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Journal articles on the topic 'Teaching methods in science'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Williams, Unislawa, Robert Brown, Marilyn Davis, Tinaz Pavri, and Fatemeh Shafiei. "Teaching Data Science in Political Science: Integrating Methods with Substantive Curriculum." PS: Political Science & Politics 54, no. 2 (January 29, 2021): 336–39. http://dx.doi.org/10.1017/s1049096520001687.

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ABSTRACTThe importance of data science in society today is undeniable, and now is the time to prepare data science talent (National Academies of Sciences, Engineering, and Medicine 2018). Data science demands collaboration, but collaboration within political science departments has been weak in teaching data science. Bridging substantive and methods courses can critically aid in teaching data science because it facilitates this collaboration. Our innovation is to integrate data science into both substantive and methods courses through a dedicated data science course and modules on data science topics taught in substantive courses. This approach allows not only for more opportunities for teaching and practice of data science methods but also helps students to understand how social, economic, and political biases and incentives can affect their data.

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Jones, James S. "Participatory teaching methods in computer science." ACM SIGCSE Bulletin 19, no. 1 (February 1987): 155–60. http://dx.doi.org/10.1145/31726.31751.

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Khaydarova, Nigora. "Teaching Foreign Languages Using Reflexive Methods." American Journal of Social Science and Education Innovations 03, no. 05 (May 30, 2021): 322–25. http://dx.doi.org/10.37547/tajssei/volume03issue05-58.

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In this article, examples and suggestions for the use of reflux techniques in training in the study of foreign language science taught in medical universities are presented, along with ideas on how to not be afraid of learning a foreign language that will help medical students to become more mature and comprehensively educated in the future and what is important in the introduction This opens up a wide range of opportunities for discussion with the staff of the world's leading medical institutions about the symptoms of patients, their treatment methods, books published in foreign languages..

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Lisichkin, Georgiy Vasilevich. "Is "methods of teaching" a defective science?" Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2014): 15–21. http://dx.doi.org/10.51314/2073-2635-2014-4-15-21.

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The article describes some points of theses on teaching methods. It is stated that teaching is a specific kind of human activity which cannot be a subject to the same assessment criteria that are commonly used for the natural sciences.

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Mahmudov, Yusup Ganievich, and Yunusjon Abdiravupovich Khakkulov. "Methods Of Solving Various Types Of Problems From Algebra To Science." American Journal of Social Science and Education Innovations 03, no. 05 (May 7, 2021): 1–6. http://dx.doi.org/10.37547/tajssei/volume03issue05-01.

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The active use of interactive methods, including the widespread use of trends in improving the quality of teaching mathematics and physics in educational institutions of many foreign countries, which are recognized for the high quality of teaching, contributes to the development of students skills in solving and choosing problems in physics in the course of mathematics, the formation of their skills of creative thinking and professional orientation on the basis of interdisciplinary connections. Therefore, the article describes a methodology for choosing, constructing and solving various types of interdisciplinary algebra problems.

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Zenda, Rekai. "Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools." Information and Learning Science 118, no. 3/4 (March 13, 2017): 170–84. http://dx.doi.org/10.1108/ils-03-2017-0014.

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Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

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Hamdan, Amani. "RECENT TRENDS IN CURRICULUM AND TEACHING METHODS IN SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 17, no. 1 (July 15, 2020): 24–43. http://dx.doi.org/10.48127/gu-nse/20.17.24.

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This study aimed to explore modern trends in the field of curriculum research and science teaching methods. To achieve this aim, the research reviews the literature that is closely related to these trends, with a focus on contemporary Arab and foreign studies during the last ten years. Six main axes are identified that comprehensively represent contemporary global trends in curriculum research and science teaching methods: reform movements in teaching and learning science, modern scientific fields and their various branches, methods and strategies for teaching science, science education technology, evaluation of teaching science, and science teacher preparation. This study provides a complete breakdown of the main thrust of the research trends in each axis, while citing solid studies that reflect these trends. This study also provides a set of practical recommendations for developing curricular research and methods of teaching science, especially in terms of research plans and their specific directions in the Saudi context. Keywords: science education, science curriculum, trends in science, teaching science.

