Littérature scientifique sur le sujet « Research – methodology – study and teaching (secondary) »
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Articles de revues sur le sujet "Research – methodology – study and teaching (secondary)"
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Sakyi, Kwesi Atta, David Musona et Geoffrey Mweshi. « Research Methods and Methodology ». Advances in Social Sciences Research Journal 7, no 3 (4 avril 2020) : 296–302. http://dx.doi.org/10.14738/assrj.73.7993.
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Research is an interesting field of study which every student or scholar has to encounter in the course of time. The objective of this paper is to explore the various approaches to research so that students can gain insight and understanding. This paper attempts a review of the various approaches to research so that the reader can make an informed choice. The paper is based on secondary sources plus the author’s own experience borne from decades of teaching. This paper does not claim to have exhausted the list of approaches to research as there are far many approaches than can be dealt with in a short review communication. However, it is hoped it will lay a foundation for further research into the field by readers
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Kaula Stephen. « The Teaching Methodology and the Behavior of Ordinary Secondary School Students in Learning Mathematics Subject : A case of selected Ordinary Secondary Schools in Mbeya, Tanzania ». Journal of Mathematics Instruction, Social Research and Opinion 2, no 1 (1 mars 2023) : 1–10. http://dx.doi.org/10.58421/misro.v2i1.46.
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The study investigated the teaching methodology and the behavior of ordinary secondary school students in learning mathematics. This study sought to find behind the scenes why most students in ordinary secondary schools dislike mathematics, which leads to massive failures. To uncover this gap, the study applied a correlation research design. Systematic sampling technique of the interval 50th was used in which 100 respondents were selected; 20 respondents each from 5 selected secondary schools in Mbeya. Data were collected through a questionnaire. Data were analyzed descriptively and speculatively. The survey found that teaching materials/media were effectively implemented. Also, the findings indicate the non-adoption of informal behavior and non-reflection of mathematics teachings to the learner’s natural home environment. Thus, from these discrepancies, the study recommends that mathematics teachers be used to teaching simulation and visual aids/media. It is recommended that mathematics teachers use informal behavior such as courage words, remedial classes, and others for students adapted to mathematics-solving behavior. Lastly, it is suggested that mathematics teachings should be reflexive to students’ real-life environment.
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Warsha Kshif, Imran Ahmed et Abeer Zainab. « Research Analysis of Teaching Methodology Employed in Pakistani Public Sector Schools ». International Journal of Social Science & ; Entrepreneurship 4, no 1 (30 janvier 2024) : 241–49. http://dx.doi.org/10.58661/ijsse.v4i1.260.
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The paper examines the role of the Grammar Translation Method (GTM) in English classrooms in Pakistani Public Sector Schools, by analyzing the aims and objectives of the English Secondary Stage books 1 and 2, as allocated by the Sindh Textbook Board, and examining whether students can fulfill these aims and reach the language objectives as mentioned in the syllabus. The research study that has been conducted consisted of a sample group comprising of a total of 33 students. Out of these, 15 students belonged to the Matric level (Grade X) while the remaining 18 were from Grade 1X, and they all belonged to a Welfare Organization known as The Justuju School. To measure the students' comprehension skills, they were given a text to read, followed by a set of questions that included both open-ended and multiple-choice questions. In addition to this, two English textbooks were analyzed as part of the study to determine whether the objectives of the curriculum were being successfully fulfilled or not. The study aimed at examining the effectiveness of the curriculum and identifying any areas that require improvement to enhance the students' overall learning experience and comprehension skills.
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Panopoulos, Nikolaos, et Ibukun Oluwadara Famakin. « Teaching methodology in students with special educational needs during their transition to secondary education ». Journal of Educational Research and Reviews 9, no 6 (4 juin 2021) : 153–65. http://dx.doi.org/10.33495/jerr_v9i6.21.122.
