Academic literature on the topic '3-P model of learning and teaching'
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Journal articles on the topic "3-P model of learning and teaching"
Handayani, Baiq Sri, and A. D. Corebima. "Model brain based learning (BBL) and whole brain teaching (WBT) in learning." International Journal of Science and Applied Science: Conference Series 1, no. 2 (August 14, 2017): 153. http://dx.doi.org/10.20961/ijsascs.v1i2.5142.
Full textGayanti, Nurfitriana, and Dewi Anggreini. "PERBEDAAN HASIL BELAJAR SISWA DITINJAU DARI MODEL SAVI DENGAN MODEL RECIPROCAL TEACHING." JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) 4, no. 2 (January 31, 2019): 84. http://dx.doi.org/10.29100/jp2m.v4i2.959.
Full textErnati, Ernati. "PENINGKATAN KEMAMPUAN SPEAKING MELALUI MODEL “TRIPLE P”." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 2, no. 2 (July 1, 2009): 32. http://dx.doi.org/10.24036/ld.v2i2.3525.
Full textDarmawan, Yohana Iskandar. "Meningkatkan Motivasi Belajar dan Hasil Belajar Siswa pada Pelajaran Matematika Melalui Penerapan Model Contextual Teaching and Learning [Improving Students' Learning Motivation and Learning Outcomes in Mathematics Through Implementation of Contextual Teaching and Learning Model]." Jurnal Teropong Pendidikan 1, no. 3 (October 6, 2021): 213. http://dx.doi.org/10.19166/jtp.v1i3.4188.
Full textGunartati, G., Z. Zamroni, and Abdul Gafur. "Inculcating tolerance by multicultural based PPKn learning." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 5, no. 2 (February 27, 2018): 155. http://dx.doi.org/10.21831/jppfa.v5i2.18528.
Full textFajar, Rezky Fauziah. "PROBING-PROMPTING LEARNING IN TEACHING SPEAKING." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 9, no. 1 (May 24, 2020): 86–95. http://dx.doi.org/10.26618/exposure.v9i1.3481.
Full textSari Astiti, Ni Nyoman, I. Wayan Lasmawan, and Iyus Akhmad Haris. "PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING, QUANTUM TEACHING TERHADAP MOTIVASI BERPRESTASI DAN HASIL BELAJAR IPS SISWA KELAS VII." Jurnal Pendidikan IPS Indonesia 1, no. 2 (October 1, 2017): 55–65. http://dx.doi.org/10.23887/pips.v1i2.2825.
Full textGłębocki, Rafał. "A model of education and a new culture of learning." Pedagogika. Studia i Rozprawy 28 (2019): 27–35. http://dx.doi.org/10.16926/p.2019.28.02.
Full textLi, Binbin, and Xiaochan Li. "Innovation and Practice of Online and Offline Hybrid PAD and PBL Teaching Model." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 9, 2022): 343. http://dx.doi.org/10.56028/aehssr.1.1.343.
Full textSeptiana, Dwi, Mieke Miarsyah, and Ratna Komala. "THE EFFECT OF RECIPROCAL TEACHING LEARNING MODEL INTEGRATED MIND MAP AND PERSISTENCE ON STUDENT RETENTION OF KINGDOM ANIMALIA CONCEPT." BIOSFER: JURNAL PENDIDIKAN BIOLOGI 10, no. 2 (December 18, 2017): 35–41. http://dx.doi.org/10.21009/biosferjpb.10-2.5.
Full textDissertations / Theses on the topic "3-P model of learning and teaching"
Zaina, Luciana Aparecida Martinez. "Avaliação do perfil do aluno baseado em interações contextualizadas para adaptação de cenários de aprendizagem." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/3/3141/tde-30052008-134942/.
Full textThe identification of characteristics of a given student that are important during the teachinglearning process has been the focus of numerous studies in recent years. Teachers, coordinators and pedagogues have defended the notion that each individual presents particular and important characteristics in the developing knowledge process. The need to adapt teaching strategies to the student\'s preferences is a reality in classrooms, being physical or virtual classrooms. However, this does not mean that a method should be created for each student in a classroom, but that the best form of interaction for each of them be identified, building groups of learners with common characteristics. Working in this way makes it possible to identify learner profiles within a group of students, allowing one to work with learning contents and environments more suited to the learners. The objective of this work is to present the architecture of a system that allows for the creation of learning scenarios based on the studen profile. The teacher should point out the features which may be observed during the student interaction in a given e-elearning environment. These features are designed as context information, allowing defined observation points to be organized and modeled for facilitating the monitoring of interactions. The student classification in a given learning profile type, defined previously by the teacher, is realized considering information about the context of interaction and the learning profile types. For the learning environment to build the learning scenarios according to the student profile, this work proposes to create a relationship between the learning profile types and the teaching strategies through the description of learning objects categories.