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Sharma, Manju. "ROLE OF INOVATIVE METHODS IN TEACHING SOCIAL SCIENCE." SDES-International Journal of Interdisciplinary Research 1, no. 1 (August 31, 2020): 19. http://dx.doi.org/10.47997/sdes-ijir/1.1.2020.19-23.

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A.M., Tokkarina, and Anipina A.K. "Methods of foreign language teaching as a science." Journal of Oriental Studies 77, no. 2 (2016): 302–6. http://dx.doi.org/10.26577/jos-2016-2-789.

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Newman, William J., Sandra K. Abell, Paula D. Hubbard, James McDonald, Justine Otaala, and Mariana Martini. "Dilemmas of Teaching Inquiry in Elementary Science Methods." Journal of Science Teacher Education 15, no. 4 (November 2004): 257–79. http://dx.doi.org/10.1023/b:jste.0000048330.07586.d6.

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Kypshakbayeva, A. K., Zh N. Bissenbayeva, and Sh Tukhmarova. "METHODS OF TEACHING COMPUTER SCIENCE AT THE UNIVERSITY." BULLETIN 2, no. 390 (April 15, 2021): 322–26. http://dx.doi.org/10.32014/2021.2518-1467.87.

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This article discusses the definition of teaching methods as a science, its object and subject, and features. The main components of the connection between the methodology of teaching computer science as a science and the main concepts of the educational process are also identified. The main focus is on generalizing the experience of teaching the discipline "Informatics" to students of humanitarian universities and highlighting interdisciplinary connections. The purpose of the article is to describe the intermediate results obtained during the study of the effective use of information technologies in the course of teaching students of a humanitarian university in the discipline "Informatics". The structure of the e-course in the self-study support system is presented. The place of the discipline "Informatics" in the training programs of students of the 1st year of the bachelor's degree in the areas of "Economics" is highlighted, the types of tasks for independent work of students are described, and an example of the design of educational materials for the case in the discipline "Informatics" is given. The main directions of improving the methodology of teaching the discipline "Informatics" are also outlined.

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Mukhamedova, Odina Makhamadaliyevna, Nazira Abdusamatovna Akramova, Maftuna Asatullo Qizi Boboraimova, and Nargiza Salaxiddinovna Atabayeva. "Effectiveness Of Applying Modern Methods In Foreign Language Teaching." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 244–51. http://dx.doi.org/10.37547/tajssei/volume03issue04-37.

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In this article, the demand for learning a foreign language is also increasing day by day, the science of foreign languages is divided into four aspects (reading, reading, listening comprehension and speaking), each of which has its own concept and skills transfer, educational technologies, effective use of modern information technologies in this educational process and other similar topics will be discussed. It also aims to improve the quality and effectiveness of education through the introduction of modern innovative technologies in the educational process.

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Yangin, m., and Sabri Sidekli. "A scale of perceptions towards traditional and contemporary science teaching methods: constructing with teacher candidate students." International Journal of Academic Research 5, no. 5 (October 15, 2013): 73–80. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.11.

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Kapseon Kim. "Teaching Qualitative Research Methods in Library and Information Science." Journal of Korean Library and Information Science Society 46, no. 3 (September 2015): 255–75. http://dx.doi.org/10.16981/kliss.46.3.201509.255.

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Adenowo, Basirat A., Stephen O. Adenle, and Adetokunbo A. A. Adenowo. "Towards Qualitative Computer Science Education: Engendering Effective Teaching Methods." International Journal of Modern Education and Computer Science 5, no. 7 (September 3, 2013): 16–26. http://dx.doi.org/10.5815/ijmecs.2013.07.02.

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Krobthong, Thanat. "Teaching University Physics by Using Interactive Science Simulations Methods." Procedia - Social and Behavioral Sciences 197 (July 2015): 1811–17. http://dx.doi.org/10.1016/j.sbspro.2015.07.240.

