Journal articles: 'Teaching and Learning Sequences'

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Nakata, Martin, Vicky Nakata, Sarah Keech, and Reuben Bolt. "Rethinking Majors in Australian Indigenous Studies." Australian Journal of Indigenous Education 43, no. 1 (August 2014): 8–20. http://dx.doi.org/10.1017/jie.2014.3.

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The challenges of finding more productive ways of teaching and learning in Australian Indigenous Studies have been a key focal point for the Australian Indigenous Studies Learning and Teaching Network. This article contributes to this discussion by drawing attention to new possibilities for teaching and learning practices amid the priority being given to the more practice-oriented educational approaches for future professionals and the cultural competencies of all students and staff. We explore courses sequenced as Indigenous Studies Majors and discuss two different conceptualisations for framing teaching and learning in Indigenous Studies courses — decolonising theory and cultural interface theory — and the implications for some of the teaching and learning practices they facilitate, including the positioning of students and the development of dispositions for future professional practice. We suggest that those academic teams who structure course sequences in Indigenous Studies have a role to play in experimenting with shifts in teaching and learning frameworks and the design of course sequences to encourage approaches that are more focused on developing students’ breadth and depth of knowledge of the field, as well as their capacities for deeper engagements with Indigenous thought and the scholarly disciplines.

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Duschl, Richard, Seungho Maeng, and Asli Sezen. "Learning progressions and teaching sequences: a review and analysis." Studies in Science Education 47, no. 2 (September 2011): 123–82. http://dx.doi.org/10.1080/03057267.2011.604476.

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Taber, Keith S. "Researching moving targets: studying learning progressions and teaching sequences." Chemistry Education Research and Practice 18, no. 2 (2017): 283–87. http://dx.doi.org/10.1039/c7rp90003a.

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Rüütmann, Tiia, and Hants Kipper. "Teaching Strategies for Direct and Indirect Instruction in Teaching Engineering." International Journal of Engineering Pedagogy (iJEP) 1, no. 3 (October 10, 2011): 37. http://dx.doi.org/10.3991/ijep.v1i3.1805.

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It is important to select the proper instructional strategy for a specific learning outcome in teaching engineering. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and action sequences are taught using instructional strategies of direct instruction. Concepts, patterns and abstractions are taught using strategies of indirect instruction. Strategies of both types of learning may be combined, providing a menu of teaching strategies that help students solve problems, think critically and work cooperatively. This article presents teaching strategies suitable for direct and indirect instruction used in teaching engineering.

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Bernholt, Sascha, and Hannah Sevian. "Learning progressions and teaching sequences – old wine in new skins?" Chemistry Education Research and Practice 19, no. 4 (2018): 989–97. http://dx.doi.org/10.1039/c8rp90009d.

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Akahori, Kanji. "Generation of learning task sequences reflecting a fuzzy teaching strategy." Electronics and Communications in Japan (Part III: Fundamental Electronic Science) 75, no. 10 (1992): 80–90. http://dx.doi.org/10.1002/ecjc.4430751007.

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Méheut, Martine. "Designing and validating two teaching–learning sequences about particle models." International Journal of Science Education 26, no. 5 (April 16, 2004): 605–18. http://dx.doi.org/10.1080/09500690310001614726.

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Méheut, Martine, and Dimitris Psillos. "Teaching–learning sequences: aims and tools for science education research." International Journal of Science Education 26, no. 5 (April 16, 2004): 515–35. http://dx.doi.org/10.1080/09500690310001614762.

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Tiberghien, Andrée. "What is theoretical in the design of teaching-learning sequences." Studies in Science Education 48, no. 2 (September 2012): 223–28. http://dx.doi.org/10.1080/03057267.2012.729979.

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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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Preda, Oana. "Diminuarea dificultāṭilor de predare-învāțare în sistemul on-line." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare 7, no. 1 (March 2021): 51–56. http://dx.doi.org/10.26744/rrttlc.2021.7.1.06.