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The gap between the skills of students with special educational needs (SEN) and learning requirements is widening as they move from primary to secondary education. The purpose of this research is to implement and evaluate the pedagogical tool "Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs" (TISIPfSENs), through which a special teaching methodology is proposed for the reading support of students with SEN. The methodology applied was mixed and lasted 5 years in 5 general Greek secondary schools. The study sample consisted of students with neurodevelopmental disorders (N = 10) and adults (N = 130) who encountered them learning, therapeutically, and socially. The qualitative data were collected in the context of the action research with the utilization of observation and intervention tools, while the quantitative data were collected from an unbalanced questionnaire. The results showed that "TISIPfSENs" supports students with neurodevelopmental disorders in reading skills during their transition to secondary education. The findings showed that students can actively participate in the general learning process, provided that the intervention is governed by certain principles, such as individualization of teaching, structuring of teaching methodology in certain phases, informal pedagogical assessment, and differentiation activities for the cultivation of neurodevelopmental areas. Keywords: School transition, TISIPfSENs, neurodevelopmental disorders, reading skills, secondary school teaching methodology
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Seben Zatkova, Tímea, et Zuzana Bobak. « DISCOVERY-TECHNIQUE-BASED TEACHING IN SECONDARY VOCATIONAL EDUCATION ». Slavonic Pedagogical Studies Journal 11, no 1 (février 2022) : 76–88. http://dx.doi.org/10.18355/pg.2022.11.1.5.
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One of many alternatives available for teaching is inquiry-based teaching. In this type of teaching, the student is in the role of a researcher and the teacher in the role of the creator of learning activities and in certain phases also a guide for students. The aim of this study was to map the opinions and experiences of teachers with inquiry-based teaching and its implementation into secondary vocational education teaching. The research methodology was based on a questionnaire survey among secondary school teachers with the largest representation from the Nitra region. The results show that although awareness of inquiry-based teaching reaches 55% among the teachers, the practical implementation is low.
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DiCostanzo, Ryan, Anthony Discenza, Jenna Langone et Jared McBrady. « Teacher candidates as student partners in decoding the disciplines research ». International Journal for Students as Partners 8, no 1 (13 mai 2024) : 125–43. http://dx.doi.org/10.15173/ijsap.v8i1.5559.
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This study examines the role of secondary teacher candidates as student partners in research into undergraduate students’ historical cognition while contextualizing documents. It highlights the unique role of teacher candidates as near-peer interviewers and change agents within higher education and secondary curricula. Through using decoding the disciplines methodology to solicit student voice in near-peer interviews, teacher candidates identified areas for curricular change in teaching contextualization in university history courses. The involvement of teacher candidates extended beyond the university classroom and informed their future work in secondary education. Decoding experiences in university courses provided teacher candidates with insights into supporting secondary pupils’ abilities to contextualize historical sources. This research demonstrates the potential of teacher candidates as near-peer interviewers and curricular change agents in secondary and higher education. Collaborative partnerships between teacher candidates and faculty can lead to meaningful curricular changes and effective teaching practices in higher education and secondary education contexts.
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Thangarajan, M. « A STUDY OF THE RELATIONSHIP BETWEEN TEACHER ATTITUDE AND TEACHING APTITUDE OF PROSPECTIVE SECONDARY SCHOOL TEACHERS ». International Journal of Technical Research & ; Science 3, no 04 (25 mai 2018) : 142–44. http://dx.doi.org/10.30780/ijtrs.v3.i4.2018.014.
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The main purpose of the research was to study the relationship between Teacher attitude and Teaching aptitude of prospective secondary school teachers as they are the future teachers and many at times become the role models for their students. The researcher took 650 prospective secondary school teachers from 10 colleges of education under Nagarjuna university. Teacher attitude inventory by Dr. S.P. Ahluwalia and Teaching aptitude test developed by S.C Gakhar and Dr. Rajnish were used to measure the Teacher attitude and Teaching aptitude of the prospective teachers. The analysis and interpretation of the data was done by calculating the co-efficient of correlation. The major findings of the study were: 1) The Teacher attitude and Teaching aptitude have significant positive correlation 2) Academic qualifications do not have any significant influence on the relationship between Teacher attitude and Teaching aptitude of prospective secondary school teachers. 3) Methodology opted does not have any significant influence on the relationship between Teacher attitude and Teaching aptitude of the prospective secondary school teachers.
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Nasrullah, Nasrullah, Fatchul Mu’in et Elsa Rosalina. « TEACHING ENGLISH IN SECONDARY SCHOOL : APPROACHES, METHODS, AND TECHNIQUES ». INOVISH JOURNAL 6, no 1 (30 juin 2021) : 13. http://dx.doi.org/10.35314/inovish.v6i1.1909.