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Forrest, Simon. "Teaching social science research methods to undergraduate medical students." Teaching Public Administration 35, no. 3 (July 20, 2017): 280–300. http://dx.doi.org/10.1177/0144739417715894.

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Zaytseva, T. "CONCEPT OF INFORMATIZATION AND METHODS FOR COMPUTER SCIENCE TEACHING." Information Technologies in Education 4, no. 37 (December 2018): 61–63. http://dx.doi.org/10.14308/ite000680.

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Lepareur, Céline, and Michel Grangeat. "Teacher collaboration’s influence on inquiry-based science teaching methods." Education Inquiry 9, no. 4 (January 30, 2018): 363–79. http://dx.doi.org/10.1080/20004508.2018.1428037.

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Marble, Stephen. "Inquiring into Teaching: Lesson Study in Elementary Science Methods." Journal of Science Teacher Education 18, no. 6 (November 7, 2007): 935–53. http://dx.doi.org/10.1007/s10972-007-9071-6.

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Bónus, Lilla, and Erzsébet Antal. "Innovative Inquiry-based Methods in Learning and Teaching Science." Journal of Studies in Education 11, no. 3 (July 5, 2021): 1. http://dx.doi.org/10.5296/jse.v11i3.18700.

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The purpose of the study is to synthesize the peer-reviewed literature about innovative inquiry-based approaches for science learning and teaching. This study answers the following research questions: (1) Based on the peer-reviewed literature, what hybrid inquiry-based learning (IBL) approaches exist which respond to the challenges and expectations of education in the 21st century? (2) What features do they have? (3) What empirical evidence supports their effectiveness? (4) At which levels of education do they appear? (5) What learning outcomes are achieved? Using the methodology of systematic literature review, 110 articles obtained by the Google Scholar engine. We selected different approaches based on the following criteria: (1) they respond to the challenges and expectations of education in the 21st century, (2) technology supports the learning and teaching process, and (3) IBL is combined with some other learning approaches to increase the efficiency of the learning and teaching process. The full texts of 54 studies were read and assessed that satisfied the inclusion criteria. Four categories of hybrid IBL were identified: project-based inquiry learning, game-transformed inquiry-based learning, web-based collaborative inquiry learning, and simulation-based inquiry learning. We define and describe these approaches and present the empirical work in detail. Finally, we compare the presented learning approaches and highlight the limitations of technology integration into the classroom. This study helps to draw attention to the huge pedagogical potential of these technology-supported hybrid IBL approaches and the value of researching them.

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Novikov, Maksim Yurevich. "TEACHING METHODS OF COMPUTER SCIENCE BASED ON MOBILE TECHNOLOGIES." Pedagogical Education in Russia, no. 11 (2017): 48–59. http://dx.doi.org/10.26170/po17-11-08.

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Serin, Hamdi. "Perspectives on the Teaching of Geometry: Teaching and Learning Methods." Journal of Education and Training 5, no. 1 (February 23, 2018): 1. http://dx.doi.org/10.5296/jet.v5i1.12115.

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Geometry, an important branch of Mathematics, has a place in education for the development of critical thinking and problem solving, furthermore, that geometrical shapes are parts of our lives as they appear almost everywhere, geometry is utilized in science and art as well. This paper defines geometry teaching and puts forth why it has been given an important place in teaching mathematics. The major issue the paper deals with is to facilitate teaching Geometry through employing same useful preaches.

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Bergin, Joe, James Caristi, Yael Dubinsky, Orit Hazzan, and Laurie Williams. "Teaching software development methods." ACM SIGCSE Bulletin 36, no. 1 (March 2004): 448–49. http://dx.doi.org/10.1145/1028174.971452.

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Qizi, Abdusamatova Hilola Odiljon. "Methods of Teaching Exact and Natural Sciences Using Computer Technologies to Agricultural Students." International Journal of Psychosocial Rehabilitation 24, no. 5 (May 30, 2020): 7453–60. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020779.