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The COVID-19 pandemic that resulted in a shift towards on-line teaching and learning resulted in countless difficulties concerning the access to efficient education, especially in the case of children from families with a lesser-endowed socio-economic and cultural background, or children with learning problems, with ADHD or various disabilities (visual or healing impairment, intellectual disabilities, autism spectrum disorders, etc.). Moreover, even pupils who actually have technical access to the new teaching-learning system run the risk of losing their motivation for learning. The efficient activity of and the results obtained by many teachers whose approach has been successful have shown the efficiency of integrated curricula whose teaching tasks are structured in learning sequences and whose testing patterns are personalized. By putting into practice, the principle of cognitive motivation development through an interactive process of teaching and learning that relies on structured learning sequences and employs personalized assessment techniques, reaching formative pedagogical objectives becomes possible even in the on-line teaching-learning system.

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Ullerstam, M., and M. Mizukawa. "Teaching a robot behavior sequences, using reinforcement learning : How to raise a pet robot with a remote control." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2004 (2004): 96. http://dx.doi.org/10.1299/jsmermd.2004.96_1.

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Buty, Christian, Andrée Tiberghien, and Jean‐François Le Maréchal. "Learning hypotheses and an associated tool to design and to analyse teaching–learning sequences." International Journal of Science Education 26, no. 5 (April 16, 2004): 579–604. http://dx.doi.org/10.1080/09500690310001614735.

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Lijnse, Piet. "Didactical structures as an outcome of research on teaching–learning sequences?" International Journal of Science Education 26, no. 5 (April 16, 2004): 537–54. http://dx.doi.org/10.1080/09500690310001614753.

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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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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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Lengyel, Péter, and Miklós Herdon. "Implementing Learning Design by lams to improve teaching and learning." Applied Studies in Agribusiness and Commerce 3, no. 5-6 (December 30, 2009): 21–24. http://dx.doi.org/10.19041/apstract/2009/5-6/3.

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Learning Design has the potential to revolutionize e-learning by capturing the process of education, rather than simply content. By describing sequences of collaborative learning activities, Learning Design offers a new approach to re-use in e-learning. E-learning has a well developed approach to the creation and sequencing of content-based, single learner, self-paced learning objects.While definitions of Learning Design vary, the main elements tend to include greater focus on context dimensions of e-learning, a more activity based view of e-learning, and greater recognition of the role of multi-learner environments. While Learning Design does not exclude single learner, self-paced modes of elearning, it draws attention to a wider range of collaborative e-learning approaches in addition to single learner approaches. This paper shows an example, which is applied to speciality of economic and rural development agricultural engineer at University of Debrecen and its implementation in the Learning Activity Management System. We created a learning design was implemented at this speciality with LAMS, which is a learning design editing and play back tool that puts the learning process, rather than collections of content, at the heart of e-learning.

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Weigelt, Sebastian, Vanessa Steurer, Tobias Hey, and Walter F. Tichy. "Towards Programming in Natural Language: Learning New Functions from Spoken Utterances." International Journal of Semantic Computing 14, no. 02 (June 2020): 249–72. http://dx.doi.org/10.1142/s1793351x20400097.

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Systems with conversational interfaces are rather popular nowadays. However, their full potential is not yet exploited. For the time being, users are restricted to calling predefined functions. Soon, users will expect to customize systems to their needs and create own functions using nothing but spoken instructions. Thus, future systems must understand how laypersons teach new functionality to intelligent systems. The understanding of natural language teaching sequences is a first step toward comprehensive end-user programming in natural language. We propose to analyze the semantics of spoken teaching sequences with a hierarchical classification approach. First, we classify whether an utterance constitutes an effort to teach a new function or not. Afterward, a second classifier locates the distinct semantic parts of teaching efforts: declaration of a new function, specification of intermediate steps, and superfluous information. For both tasks we implement a broad range of machine learning techniques: classical approaches, such as Naïve Bayes, and neural network configurations of various types and architectures, such as bidirectional LSTMs. Additionally, we introduce two heuristic-based adaptations that are tailored to the task of understanding teaching sequences. As data basis we use 3168 descriptions gathered in a user study. For the first task convolutional neural networks obtain the best results (accuracy: 96.6%); bidirectional LSTMs excel in the second (accuracy: 98.8%). The adaptations improve the first-level classification considerably (plus 2.2% points).

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Maloney, Tim Ryan. "Towards Quantifying Teaching and Learning in Prehistory Using Stone Artifact Reduction Sequences." Lithic Technology 44, no. 1 (January 2, 2019): 36–51. http://dx.doi.org/10.1080/01977261.2018.1564855.