Onal, Ilke. "Effects Of Constructivist Instruction On The Achievement, Attitude, Science Process Skills And Retention In Science Teaching Methods Ii Course." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609554/index.pdf.
Full texttotally 103 preservice science teachers participated in this study. Quasi experimental research design was used in this study. Constructivist instruction was used in experimental group and traditional instruction was used in control group during the teaching and learning process. This research study was conducted in fall semester of the 2007-2008 academic year and lasted 15 weeks including the final examination term. Science Process Skills Test, Attitude towards Science Teaching Scale and Achievement Test in Science Teaching Methods II course were administered to participants three times
at the beginning of the study, immediately after the implementation process and 10 weeks later. A mixed between within ANOVA with repeated measures was used as a statistical technique for analyzing quantitative data and both descriptive and content analysis was used for analyzing questionnaire, formative and summative focus group interviews. Statistical mean difference was obtained for all tests in favor of experimental group and the findings of quantitative data analysis results were supported by the qualitative data analysis results. After interpreting the results, it can be claimed that constructivist instruction is effective in preservice science education.
Wessels, Helena. "Using a modelling task to Elicit Reasoning about data." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83189.
Full textSertdemir, Erisken Yelda. "A Comparative Case Study On The Manifestation Of The Five Disciplines Of A Learning Organization In The English Language Preparatory Programs Of Two Higher Education Institutions." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608131/index.pdf.
Full texts framework of the Learning Organization, comprised of the disciplines of Personal Mastery, Shared Vision, Mental Models, Team Learning, and Systems Thinking, in the English Language Preparatory Programs of two selected higher education institutions to determine what characteristics of a learning organization they possess. In this study, qualitative case study method was employed. The study was conducted in two organizations, one (Organization A), part of a private Englishmedium university, and the other (Organization B), part of a public Englishmedium university, in Ankara, Turkey. The sample contained seven administrators and twenty-two instructors from Organization A and seventeen instructors and 3 administrators from Organization B. The data collected through semi-structured interviews were analyzed using content analysis technique. The findings revealed that both organizations are evolving towards a learning organization, but have not institutionalized the five disciplines to an ideal state yet. Organization A is doing somewhat better than Organization B as regards the disciplines of Team Learning and Personal Mastery
however, there is no considerable difference between the organizations in terms of the disciplines of Shared Vision, Mental Models and Systems Thinking. Overall, in both organizations there are impediments in terms of the development and achievement of personal visions, learning of individuals and teams, development of a shared vision, surfacing and questioning mental models, and acting from a comprehensive systems approach.
Gazimba, Vítor Hugo Brito. "Relatório de prática de ensino supervisionada realizado no agrupamento vertical n.º 3 de Évora - Santa Clara e Escola Secundária Severim de Faria em educação física nos ensinos básico e secundário." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/20581.
Full textKarlsson, Alexandra. "Vad kan du göra när du inte förstår vad du läser? : En kvalitativ studie om lärares användande av läsförståelsestrategier i svenskundervisningen." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45095.
Full textReading comprehension is important for coping with a society whose knowledge is based on written language skills (Bråten, 2008a). The latest result in Progress in the International Reading Literacy Study (PIRLS) 2016 shows that Swedish students are weaker in interpreting and evaluating texts compared to other countries. The aim of the study is to investigate how teachers work with reading comprehension strategies in Swedish teaching to develop students’ reading comprehension in grades 1-3. Questions for the survey are: What reading comprehension strategies are used? In what context are reading comprehension strategies used? How does students’ reading comprehension develop with the help of reading comprehension strategies? The study is based on a socio-cultural perspective. A qualitative method has been used and semi-structured interviews have been conducted to collect the material for the study. The result shows that teachers teach reading comprehension and reading comprehension strategies in several ways such as “läsfixare” from the material A Reading Class, reading aloud, reading homework and through conversations and questions. The conclusion is that the teachers emphasize modeling, support and rehearsal as important in order for students to become more secure in their own use of reading comprehension strategies and thereby develop their reading understanding. Starting early and varying their working methods is also seen as positive by the teachers.