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Teaching English in secondary schools is important to give primary knowledge of English to students. Teachers need to know what the students are needed in learning English so that teachers can apply appropriate techniques in teaching. Yet, since this is the era of industrial revolution 4.0, many teachers are still blurred with beliefs and principles of language teaching so that teachers’ intervention in providing the fruitful materials and the novel techniques are usually scarcely to be found in their instruction. This study is aimed to describe the approaches, methods, and techniques applied by teachers of secondary schools in Tanjung, Tabalong when teaching English in class. This study employed qualitative case study methodology which produces descriptive data. There were 30 teachers as the participants in this research. The data were collected by using interview and a questionnaire. The result of the research shows that even some of the teachers are using materials outside of the textbook, methods and techniques of teaching English in secondary schools still do not based on demanded approaches so that the face of English teaching has the struggling to find its look in pursuing the goal of communicative competence.
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Wang, Meixin. « Innovative Teaching Strategies : A Breakthrough to Traditional Teaching IN Secondary Vocational Schools ». International Journal of Education and Humanities 14, no 3 (16 juin 2024) : 89–95. http://dx.doi.org/10.54097/mh8zk191.
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With the reform of China's education sector, secondary vocational schools have begun to notice the shortcomings of the traditional teaching model. Although the traditional teaching mode is very advantageous for teaching students' theoretical knowledge, the practical knowledge still stays at the book level, which is not in line with the cultivation goal of vocational and technical education. Therefore, the traditional vocational and technical education model does not meet the current social demand for students' employment. The research design used in this study was quantitative descriptive and the participants were teachers from secondary vocational and technical schools in Jilin Province, totaling 35. The results of the study showed that the practice of using innovative strategies for classroom instruction, by introducing a project-based teaching methodology that allows students to explore and learn knowledge by engaging in real-world projects, not only promotes high-quality vocational-technical education, but also is in line with the direction of the development of vocational-technical education. The results of this study will also contribute to the innovation of teaching strategies and may also influence the localized vocational and technical education teaching model to provide some reference suggestions.
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Larionova, L. G. « N. N. Algazina’s contribution to the methodology of teaching spelling in secondary school (1960–1980s) ». Russian language at school 83, no 4 (25 juillet 2022) : 43–49. http://dx.doi.org/10.30515/0131-6141-2022-83-4-43-49.
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The paper attempts to reflect on the scientific and methodological legacy of N. N. Algazina (1922–2002) in the sphere of spelling teaching methodology in general secondary school. The study encompasses the period from the 1960s to the 1980s. The paper correlates the methodological recommendations from the textbooks and research papers by N. N. Algazina (published within the specified period) with the modern school realities. It is concluded that N. N. Algazina’s works are still up-to-date textbooks on the methodology of teaching spelling in the V–VII forms in general secondary school. The results of the performed research are based on the methods of scientific knowledge theoretical analysis (problem, review, aspect) and on the generalisation of methodological experience.
Thèses sur le sujet "Research – methodology – study and teaching (secondary)"
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Williams, Stephen Michael. « College of Education : A guide to researching the animal kingdom on the Internet ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2690.
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The purpose of this project was to develop a Web site that would facilitate students' use of the Internet to research topics relating to the study of biology. This Web site serves as a bridge to link classroom topics to real world scientific information and research available on the Internet. Methods of preventing plagiarism and focusing Internet research were incorporated into the overall Web site design.
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Mone, Fisi'ihoi. « Monitoring Standards Of Science Investigation Skill Attainment By Tongan Secondary Science Students ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1457.
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The main purpose of this study was to evaluate the science investigation skill attainment of Tongan Form 5 (16 years of age) General Science students. Benchmark statements were developed to describe the range of science investigation skills and standard of performance that should be expected of Tongan Form 5 General Science students. A written test of science process skills and a practical test of science apparatus skills, were developed to assess the level of attainment of science investigation skills by students who have completed Form 4 and Form 5 General Science in Tonga. The instruments were piloted twice in Western Australian schools, revised, piloted in Tonga and then administered to students at ten high schools In Tonga. From the written test of science process skills, it was found that more than 60% of the Form 5 students had not attained the benchmark standards. The students performed best on questions regarding collecting and communicating information, and worst on the questions relating to problem analysis, planning and control of variables. From the practical test of science apparatus skills, it was found that more than half of the Form 5 students had not attained the benchmark standards related to using laboratory equipment like a thermometer, Bunsen burner, triple-beam balance, and measuring cylinder.
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Huang, Ruen-Ting. « A program for teaching environmental issues in Taiwanese junior high schools ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.
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This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.
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Wilder, Michael Gregg. « Improving Hypothesis Testing Skills : Evaluating a General Purpose Classroom Exercise with Biology Students in Grade 9 ». PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/427.