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Abhakorn, Jirapa. "Pedagogical Functions of Sequences Organization of Talk in the EFL Classroom." Theory and Practice in Language Studies 7, no. 1 (January 1, 2017): 29. http://dx.doi.org/10.17507/tpls.0701.04.

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Conversational sequences appear to be basically built around a basic pair of adjacent interactional actions; such as a question which makes an answer become relevant next. However, in contexts other than ordinary conversation, there are more complex features of sequential organization needed to be investigated especially those occurred in institutional contexts. This study applied CA to examine the interactional activities of teaching and learning in English as a Foreign Language (EFL) classroom in Thailand. The results show that teaching and learning are not planned but contingent activities, and that the pedagogical goal of developing language knowledge is mutually achieved in a micro-context of interaction between the teacher and students mostly in a form of coherent successive and extended elicitation and response sequences rather than series of separated courses of random action sequences. Furthermore, detailed pedagogical implications which manifest itself in the developing of these sequences of talk are uncovered in a turn-by-turn basis. This empirical study provides evidence that inform the teaching practices about how classroom talk should be managed successively in order to achieve pedagogical effectiveness.

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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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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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Coxhead, Averil. "Replication research in pedagogical approaches to formulaic sequences: Jones & Haywood (2004) and Alali & Schmitt (2012)." Language Teaching 51, no. 1 (June 5, 2015): 113–23. http://dx.doi.org/10.1017/s0261444815000221.

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Research into the formulaic nature of language has grown in size and scale in the last 20 years or more, much of it based in corpus studies and involving the identification and categorisation of formulas. Research suggests that there are benefits for second and foreign language learners recognising formulaic sequences when listening and reading, and using them in speaking and writing. Very few studies, however, actually focus on formulaic sequences and teaching methodology and materials design in second and foreign language learning. This paper presents a brief background to researching, teaching and learning formulaic sequences, and considers the case for replication research in this area. The third part focuses on two original studies (Jones & Hayward 2004; Alali & Schmitt 2012) and makes suggestions for possible replication studies.

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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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Yonezawa, Nobuyoshi. "Generation of review task sequences based on teaching-material structures and learning progress." Electronics and Communications in Japan (Part III: Fundamental Electronic Science) 75, no. 11 (1992): 46–56. http://dx.doi.org/10.1002/ecjc.4430751105.

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Alasmary, Abdullah A. "Multiword Sequences and Language Learning Pedagogy: Bridging the Research-Practice Gap." English Language Teaching 12, no. 1 (December 26, 2018): 204. http://dx.doi.org/10.5539/elt.v12n1p204.

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Strong claims are made regarding the significant role that multiword sequences play in the comprehension and production of speech and writing. Although the literature is replete with research-informed, evidence-based guidelines on how to maximize the learning of such sequences, such guidelines need to be synthesized, analyzed and evaluated for learning purposes. This paper attempts to fill this gap, addressing the numerous instructional options that ESL/EFL practitioners, curriculum designers and materials authors have at their disposal while dealing with lexically bundled sequences in several learning contexts. Another purpose of this paper, is to explain the problems that may arise as a result of teaching these sequences and the ways to solve them. The bulk of discussion will be centered on the tasks, activities and techniques suggested by researchers for deepening learners’ understanding of these patterns across a wide range of contexts.

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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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Pulungan, Dedi Zulkarnain, Fauziah Nasution, Robiyatul Adawiyah, Elissa Evawani Tambunan, and Erni Rawati Sibuea. "DEVELOPMENT DESIGN OF SELECTIVE LISTENING LEARNING MATERIAL BASED ON CORRELATED CORE WITH THE APPLICATION OF LISTENING IN ACTION METHODS." AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE 2, no. 1 (July 9, 2019): 1–9. http://dx.doi.org/10.30743/aicll.v2i1.57.