Braz, Carlos Manuel Portela. "Relatório de prática de ensino supervisionada realizado no agrupamento vertical nº 3 de Évora - Santa Clara e Escola Secundária Severim de Faria." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/15403.
Full textLye, Che Yee. "Towards a comprehensive model of English as a second language learning and teaching in the Malaysian independent Chinese secondary schools." Thesis, 2016. http://hdl.handle.net/2440/100653.
Full textThesis (Ph.D.) -- University of Adelaide, School of Education, 2016.
Ramos, Carla Alexandra Gaspar. "Pedagogia de projeto : contributo ao ensino-aprendizagem em Desenho A." Master's thesis, 2014. http://hdl.handle.net/10437/5890.
Full textPartindo da problemática em torno dos atuais contributos da Pedagogia de Projeto para o processo de ensino-aprendizagem da disciplina de Desenho A, o presente estudo tem a finalidade de identificar e examinar a mais-valia desta prática pedagógica para a materialização de competências conceptuais e práticas nesta disciplina. Neste âmbito, na componente empírica realiza-se a análise quantitativa e qualitativa, portanto mista, dos contributos da pedagogia de projeto, com base numa pesquisa efetuada no decorrer da prática de ensino supervisionada na Escola Secundária Maria Amália Vaz de Carvalho, sob orientação da Professora Doutora Conceição Ramos, que tem vindo a aplicar e aprofundar esta metodologia de ensino na sua já longa prática profissional. Desta forma, os dados foram recolhidos junto da docente e de trinta dos seus alunos de uma turma de 11.º ano e vinte alunos de 12.º ano de Artes Visuais, concretamente na disciplina de Desenho A. Numa primeira análise, procura-se compreender o processo de ensinoaprendizagem na disciplina em estudo, assente na Pedagogia de Projeto, verificando-se a pertinência do aprofundamento sobre a didática do desenho e do seu programa curricular, por forma a descodificar as contingências no desenvolvimento de projetos de cariz transdisciplinar. Cumulativamente, a par dos respetivos fundamentos teóricos, são exploradas as metodologias inerentes à própria Pedagogia de Projeto, com o intuito de sublinhar os benefícios desta prática letiva para o ensino contemporâneo das artes visuais. Neste sentido, torna-se primordial examinar a forma como a pedagogia em análise desenvolve a consciência das aprendizagens, como estimula o pensamento complexo, como impulsiona o processo criativo dos alunos, como trabalha para o desenvolvimento da qualidade estética e, ainda, como promove a autonomia e empowerment dos alunos no percurso de construção das aprendizagens direta e indireta.
Starting from the problematics around the current issues of the Project Pedagogy to the teaching-learning process in what concerns the subject-matter “ Draw A” in the 10th year curricular design, this study aims to identify and analyse the improvement of this type of pedagogical practice for the realization of conceptual and practical skills in this discipline. The empirical component of this work consits of a quantitative and qualitative analysis, so mixed, on the contribution of project pedagogy, based on the research led during the teaching practice occurred in Maria Amália Vaz de Carvalho Secondary School, under the supervision of Professor Conceição Ramos who has been applying and deepening this teaching methodology in her professional practice. The teacher and students data were collected in an eleventh grade class of thirty and a twelfth grade class of twenty students of visual arts, specifically in the subject-matter of Drawing A. In the first analysis, we seek to understand the process of teaching and learning in the subject-matter under study, based on the Project Pedagogy, verifying its relevance on the deepening of Drawing didactics and its curriculum in order to decode its contingencies in the development of transdisciplinar projects. Alongside the theoretical foundation of this work, we cumulatively explored the methodologies inherent to project pedagogy, in order to detect the improvements that come from this lective practice to the actual teaching of visual arts. In this sense, it was essential to explore the way how the pedagogy in analysis develops the awareness of learning, stimulates the complex knowledge, propels the students’ creative processes, contributes for the development of aesthetic quality and promotes students’ autonomy and empowerment during the construction route of the direct and indirect learning.
Ribeiro, Vitor Manuel Marques. "Mudança conceptual relativa a reações de oxidação-redução: um estudo exploratório." Master's thesis, 2013. http://hdl.handle.net/10437/7430.