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There is an increased emphasis on inquiry in national and Oregon state high school science standards. As hypothesis testing is a key component of these new standards, instructors need effective strategies to improve students' hypothesis testing skills. Recent research suggests that classroom exercises may prove useful. A general purpose classroom activity called the thought experiment is proposed. The effectiveness of 7 hours of instruction using this exercise was measured in an introductory biology course, using a quasi-experimental contrast group design. An instrument for measuring hypothesis testing skill is also proposed. Treatment (n=18) and control (n=10) sections drawn from preexisting high school classes were pre- and post-assessed using the proposed Multiple Choice Assessment of Deductive Reasoning. Both groups were also post-assessed by individually completing a written, short-answer format hypothesis testing exercise. Treatment section mean posttest scores on contextualized, multiple choice problem sets were significantly higher than those of the control section. Mean posttest scores did not significantly differ between sections on abstract deductive logic problems or the short answer format hypothesis testing exercise.
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Jackelman, Susan Iona. « Investigating the dual influences of theory and practice on the design and implementation of a learning programme ». Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003473.
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It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.
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Hanrahan, Mary U. « Conceptual change and changes of heart : A reflexive study of research in science literacy in the classroom ». Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36603/1/36603_Digitised%20Thesis.pdf.
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In this thesis, I present my themes at two levels. On one level I am concerned with learning in secondary school science, which the science education literature has shown to be problematic in some areas, while at the second level, I am concerned with my own learning, which leads me to search for a methodology consistent with my developing theory about learning and change.
I have constructed a partial explanation for unsatisfactory learning in science, using a cross-disciplinary body of literature (including that relating to critical literacy teaching, second language learning, social and cognitive psychology, and sociolinguistics). Taken as a whole, the literature seemed to suggest that deep learning and change depend to some extent on the nature of interpersonal relationships in the classroom, and (tacit) cultural rather than rational factors, and that these needed more research in the science education context. As a result my research became focused on teacher-student interpersonal relationships and the language mediating these. After early studies exploring several science education contexts, I finally collaborated with a teacher of a Year 8 science class in trialing an intervention using affirmational dialogue journal writing. This resulted in a more democratic and generally improved psychosocial learning environment, as well as some new insights into the nature of the communication problems associated with typical science classroom discourse. Articles written at different stages of this overall research program were accepted for publication by major science education journals on three continents.
At the same time, my desire to use a methodology consistent with my own developing theories about the nature of learning and change led me firstly to using different methodologies in successive case studies (multivariate analysis of survey data, ethnography, and action research). As I became increasing aware of social factors involved in the construction of knowledge, I wrote two articles dealing with emerging methodological issues and these were accepted for publication in international publications. However, I later went on to become more aware of broader ecosocial system factors (cf. Lemke, 1995), and then ecobiological factors (Maturana & Varela, 1992), and this led to my becoming increasingly reflexive about the underlying process implicit in my repeated epistemological and methodological revolutions. I found that non-rational aspects were implicated, and decided that this somewhat intuitive underlying practice needed to be presented explicitly as my metamethodology, not only because ofits apparent productiveness, but because it exemplified and extended the theories about learning that I had developed with my research in science classrooms. This new methodology, which I call "ecobiosocial system analysis", is a synthesis of sociocultural, psychological, and physiological principles in an ecosocial system that includes tacit biological aspects of understanding.
Moreover this shifting understanding had serious implications for how I (re)presented my research in the thesis document, which I had originally assumed had to be an objective scientific account. As my epistemological beliefs changed, this became a decision to present first a narrative inquiry (Clandinin & Connelly, 1990), and then a critical action research account (Kemmis, 1994). Finally, however, I realised that such unified narratives misrepresented research practice as I had experienced it and, ifI were to be consistent with my own theories, a new method of presenting my research needed to be found.
This series of changes could be seen as an evolution, in which case it would make sense to disregard the earlier thinking and present the research only in relation to the final theoretical paradigm. My preferred perspective is to see my research as moving between paradigms, none of which has ultimate superiority. Hence, I insist on presenting the whole (somewhat messy and multi-paradigmatic) process, by juxtaposing the differently voiced articles and my final meta-account. In fact the knowledge resulting from earlier studies had already been validated by the research communities to which it belonged (by fact of publication), while the final stage of knowledge has yet to gain such validation by researcher peers.