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The design of the development of learning methods involves the pattern of organizing elements or components in the curriculum. the development of learning materials listening to correlated core-based learning with the application of listening in action methods seen from two dimensions, namely horizontal and vertical dimensions. The horizontal dimension is related to the compilation of the scope of learning content. This spatial arrangement is often integrated with the learning and teaching process. The vertical dimension concerns the compilation of material sequences based on the order of difficulty. Arranged materials start from the easy ones, then go to the more difficult ones, or start with the basic ones followed by the continuation. This development describes in detail about the components that must be present in each listening learning material that can be used for the learning process. The design of the development of the listening learning material consists of several components, including the objectives of the curriculum, teaching materials or the material or content of the curriculum, teaching strategies or teaching methods, teaching media and teaching evaluation and improving teaching. These components are related to each other in the development of learning materials listening to correlated core-based learning by applying listening in action methods.

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Olander, Clas. "Teaching biological evolution - internal and external evaluation of learning outcomes." Nordic Studies in Science Education 5, no. 2 (June 29, 2012): 171–84. http://dx.doi.org/10.5617/nordina.349.

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This paper reports from a study where teachers and researchers collaborate on designing and validatingtopic-oriented teaching-learning sequences. In an iterative process, data about learning andteaching biological evolution are generated through continuous cycles of design, teaching, evaluation,and redesign. The study involved 180 Swedish students aged 11 – 16, and the overall learning aim was that the students should be able to use the theory of evolution as a tool when explaining the development of life on earth. The aim of this paper is to validate the students’ learning outcome, estimated as appropriation of scientific ways of reasoning in written answers. The students’ answers of questions are analysed before and after interventions (internal evaluation), and compared with the answers from a national sample (external evaluation). The students in the experimental group did develop their reasoning, and they attained the aim, to a greater extent than a national sample.

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Lin, Yujie, Ying Zhou, Simin Wang, and Tommy Tanu Wijaya. "Lesson Design Of Geometric Sequences Based On The 6-Question Cognitive Theory." Journal on Education 2, no. 4 (August 20, 2020): 313–22. http://dx.doi.org/10.31004/joe.v2i4.325.

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The effective teaching design of mathematics should be designed carefully by teachers according to the situation of students' learning and the analysis of teaching materials. Its teaching design should run through the origin and development of knowledge generation, and reasonably ensure the continuity and integrity of teaching. Based on the theory of "6-Question Cognitive Theory", This research using development method with steps to make comparisons between the this paper attempts to make a comparison between the "equal ratio sequence" and the "equal ratio sequence". Results in this study show that The teaching design of "6-Question Cognitive Theory" knowledge embodies the coherence, completeness and operability of the teaching design from six aspects: where the mathematical knowledge comes from, the essence of the knowledge, the connection and difference between the new knowledge and the old knowledge, the transformation of the knowledge, how to apply the knowledge and the process of reflecting the knowledge generation, so as to provide a theoretical and practical reference for the teaching design of high school mathematics Test

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Lin, Wei‐Ting, Shu‐Yuan Lin, Fan‐Hao Chou, Li‐Min Wu, and Bih‐O Lee. "The longitudinal learning outcomes of using different teaching sequences in a nursing administration project." Journal of Nursing Management 27, no. 6 (July 15, 2019): 1304–13. http://dx.doi.org/10.1111/jonm.12812.

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Marcelo-García, Carlos, Carmen Yot-Domínguez, and Cristina Mayor-Ruiz. "«Alacena», An Open Learning Design Repository for University Teaching." Comunicar 19, no. 37 (October 1, 2011): 37–44. http://dx.doi.org/10.3916/c37-2011-02-03.