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MUKHTAR, Fatima, NOREEN HASHMI, MUHAMMAD ALI RAUF, Amna Anzar, Khurram Islam Butt, Moneeb Ahmed, and Kumail Abbas. "TEACHING METHODOLOGIES;." Professional Medical Journal 19, no. 05 (October 8, 2012): 597–603. http://dx.doi.org/10.29309/tpmj/2012.19.05.2325.

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Objective: To determine preferences of medical students for modes of teaching, qualities of a good teacher and assessmenttechniques in medical education. Design: A descriptive cross-sectional study. Setting: Lahore Medical and Dental College, Lahore. Period:January 2011. Material & Methods: All students of third and fourth year MBBS classes were included in the study (n=127). A pre-testedquestionnaire was used for data collection. A 7-point Likert scale ranging from 1(strongly disagree) to 7(strongly agree) was used to determinestudent’s preferences of teaching styles. The data was recorded using SPSS version 16.0. Descriptive statistics were computed. Results: Thepreferred teaching methods for basic science subjects were skills laboratory 88(70%), followed by problem based learning 70(55%) andinteractive lectures 65(51%). The same teaching methods i.e. skills laboratory 101(80%), problem based learning 89(70%) and interactivelectures 79(62%) were also popular for the teaching of clinical science subjects. The least preferred teaching method for both basic 51(40%)and clinical 58(46%) sciences was didactic lectures. The desirable quality of a good teacher was reported as teaching skills 111(87%) and thepreferred assessment technique was found to be multiple choice questions 90(71%). Conclusions: Students prefer the student centredteaching styles as opposed to the traditional approach. Good teaching skill is the most desirable quality of a teacher and most students like to beassessed by multiple choice questions.

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Usmonova Lola Mallaevna. "Improving traditional methods of teaching chemistry." International Journal on Integrated Education 3, no. 11 (November 26, 2020): 187–90. http://dx.doi.org/10.31149/ijie.v3i11.883.

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This research corresponds to the priority of the development of science and technology of the republic. "Spiritual and moral, cultural development of a democratic and legal society, the formation of an innovative economy." The research is carried out within the framework of the research plan of the Navoi State Pedagogical Institute. The main results of the study will be tested in the activities of pedagogical institutes, including students of Navoi State Pedagogical Institute, as well as in the 1st academic lyceum in Navoi and the 2nd academic lyceum under Navoi State Mining Institute.

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Zalysin, I. Yu. "STUDYING THE PROBLEMS OF APPLIED POLITICAL SCIENCE IN THE PROCESS OF TEACHING POLITICAL SCIENCE." Vestnik scientific and methodological council in environmental engineering and water management, no. 21 (2021): 27–34. http://dx.doi.org/10.26897/2618-8732-2021-21-27-34.

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The article is devoted to the methodological problems of studying the section "Applied Political Sci-ence" in the course of political science. Revealed its role in the educational process, the relationship with other sections of the discipline. The structure of applied political science, its subject, methods and specificity in relation to theoretical political science are shown. Analyzed the most important problems that need to be considered in the study of applied political science. Particular attention is paid to the analysis of political forecasting and its importance in the management of social and political events and processes. The essence and basic principles of political modeling, the typology of models: material, analog, computer, etc. are con-sidered. Methodological recommendations are given for considering the topics of the section in lectures and practical classes, their importance in the professional training of bachelors is shown.

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Thomas, Gary. "Teaching research methods in the social sciences." Journal of Education for Teaching 37, no. 3 (July 15, 2011): 366–68. http://dx.doi.org/10.1080/02607476.2011.588029.

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COLIBABA, Cintia, Anca COLIBABA, Irina GHEORGHIU, Anais COLIBABA, and Ovidiu URSA. "Improving Students’ Reading Comprehension Skills through the GOSCIENCE Project’s Methods." Bulletin of University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca. Horticulture 76, no. 2 (November 19, 2019): 193. http://dx.doi.org/10.15835/buasvmcn-hort:2018.0021.