As a consequence of my conviction that my learning should be seen as a particular case created by a particular ecobiosocial system, I present a central autobiographical chapter. This focuses on sociocultural and psychological childhood and adult experiences, which I suggest have influenced my epistemological beliefs and research practice at a deeper level than the literature I read during my PhD. Even though the resulting metamethodology is shown to be an implicit one to some extent, often operating at tacit levels, I nevertheless present both design and methods chapters. The design chapter proposes a justification of the (meta)methodology in terms of current theories from a range of fields (cognitive science, organisational change theories, critical theory, and socio-biological ecological system theories). The methods chapter then analyses my somewhat intuitive research process in retrospect, based on samples of my personal journal writing, on-line communications, and other associated activities.
In summary, the thesis explores the nature of deep learning and change in two rather different contexts, and proposes that such processes involve a complex of interrelated cognitive, social and biological aspects. This proposition not only has implications for teaching and learning science but led me to a new methodology, ecobiosocial system analysis. It also led me to challenge the traditional thesis structure which represents learning as an entirely rational process and knowledge as unitary. Moreover, given that I challenge the belief that either thought or practice can be significantly changed by a purely logical account, I do not draw explicit conclusions but rather trust to what I have been able to communicate in a more organic way throughout the thesis document.
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Ceasar, Reginald Raymon. « Investigating an integrated teaching methodology as a means to prepare students for university studies in mathematics ». Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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A key issue for the success of students entering a first year mathematics course at tertiary level is whether or not they have an integrated understanding and view of the mathematical concepts acquired at school. Various integrated applications from first year mathematics suggest that a compartmentalised view of mathematics would be detrimental to any student's chances of passing mathematics at this level. This study tried to assess whether learners do have an integrated understanding of mathematics at grade 12 level.
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Sheaffer, Christopher Ryan. « Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit ». PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/925.
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Educators are increasingly focused on the process over the content. In science especially, teachers want students to understand the nature of science and investigation. The emergence of scientific inquiry and engineering design teaching methods have led to the development of new teaching and evaluation methods that concentrate on steps in a process rather than facts in a topic. Research supports the notion that an explicit focus on the scientific process can lead to student science knowledge gains. In response to new research and standards many teachers have been developing teaching methods that seem to work well in their classrooms, but lack the time and resources to test them in other classroom environments. A high school Physics teacher (Bradford Hill) has developed a unit called Patterns in Nature (PIN) with objectives relating mathematical modeling to the scientific process. Designed for use in his large public school classroom, the unit was taken and used in a charter school with small classes. This study looks at specifically whether or not the PIN unit effectively teaches students how to graph the data they gather and fit an appropriate mathematical pattern, using that model to predict future measurements. Additionally, the study looks at the students' knowledge and views about the nature of science and the process of scientific investigation as it is affected by the PIN unit. Findings show that students are able to identify and apply patterns to data, but have difficulties explaining the meaning of the math. Students' show increases in their knowledge of the process of science, and the majority develop positive views about science in general. A major goal of this study is to place this unit in the cyclical process of Design-Based Research and allow for Pattern in Nature's continuous improvement, development and evaluation. Design-Based Research (DBR) is an approach that can be applied to the implementation and evaluation of classroom materials. This method incorporates the complexities of different contexts and changing treatments into the research methods and analysis. From the use of DBR teachers can understand more about how the designed materials affect the students. Others may be able to use the development and analysis of PIN study as a guide to look at similar aspects of science units developed elsewhere.
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Cheung, Lai-wan Beverley, et 張麗雲. « Leadership training groups in a secondary school : an action research ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960042.
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Nothdurft, Lyn M. « Teaching for autonomy in senior secondary mathematics ». Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36626/1/36626_Digitised%20Thesis.pdf.
Texte intégralLivres sur le sujet "Research – methodology – study and teaching (secondary)"
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Sibel, Erduran, et Aleixandre Marilar 1947-, dir. Argumentation in science education : Perspectives from classroom-based research. Dordrecht : Springer, 2008.
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Halpin, Myra J. Scientific research, a student guide. South Carolina : Teacher in Space, 1986.
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Halpin, Myra J. Scientific research, a student guide. South Carolina : Teacher in Space, 1986.
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Robertson, Hugh. Research and communication skills : A supplementary resource to accompany The project book, The English essay, The research essay. Ottawa : Piperhill Publications, 1996.
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Stripling, Barbara K. Brainstorms and blueprints : Teaching library research as a thinking process. Englewood, Colo : Libraries Unlimited, 1988.