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Being a teacher means being involved in the design of learning activities. The teaching profession has become a «profession of knowledge», not because knowledge was or is the legitimate component of the profession, but because the teacher is the designer of learning environments and has the ability to design the spaces where knowledge is being produced. But these learning environments have long been regulated to the privacy of the classroom environment with student complicity. One positive aspect of the launch of the European Higher Education Area has been to bring greater transparency to the process of designing teaching and student learning. Our objective in this study was to identify, represent and document a wide variety of learning designs made by experienced and innovative teachers. We hope this repository will be available and accessible to every teacher through the Internet. The participants in this study were 58 teachers mainly from universities in Andalusia and the five branches of knowledge. From interviews we proceeded to represent all the learning sequences, available in the repository of sequences that we named «Ala cena». This repository is accessible on our research group’s website (http://prometeo.us.es/idea). The conclusions of our study were that there are innovative learning designs aimed at promoting a greater understanding of what students learn through their involvement in processes of inquiry and/or collaboration, and they are representative of good teaching practices in universities.Ser docente significa estar implicado en el diseño de actividades de aprendizaje. La profesión docente se ha transformado en una «profesión del conocimiento» no ya porque el conocimiento haya sido o sea el componente legitimador de la profesión, sino porque el docente es el diseñador de ambientes de aprendizaje y tiene la capacidad de rentabilizar los espacios donde se produce el conocimiento. Ahora bien, estos ambientes de aprendizaje durante mucho tiempo han quedado regulados en el ámbito de privacidad del aula y a la complicidad con el alumnado. Uno de los aspectos positivos que ha tenido la puesta en marcha del Espacio Europeo de Educación Superior ha sido aportar una mayor transparencia a los procesos de diseño del aprendizaje de los alumnos. Nuestro objetivo en este estudio consistió en identificar, representar y documentar una amplia variedad de diseños de aprendizaje realizados por docentes con amplia experiencia innovadora y que pudieran estar disponibles y accesibles a través de Internet. El profesorado que ha participado en este estudio lo han conformado un total de cincuenta y ocho docentes principalmente de las diferentes universidades andaluzas y de las cinco ramas de conocimiento. A partir de entrevistas procedimos a representar el total de secuencias de aprendizaje que están disponibles en el repositorio de secuencias que hemos denominado «Alacena». Este repositorio está accesible en la página web de nuestro grupo de investigación http://prometeo.us.es/idea. Como conclusiones del estudio se constata que existen diseños del aprendizaje innovadores y universitarios que pretenden promover en el alumnado una alta comprensión de lo aprendido a través de su implicación en procesos de indagación y/o colaboración y que son representación de buenas prácticas de enseñanza.

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Strangman, Gary, William C. Heindel, James A. Anderson, and Jeffrey P. Sutton. "Learning Motor Sequences with and without Knowledge of Governing Rules." Neurorehabilitation and Neural Repair 19, no. 2 (June 2005): 93–114. http://dx.doi.org/10.1177/1545968305275284.

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Objective. To investigate the behavioral and neural effects of rule-based knowledge on motor sequence learning. Methods. The authors developed a novel 2-dimensional variant of the serial reaction time (SRT) task to test the effect of prior, verbalizable rule knowledge on motor learning behavior. To examine neurophysiological effects, they also performed functional magnetic resonance imaging on a small cohort of subjects while performing the same task. Results. Behavioral data demonstrated that instruction on sequence-governing rules enhanced behavioral performance in both learning magnitudes and rates. The neuroimaging data revealed substantially different, but partially overlapping, learning-related activation patterns with and without prior rule instruction. Direct comparison of these 2 conditions revealed significantly different involvement of bilateral superior and anterior prefrontal cortex (Brodmann areas 8 and 10, respectively), right superior temporal cortex (BA 38/21), and left cerebellum. Conclusions. These behavioral findings demonstrate an advantage of teaching governing rules prior to 2D-SRT task performance. While these neuroimaging findings remain to be replicated in a larger cohort of subjects, results suggest that substantially different—though partially overlapping—brain regions subserve learning in these 2 rehabilitation-relevant conditions. Thus, appropriate choice of pretraining may benefit, for example, rehabilitation populations, at least in motor skill acquisition that requires sequencing.

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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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Lécuyer, Roger. "Can Infant Cognitive Psychology Be Helpful in Understanding Learning Processes?" European Psychologist 11, no. 4 (January 2006): 253–62. http://dx.doi.org/10.1027/1016-9040.11.4.253.

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Since teaching and learning has become a major economic activity of modern society, different learning models can be considered in order to increase its effectiveness and efficiency. For a long time infant cognitive psychology was influenced by nativist theories and, thus, early learning has been underestimated and insufficiently studied. However, in recent years, infant psychology has described developmental sequences, learning situations, and social mechanisms that influence development. Thus, infant psychology appears again to be developmental. Since infant learning is fast and efficient, this paper proposes that it can be considered as a model for teaching and learning in older children and adults. Some examples of early acquired knowledge and some acquisition situations are presented. Conversely, some examples of later failures are exposed. The relevant theoretical contexts are discussed. The consequences of learning mechanisms observed in infants for pedagogy are considered.

