on the experience as a thesis director in the Design Faculty of the University El Bosque in Bogota. The project discussed thereafter aims to strengthen the skills of students in Industrial design. With a strong technological component, the project’s method relies on the elaboration of a design project, in order to deepen the knowledge of organic 3D modeling techniques and digital sculpture, taking advantage of the boom in digital manufacturing. The project focuses on strengthening the students’ communicative and interactive skills with third parties, it particularly empowers the cognitive abilities needed to work in an interdisciplinary environment. Here the study case concentrates on education in health sciences, specifically the teaching and learning of anatomy in different disciplines. In the initial phase of the project, 3-dimensional physical teaching materials were selected to provide the pedagogical approach to Anatomy and Dental Morphology classes of the Faculty of Dentistry. Said materials constituted the starting point for further experiences and indeed it triggered the implementation of various similar projects with other departments at the UEB, all aiming to facilitate the experience of teaching - learning, guaranteeing students a theoretical and practical training through three-dimensional resources. The main feature of such training consists in a better comprehension of information, thanks to a direct and concrete interaction. This article seeks to illustrate the use given to digital design and manufacturing technology to expand the range of opportunities that could be transmitted to students in academia and such process could permeate non-traditional fields for future industrial designers, demystifying their profile solely as form-esthetics configurators toward eventually emerging as leading projects coordinators in a multidisciplinary field of work. 3D printers of fused deposition modeling (FDM) can create complex didactic models. The present paper will discuss the results of the first year and a half of work based on the academic results of design students under the direction of Professor XXX, PhD student at the UPV.DOI: http://dx.doi.org/10.4995/IFDP.2016.2955
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Mura, Giulia, Mirella Ferrari, and Davide Diamantini. "Training school teachers to the use of ICT – a preliminary study on motivation and attitude to innovation." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2859.
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As part of a project introducing digital technologies in the daily practice of primary and secondary school teacher’s of an Italian municipality, the whole body of teachers was enrolled in a training course on the use of ICT in didactic. Before the beginning of the training , data on three main topics (attitude towards teaching, ICT expertise, attitude towards training on the use of ICT,) were collected via a pen and paper questionnaire. The aim of the questionnaire was to help identifing factos facilitating and preventing a successful exit of training, in order to better costumize it. A total of 456 questionnaire were analized, and main results higligthed an average level of ICT competence among the interviewed, with relevant gaps, however, on the tools more useful for teaching purposes. Teachers expressed a good inclination towards the more creative aspects of their profession,an element evaluated as positive in view of the adoption of more student-centered pedagocical practices. At the same time conflicting attitude were expressed on the whole idea of entering a training process. On the basis of the data and the literature review, suggestions for the definition of the teachers’ training are offered.
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Kondrateva, Anastasiia Andreevna. "Obuchenie inostrannomu iazyku detei s OVZ s ispol'zovaniem IKT." In II Сollection of articles. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21972.
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This article deals with the issue of teaching a foreign language to children with disabilities using information computer technologies. The principles of creation of interactive programs and methods of their use are analyzed. Identified and justified the effectiveness of such programs for preschool children and primary school students. Based on the study of several popular online training programs, the degree of necessity and variability of their use for certain categories of children with disabilities are determined.
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Schonning, Alexandra, and Daniel Cox. "Enhancing Undergraduate Mechanical Engineering Education With Computer Aided Engineering." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84508.
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This paper addresses the importance of integrating Computer Aided Engineering (CAE) software and applications in the mechanical engineering curriculum. Computer aided engineering tools described include Computer-Aided Design, Computer-Aided Manufacturing, and Computer-Aided Analysis tools such as finite element (FE) modeling and analysis. The integration of CAE software tools in the curriculum is important for three primary reasons: it helps students understand fundamental engineering principles by providing an interactive and visual representation of concepts, it provides students an opportunity to explore their creative ideas and designs while keeping prototyping costs to a minimum, and it teaches students the valuable skill of more efficiently designing, manufacturing and analyzing their products with current technology making them more marketable for their future engineering careers. While CAE has been used in the classroom for decades, the mechanical engineering program at the University of North Florida is making an aggressive effort in preparing the future engineering workforce through computer-aided project-centered education. The CAE component of this effort includes using CAE software when teaching stress, strain, dynamics, kinematics, vibrations, finite element modeling and analysis, design and design for manufacturing, manufacturing and technical communication concepts. This paper describes CAE projects undertaken in several of the mechanical engineering courses at UNF in an effort to share creative teaching techniques for others to emulate.