Full textA discrepância entre o que os professores ensinam e aquilo que os alunos aprendem é tema de preocupação, desde há muito, na comunidade educativa. Os estudantes constroem os seus próprios conceitos através da interação entre a estrutura cognitiva e a informação proveniente do meio físico e social, bem como do ensino formal que recebem na Escola. Esses conceitos autoconstruídos - as concepções alternativas - dificultam a apropriação dos conceitos reconhecidos pela comunidade científica. O estudo exploratório aqui desenvolvido tem como finalidade promover a mudança conceptual relativa a conceitos de oxidação-redução, num grupo de alunos do ensino secundário profissional (n=7) da zona da Grande Lisboa. O quadro teórico que serviu de suporte às opções conceptuais e metodológicas inscreve-se em diferentes correntes da Psicologia da Educação, da Epistemologia e História da Ciência. Designadamente, baseámo-nos na Teoria da Equilibração e Construtivismo de Piaget, na Teoria da Aprendizagem Significativa de Ausubel, nos obstáculos e ruturas epistemológicas de Bachelard e nas revoluções científicas de Kuhn, bem como na História da Química. Recorreu-se, também, a contributos de investigações empíricas na área da mudança conceptual, com especial destaque para as de Driver e Carey e, ainda, a um dos modelos de mudança conceptual por troca, o Conceptual Change Model. Com base nestas referências foi concebido, avaliado e implementado em sala de aula, ao longo de duas semanas, um programa de intervenção para a promoção da mudança conceptual por troca. Os dados foram recolhidos através de um pré e pós-teste concebido e avaliado propositadamente para ser usado neste estudo. Foram identificadas, no pré-teste, a maior parte das concepções alternativas previstas com base na literatura, relativamente a conceitos de oxidação-redução, bem como duas potenciais concepções alternativas que, não tendo sido previstas no início do estudo, emergiram ao longo da implementação do programa de intervenção. Através de uma análise de conteúdo e da aplicação do teste t de student como ferramenta de análise estatística, os resultados permitem apontar para a eficácia das atividades implementadas na sala de aula com recurso ao Conceptual Change Model como potencial estratégia de promoção da mudança conceptual por troca relativamente a conceitos de oxidação-redução.
The discrepancy between what teachers teach and what students learn is a matter of concern since long ago in the educational community. Students construct their own concepts through the interaction between their mental structures and the information they receive from the physical and social environment, as well as from the formal education they receive in school. These self built concepts - the misconceptions - hinder the appropriation of concepts recognized by the scientific community. This exploratory study was outlined in order to promote conceptual change on the concepts involved in oxidation-reduction chemical reactions, into a group of students in secondary vocational education (n=7) of the Greater Lisbon area. The theoretical framework that supports the conceptual and methodological options falls on different streams of Psychology of Education, Epistemology and History of Science. In particular, we relied on the Theory of Equilibration and Constructivism of Piaget, the Theory of Meaningful Learning of Ausubel, obstacles and epistemological ruptures of Bachelard and Kuhn’s scientific revolutions, as well as the History of Chemistry. We also considered contributions of research in the area of conceptual change, with particular emphasis on Driver’s and Carey´s studies, and yet the Conceptual Change Model. Based on these references, we designed, implemented and evaluated, in the classroom, over two weeks, an intervention programme for promoting conceptual change. Data were collected through a pre and post-test, purposely designed and assessed for use in this study. We identified at the pre-test, most of the misconceptions that were intended according to the literature for oxidation-reduction concepts, as well as two other potential misconceptions that were not foreseen at the beginning of the study but emerged during the implementation of the intervention program. Through a content analysis and the application of the student t test as statistical analysis tool, the results show for effectiveness of the activities implemented in the classroom using the Conceptual Change Model as a potential strategy for promoting the conceptual change concerning redox concepts.
Books on the topic "3-P model of learning and teaching"
Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.
Full textBoilevin, Jean-Marie, Alice Delserieys, and Konstantinos Ravanis, eds. Precursor Models for Teaching and Learning Science During Early Childhood. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08158-3.
Full textMcLoughlin, Eilish, and Paul van Kampen, eds. Concepts, Strategies and Models to Enhance Physics Teaching and Learning. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18137-6.
Full textMaugeri, Giuseppe, and Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-525-4.
Full textComprehensive Intervention Model for Reversing Reading Failure, Grades K-3. Pearson Education, Limited, 2011.
Find full textBoccia, Cristina. Teaching and learning EFL through genres. Teseo, 2019. http://dx.doi.org/10.55778/ts878602202.