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Gonzalez-Alvarez, David L., Miguel A. Vega-Rodriguez, and Alvaro Rubio-Largo. "Finding Patterns in Protein Sequences by Using a Hybrid Multiobjective Teaching Learning Based Optimization Algorithm." IEEE/ACM Transactions on Computational Biology and Bioinformatics 12, no. 3 (May 1, 2015): 656–66. http://dx.doi.org/10.1109/tcbb.2014.2369043.

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Silliman, Elaine R., Ruth Bahr, Jill Beasman, and Louise C. Wilkinson. "Scaffolds for Learning to Read in an Inclusion Classroom." Language, Speech, and Hearing Services in Schools 31, no. 3 (July 2000): 265–79. http://dx.doi.org/10.1044/0161-1461.3103.265.

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Purpose: This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study—one group that was taught by a general educator and the other by a special educator. The primary purposes were to discern the teachers’ discourse patterns in order to define whether scaffolding sequences were more directive or more supportive and the degree to which these sequences represented differentiated instruction for children with a language learning disability (LLD). Method: Two students with an LLD and two younger, typically developing peers were videotaped in their emergent reading groups during an 8-week period. The distribution, types, and functions of teacher scaffolding sequences were examined. Results: Both team members primarily used directive scaffolding sequences, suggesting that the assistance provided to children emphasized only direct instruction (skill learning) and not analytical thinking concerning phonemegrapheme relationships (strategy learning). Distribution of scaffolding sequence types directed to the four students indicated that the two children with an LLD were receiving reading instruction that was undifferentiated from the two typically developing, younger children. Clinical Implications: In order for children with an LLD to benefit from inclusion, explicit, systematic, and intensive instruction in phonological awareness and spelling-sound relationships should be implemented within the context of multilevel instruction that balances skill- and strategy-based learning.

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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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Maccario, Daniela. "Discursive Practices and Teaching Mediation to Support Learning in Mathematics and Italian in Primary School from Fenix Program." European Journal of Social Sciences Education and Research 10, no. 1 (May 19, 2017): 28. http://dx.doi.org/10.26417/ejser.v10i1.p28-37.

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In order to define teaching principles to be adopted to support learning in Mathematics and Italian in primary school classes starting from the use of Fenix Program, the research was aimed at increasing the knowledge base available through the recognition of good teaching practices from the point of view of teachers in the form of professional routines. In a previous article (Maccario, 2016) we described some findings on the criteria that you can follow in the development of teaching sequences. This article presents a further order of the results concerning the dialogic-discursive structures that represent an important dimension of teaching mediation in accordance with the operational perspective of teachers. Also in this case it is phenomenology which refers to the practical knowledge as a source to be exploited for the construction of teaching principles and scientifically based knowledge in Didactics.

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Zghida, Noureddine, Zouhaire Lamrani, and Rachid Janati-Idrissi. "How Morocco's Secondary School Students Classify Animals." International Journal of Smart Education and Urban Society 10, no. 3 (July 2019): 23–34. http://dx.doi.org/10.4018/ijseus.2019070103.

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Bringing out the misconceptions is a primordial process in teaching and the learning of biology. This article aims to highlight Moroccan students' alternative conceptions, regarding animal and to elicit their ability to classify some animals. Data was collected using the Animal Classification Test (ACT) distributed at the Moroccan secondary school at the Tangier-Tetouan regional Academy of Education And Training. The results obtained showed that students have real obstacles to classify even most known animals (goose, butterfly, crocodile, etc.). These obstacles are often misconceptions and were poorly treated and reformulated by the teaching-learning process. In fact, many students used “non-taxonomic” criteria, such as habitat and locomotion to classify animals even after learning the categories of the biological taxonomy. In addition, this article finds that high school students have almost the same alternative conceptions about animal classification as the intermediate secondary school. This result confirmed that alternative conceptions are more resistant to change and persist anchored on student's mind even after teaching-learning sequences.

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Lukáč, Stanislav, and Tadeáš Gavala. "Interactive Learning Environment Supporting Visualization in the Teaching of Probability." International Journal of Information and Communication Technologies in Education 8, no. 1 (March 1, 2019): 48–60. http://dx.doi.org/10.2478/ijicte-2019-0005.