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The article is based on the GoScience project funded by the Erasmus+ programme. The project relies on the European context, where in spite of the development of science and technology fewer and fewer students follow a science career let alone one in agricultural sciences. As a result professors of science and their students from seven European countries have joined their efforts to identify innovative practices to motivate students to study and pursue a career in science. The aim of the project is to develop innovative tools for science teaching and learning which will make science education more appealing and empower students to take ownership of their learning. The article studies the main findings of the project’s research on methods and techniques used in teaching science and reading comprehension skills applied to scientific texts in foreign languages in Romania. The project’s research has identified a common conclusion: an effective reading comprehension instruction would bring about significant changes in students’ motivation to study science.

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M.Kh., Shomirzayev. "“Technology” In Secondary Schools Organization Of Science Classes." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 395–405. http://dx.doi.org/10.37547/tajssei/volume02issue11-66.

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Brandon, Amy, Mitchell Brown, Christopher Lawrence, and Jennifer Van Heerde. "Teaching Research Methods Track Summary." PS: Political Science & Politics 39, no. 03 (July 2006): 535. http://dx.doi.org/10.1017/s1049096506230890.

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Hamenstädt, Ulrich. "Teaching Experimental Political Science: Experiences from a Seminar on Methods." European Political Science 11, no. 1 (June 24, 2011): 114–27. http://dx.doi.org/10.1057/eps.2011.12.

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page, edward c. "undergraduate research: an apprenticeship approach to teaching political science methods." European Political Science 14, no. 3 (April 24, 2015): 340–54. http://dx.doi.org/10.1057/eps.2015.17.

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Watts, Mike. "The orchestration of learning and teaching methods in science education." Canadian Journal of Science, Mathematics and Technology Education 3, no. 4 (October 2003): 451–64. http://dx.doi.org/10.1080/14926150309556582.

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Kim, Byoung Sug. "Integration of Service-learning into Elementary Science Teaching Methods Courses." International Journal of Learning: Annual Review 17, no. 8 (2010): 321–30. http://dx.doi.org/10.18848/1447-9494/cgp/v17i08/47208.

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SAMAKI, Takeo. "Effective Science Teaching Methods to Encourage Students to Think Scientifically." Journal of JSEE 61, no. 3 (2013): 3_19–3_21. http://dx.doi.org/10.4307/jsee.61.3_19.

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孟, 祥娇. "The Study of Lever Teaching by Science Program Research Methods." Creative Education Studies 03, no. 04 (2015): 159–63. http://dx.doi.org/10.12677/ces.2015.34028.

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Wieman, C. E. "Large-scale comparison of science teaching methods sends clear message." Proceedings of the National Academy of Sciences 111, no. 23 (May 22, 2014): 8319–20. http://dx.doi.org/10.1073/pnas.1407304111.

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Lapidot, Tami, and Orit Hazzan. "Methods of teaching a computer science course for prospective teachers." ACM SIGCSE Bulletin 35, no. 4 (December 2003): 29–34. http://dx.doi.org/10.1145/960492.960520.

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Nadyrova, F. K., A. B. Zhanys, and A. M. Mubarakov. "Methods of teaching computer science in the system pedagogical knowledge." IOP Conference Series: Materials Science and Engineering 934 (October 8, 2020): 012051. http://dx.doi.org/10.1088/1757-899x/934/1/012051.

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Carbone, Angela, and Jens J. Kaasbøll. "A survey of methods used to evaluate computer science teaching." ACM SIGCSE Bulletin 30, no. 3 (September 1998): 41–45. http://dx.doi.org/10.1145/290320.283014.

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Juuti, Kalle, Jari Lavonen, Anna Uitto, Reijo Byman, and Veijo Meisalo. "SCIENCE TEACHING METHODS PREFERRED BY GRADE 9 STUDENTS IN FINLAND." International Journal of Science and Mathematics Education 8, no. 4 (August 20, 2009): 611–32. http://dx.doi.org/10.1007/s10763-009-9177-8.

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Skaskiv, H. M. "INNOVATIVE TEACHING METHODS IN TRAINING FUTURE TEACHERS OF COMPUTER SCIENCE." Innovate Pedagogy 2, no. 30 (2020): 90–93. http://dx.doi.org/10.32843/2663-6085/2020/30-2.17.