Full textA, Hunley Sawyer, McNamara Kathy, National Association of School Psychologists., and National Association of Elementary School Principals (U.S.), eds. Tier 3 of the RTI model: Problem solving through a case study approach. Thousand Oaks, Calif: Corwin Press, 2010.
Find full textMcNamara, Kathleen M., and Sawyer Hunley. Tier 3 of the RTI Model: Problem Solving Through a Case Study Approach. Corwin Press, 2012.
Find full textChee Chee, Lim. Case Studies in Management and Business (Volume 3). UUM Press, 2017. http://dx.doi.org/10.32890/9789672064428.
Full textKotzmann, Jane. Practical Approaches to Higher Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863494.003.0005.
Full textBook chapters on the topic "3-P model of learning and teaching"
Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "Active Learning and the Active-Learning-Based Teaching Model." In Guide to Teaching Computer Science, 21–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_2.
Full textJuhary, Jowati binti. "A Hybrid Teaching and Learning Model." In Communications in Computer and Information Science, 452–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13166-0_64.
Full textWalenta, Magdalena. "Toward the Form-Function Mapping Model." In Second Language Learning and Teaching, 65–111. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04699-6_3.
Full textHinner, Michael B. "Can the Social Ecological Model Help Overcome Prejudices?" In Second Language Learning and Teaching, 239–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42734-4_15.
Full textKusiak-Pisowacka, Monika. "Mental Model Theories in Reading Research and Instruction." In Second Language Learning and Teaching, 25–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33272-7_2.
Full textRaghavan, Kalyani, and Robert Glaser. "Studying and Teaching Model-based Reasoning in Science." In Technology-Based Learning Environments, 104–11. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-79149-9_14.
Full textMota, Dulce, Luis Paulo Reis, and Carlos Vaz de Carvalho. "A Recommender Model of Teaching-Learning Techniques." In Progress in Artificial Intelligence, 435–46. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65340-2_36.
Full textLigorio, M. Beatrice, Francesca Amenduni, and Katherine McLay. "A Blended Model for Higher Education." In International Handbook of Psychology Learning and Teaching, 1–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_65-3.
Full textDemircioglu Diren, Deniz, and Mehmet Barıs Horzum. "Artificial Intelligence Based Adaptive Learning Model for Distance Learning Readiness." In Advances in Analytics for Learning and Teaching, 139–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14489-9_8.
Full textTatzl, Dietmar. "Building a Model Engine for Language Learning with Tertiary Engineering Students." In Second Language Learning and Teaching, 121–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17057-8_8.
Full textConference papers on the topic "3-P model of learning and teaching"
Chaczko, Zenon, Ryszard Klempous, Jan Nikodem, and Shahrzad Aslanzadeh. "Group-work teaching and learning involving 3 Time Zones (3TZ) model of collaboration in the global workspace." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246006.
Full textAntónio, Ana Sofia, and Sofia Rézio. "MAtMO A facebook project about Mathematics´teaching and learning." In INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13615.
Full textJiang, Ying. "A Care-oriented Design Process Model for Sustainable Design Education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002421.
Full textRăducu, Camelia Mădălina. "LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.
Full textWendt, Lauren, Eugene Du Toit, and Helen Naug. "‘Face-to Face vs. Flipped’: A Comparative Study on Academic Outcomes and Learning Preferences in First Year Allied Health Students Undertaking Anatomy and Physiology." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13017.
Full textWadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50210.
Full textMancini, Francesco, and Tanja Glusac. "From Time to Time: A Constructivist Approach to Sociality in Learning." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8255.
Full textKarlsson, Natalia, and Wiggo Kilborn. "TEACHING AND LEARNING THE MULTIPLICATION TABLE BY USING MULTIPLICATIVE STRUCTURES: VARIATION AND CRUCIAL PATTERNS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end010.
Full textMilojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.
Full textYoung, Paul W. "Student-produced video of role-plays on topics in cell biology and biochemistry: A novel undergraduate group work exercise." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.15.
Full textReports on the topic "3-P model of learning and teaching"
McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman, and Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, March 2022. http://dx.doi.org/10.51388/20.500.12265/152.
Full textSims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/k4d.2021.134.
Full textLandau, Sergei Yan, John W. Walker, Avi Perevolotsky, Eugene D. Ungar, Butch Taylor, and Daniel Waldron. Goats for maximal efficacy of brush control. United States Department of Agriculture, March 2008. http://dx.doi.org/10.32747/2008.7587731.bard.
Full textPowerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/115.
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