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Abstract The probability is exceptional in the teaching of mathematics because students often have difficulties to understand the basic terms and the problem solving strategies. Understanding lacks of the probability concept and various types of misconceptions arise from the misleading intuition and misinterpretations of experience with the stochastic phenomena. The probability concept seems too abstract to some students therefore it is advisable to use mathematical problems based on real-life ideas, such as drug efficacy testing, tests for diagnosing of diseases in medicine, sports competitions, and games. By eliminating misconceptions and improving understanding of the problem solving strategies, it is possible to use various types of visualization to solve problems from this field of mathematics. Tables and different types of graphic diagrams can help students to understand the basic rules and problem solving techniques. This paper describes the main objectives and the structure of an interactive worksheet, prepared in spreadsheet environment, in which students are guided to use the visualization to solve probability problems. The implementation of an automatic feedback enables to evaluate the students’ answers. In the case of incorrect answer, solutions of the additional tasks using tree diagram or a tangram are recommended to the students. Students can decide which type of the visualization is more understandable for them to solve the probability of random events. Solving different task sequences using the selected types of visualization allows more learning paths for students. The final part of the paper contains an evaluation of the results and experiences of problem solving in the teaching of probability at grammar schools.

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Napal, María, Ana María Mendióroz-Lacambra, and Alicia Peñalva. "Sustainability Teaching Tools in the Digital Age." Sustainability 12, no. 8 (April 21, 2020): 3366. http://dx.doi.org/10.3390/su12083366.

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The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.

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Ovendale, Alice, Heather Brookes, Jean-Marc Colletta, and Zain Davis. "The role of gestural polysigns and gestural sequences in teaching mathematical concepts." Gesture 17, no. 1 (October 19, 2018): 128–57. http://dx.doi.org/10.1075/gest.00013.ove.

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Abstract In this paper, we examine the conceptual pedagogical value of representational gestures in the context of teaching halving to first graders. We use the concept of the ‘polysign’ as an analytical tool and introduce the notion of a ‘mathematics gesture sequence’ to assess the conceptual role gestures play in explicating mathematical concepts. In our study of four teachers each teaching a lesson on halving, they produced representational polysign gestures that provided multiple layers of information, and chained these gestures in mathematical gestural sequences to spatially represent the operation of halving. Their use of gestures and their ability to use gestures accurately to convey mathematical concepts varied. During the lesson, learners, whose teachers used few representational gestures or used gestures that were conceptually incongruent with the mathematical concept, expressed more confusion than learners whose teachers used conceptually appropriate gestures. While confusion can be a productive part of the learning process, our analysis shows that producing conceptually appropriate gestures may be important in mediating concepts and the transition from concrete and personal symbolic processes to institutional mathematical signs.

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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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Mann, Dale, R. M. Reardon, J. D. Becker, C. Shakeshaft, and Nicholas Bacon. "Immersive, Interactive, Web-Enabled Computer Simulation as a Trigger for Learning: The Next Generation of Problem-Based Learning in Educational Leadership." Journal of Research on Leadership Education 6, no. 5 (December 2011): 272–87. http://dx.doi.org/10.1177/194277511100600511.

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This paper describes the use of advanced computer technology in an innovative educational leadership program. This program integrates full-motion video scenarios that simulate the leadership challenges typically faced by principals over the course of a full school year. These scenarios require decisions that are then coupled to consequences and scored in the background to create a profile of learner strengths and needs. Because the content has been filmed in an operating school and because of the unique choice-consequence sequences, the immersive and interactive simulation triggers more potent learning than is possible with either previous paper-and-pencil or discussion-based techniques. The scenarios are embedded in a Web-enabled framework that facilitates the provision of individualized feedback tailored to the specific choices made by the learner, and supports the collection of multiple metrics that relate to the performance of the learner and the learning framework itself. Project Authentic Learning for Leaders (ALL) demonstrates the future of teaching and learning in either hybrid (face-to-face instruction plus digital teaching and learning) or in individual anywhere, anytime learning.

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Bautista Niño, Carlos Rene. "Development of the communicative process in teaching and learning geometry through interactive mathematics software." Revista de Investigação e Divulgação em Educação Matemática 3, no. 1 (June 25, 2019): 73–95. http://dx.doi.org/10.34019/2594-4673.2019.v3.27816.