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Morris, Teresa. "Teaching Social Workers Research Methods." Journal of Teaching in Social Work 6, no. 1 (September 25, 1992): 41–62. http://dx.doi.org/10.1300/j067v06n01_04.

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Cattafi, Carmelo. "Teaching Methods In International Law." Journal of International Education Research (JIER) 14, no. 2 (December 20, 2018): 9–16. http://dx.doi.org/10.19030/jier.v14i2.10238.

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This research presents the effect of innovation in the educational methodology applied to the teaching of topics in different areas, especially in public international law, trying to demonstrate how learning can be stimulated through artistic awareness. When comparing the different generations of students, we wonder if it is possible for teachers to follow the step of digital natives. In order to fill this generation gap, Tecnológico de Monterrey proposed to support projects of experimentation in educational innovation in various topics related to improving the teaching-learning process. Based on this premise, a group of teachers generate a model of educational innovation training, to facilitate learning for students through the development of creativity in how, when and where to generate learning, integrating challenging and interactive experiences through activities within the teaching practice. The use of traditional methods has led to the overwhelm of teachers, fatigue and pressure, therefore, the contribution of this project is aimed at the teacher to internalize his innovative and creative work, and see himself as a leader transformative in its teaching practice, establishing new teaching-learning spaces. Implementing learning activities through the imagination and measuring the impact on the student of the use of creative activities allows us to improve what we currently do. For this, an interdisciplinary workshop was created (thought and word, mind and body, music, visual arts) where the teacher, through practical and experiential activities, stimulates his imagination, recognizes his talents in creative and innovative thinking and develops resources which then leads to their teaching practice, by designing challenging learning experiences that inspire the student to creatively solve tasks and projects. In order to carry out the objective, we gathered eight professors from different areas (law, international relations, political science, languages, architecture, art, cultural diffusion) convinced that creativity improves the teacher’s performance who rethinks its activities to allow learn more dynamically. It was sought to improve the performance of students who appreciated the approach to the subjects through didactic methods that the teacher had modified according to the passions observed outside the classroom.

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Almstrum, Vicki L., C. Neville Dean, Don Goelman, Thomas B. Hilburn, and Jan Smith. "Support for teaching formal methods." ACM SIGCSE Bulletin 33, no. 2 (June 2001): 71–88. http://dx.doi.org/10.1145/571922.571962.

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Shey, Chunfeng, and William E. Baird. "Effects of videotaping feedback methods on Taiwan first-year elementary science teachers’ teaching skills and attitudes toward teaching science." Journal of Science Teacher Education 4, no. 4 (December 1993): 97–103. http://dx.doi.org/10.1007/bf02614561.

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Borza, Iunia-Cristina. "New Methods For Learning In Computer Science Education." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 629–32. http://dx.doi.org/10.2478/cplbu-2014-0113.

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AbstractComputer Science has an important impact on our every-day lives. Education in Computer Science is a difficult process that in the last decade has known radical transformations. New concepts were brought to life, for example K12, which regulates the way that the education develops in this domain from an educational system point of view and also from the teaching ways of the professors. The wide-range development of the Internet generated new ways of teaching in computer science. In this paper, I would like to present the way in which an interactive lecture can be held between a student and its teacher, a course that respects the SCORM standards of WEB implementation. Sharable Content Object Reference Model (SCORM) is a collection of standards and specifications for e-learning. This collection of standards is defined by the de Advanced Distributed Learning (ADL), an organization from the USA Defence Department.

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Kınık Topalsan, Ayşegül. "EVALUATION OF STRATEGY, METHOD, TECHNIQUES AND TACTICS USED BY PRE-SERVICE TEACHERS DURING SCIENCE TEACHING AFTER INNOVATIVE TEACHING PRACTICES." E-journal of New World Sciences Academy 14, no. 2 (April 29, 2019): 81–96. http://dx.doi.org/10.12739/nwsa.2019.14.2.1c0691.

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