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This qualitative approach research project, aims to strengthen the communication process in teaching and learning of mathematics, through resolution of geometric problems in an interactive mathematics software environment in 4th and 5th grade students of the escuela rural La Chacara, in the municipality of Santa Bárbara (Santander). Who excels at communicating, can also interpret and express situations in regard of mathematical contexts in a determined and specific language. These communicative abilities in the solution of a mathematical problem are cognitively related actions that imply verbal activity such as listening and speaking, summarizing, justifying, explaining, arguing, defining, dialoguing, commenting and discussing .This research intends to propose a didactic unit that promotes the development of the skills of the mathematical communication process: to justify, to argue, to identify and to interpret through the software of dynamic geometry. Also, to design a methodological strategy that allows to analyze the results of the incidence of software of dynamic geometry in the strengthening of the process of mathematical communication. As an intervention strategy, a didactic unit was designed and implemented in three sequences related to the study of three geometric figures: the square, the rectangle and the rhombus. The activities of the sequences were organized taking into account the learning phases of the Van Hiele model investigating in each one the skills of the communication process mentioned above. Pedagogical mediation through the use of digital technology, such as GeoGebra software, favored the teaching of geometry and improved the classroom environment and the learning environment. Finally, the students took a final test in order to verify the development of representation skills and, according to their results, a notable process in such skills and in the acquisition and interpretation of the main concepts regarding quadrilaterals properties became evident.

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Pakula, Heini-Marja. "Teaching speaking." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 95–111. http://dx.doi.org/10.17011/apples/urn.201903011691.

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To be able to communicate fluently in a foreign language is the number one goal for many language learners. However, it seems that the teaching of oral skills in language classrooms does not have an important role. There are many reasons: the higher status of written language, teaching to the tests (of written language), teaching the textbook (with emphasis on written language), and lack of knowledge of how to teach speaking. The purpose of the article is to discuss the issue of how foreign language (FL) speaking can be taught based on 1) how speaking is learned and 2) how speaking proficiency is defined. More specifically, 1) How do learning theories translate into teaching speaking at classroom level? and 2) What is the significance of the current understanding of language proficiency as reflected in the models of communicative competence and the Common European Framework (Council of Europe, 2001) and its Companion Volume with New Descriptors (Council of Europe, 2018) to the teaching of speaking in formal foreign language contexts? On the basis of the theoretical and research reviews, some pedagogical implications and suggestions for research are provided. The pedagogical implications concern the teaching of fluency and formulaic sequences, the teaching of spoken grammar, the teaching of linguistic, sociolinguistic and pragmatic competences. Classroom applications of the sociocultural theory include pair and group work, communicative activities with opportunities for the negotiation of meaning, and creative spoken production. It is suggested that teachers’ pedagogical content knowledge (PCK) be applied as a means to integrate theory with classroom applications. Suggestions for related research are provided.

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Tang, Xiaofei. "Task-based interactional sequences in different modalities." Applied Pragmatics 2, no. 2 (August 17, 2020): 174–98. http://dx.doi.org/10.1075/ap.19010.tan.

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Abstract Recent research on Task-Based Language Teaching (TBLT) showed the efficacy of using computer-mediated communication (CMC) to promote second language (L2) learning (Ziegler, 2016). However, few studies compared the interactional sequences during task-based interaction across different modalities (e.g., oral and written chat). It is thus not clear how different task modalities mediate task-based interaction and L2 learning opportunities. To fill this gap, this study compared CMC written chat and face-to-face (FTF) oral chat for interactional sequences during decision-making tasks. Participants were 20 learners of Chinese (high-elementary to intermediate level) in a U.S. university. Ten participants completed the tasks in CMC, while the other 10 completed the same tasks in FTF. The interaction data were analyzed for frequency and patterns of interactional strategies. Three types of interactional sequences emerged in both groups: orientating to tasks, suggesting actions and evaluating suggestions. CMC participants suggested actions more frequently than FTF participants. While both groups predominantly agreed with proposed suggestions, CMC dyads expressed disagreement three times more than FTF dyads. CMC dyads also used more utterances to manage task progress. Findings are discussed in terms of the interactional organizations and their potential influence on task-based language use in different modalities.

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Journal articles on the topic 'Teaching and Learning Sequences'

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