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Geelan, David. Weaving narrative nets to capture classrooms : Multimethod qualitative approaches for educational research. Dordrecht : Kluwer Academic Publishers, 2003.
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Matthewman, Sasha. Teaching secondary English as if the planet matters. New York : Routledge, 2011.
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Ledbetter, Mary Ellen. Writing research projects : Activities kit. West Nyack, N.Y : Center for Applied Research in Education, 2000.
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Kuhlthau, Carol Collier. Teaching the library research process. 2e éd. Lanham, MD : Scarecrow Press, 2002.
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Kuhlthau, Carol Collier. Teaching the library research process. 2e éd. Metuchen, N.J : Scarecrow Press, 1994.
Trouver le texte intégralChapitres de livres sur le sujet "Research – methodology – study and teaching (secondary)"
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Jarosz, Anna. « The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners ». Dans Second Language Learning and Teaching, 73–95. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_4.
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Wittmann, Erich Christian. « Teaching Units as the Integrating Core of Mathematics Education ». Dans Connecting Mathematics and Mathematics Education, 25–36. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.
Texte intégralRésumé :
AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.
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Zúñiga, Carmen Gloria, Thomas O’Donoghue et Simon Clarke. « Research Methodology ». Dans A Study of the Secondary School History Curriculum in Chile from Colonial Times to the Present, 51–64. Rotterdam : SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-926-5_4.
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Brandenburg, Robyn, et Sharon McDonough. « Ethics, Self-Study Research Methodology and Teacher Education ». Dans Self-Study of Teaching and Teacher Education Practices, 1–14. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9135-5_1.
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Lunenberg, Mieke. « Teaching and Learning Self-Study Research : Tracing the Map ». Dans Teaching, Learning, and Enacting of Self-Study Methodology, 101–10. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_12.
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Samaras, Anastasia P., et Kathleen Pithouse-Morgan. « Self-Study Research in a Polyvocal Professional Community Design ». Dans Teaching, Learning, and Enacting of Self-Study Methodology, 245–57. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_23.
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Hiralaal, Anita, Refilwe Matebane et Kathleen Pithouse-Morgan. « Learning Through Enacting Arts-Informed Self-Study Research with Critical Friends ». Dans Teaching, Learning, and Enacting of Self-Study Methodology, 295–312. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_26.
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Peercy, Megan Madigan, Dalal Alkandil, Rebecca Caufman, Seth Hudson, Shante Lane, Alice E. Petillo, Eric Reeves et Andrea Sonnier. « “Standing in a Messy Sandpit” : The Learning Side of Self-Study Research ». Dans Teaching, Learning, and Enacting of Self-Study Methodology, 259–73. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_24.
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Berry, Amanda, Paul van den Bos, Janneke Geursen et Mieke Lunenberg. « Saying “Yes” to the Adventure : Navigating a Collective Journey of Self-Study Research ». Dans Teaching, Learning, and Enacting of Self-Study Methodology, 111–29. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_13.
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Lunenberg, Mieke, Amanda Berry, Paul van den Bos, Janneke Geursen, Els Hagebeuk, Ari de Heer, Jorien Radstake, Martine van Rijswijk et Hanneke Tuithof. « Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research : A Conversation ». Dans Teaching, Learning, and Enacting of Self-Study Methodology, 163–72. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_17.
Texte intégralActes de conférences sur le sujet "Research – methodology – study and teaching (secondary)"
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Anspoka, Zenta. « Some Aspects of Teaching Latvian Grammar at School ». Dans 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.59.
Texte intégralRésumé :
The Latvian language as a subject has been a taught language since the 1st grade till 12th grade in both minority schools and schools, where the Latvian language is the language of instruction. In recent years the country has also been implementing the education reform within the framework of which the content and its acquisition methodology has been improved, but the students’ level of the Latvian language as state language skills is declining in various aspects. The topicality of the problem to be researched stems from the results obtained by analyzing the scientific research implemented in the country (2007–2021) and other research on language competence of basic and secondary education students. The aim of the research is to analyze the content and methodology of grammar teaching in basic school and in secondary school for students’ language competence. The methodology of the study is based on linguistics, linguistic didactics, cognitivism and sociocultural theories. The empirical data have been obtained by analyzing the Latvian language learning process and the quality of the essays (content analysis of 409 essays of the 12th grade secondary school students in School Year 2018/2019 according to the previously developed criteria based on theories). The results of the research show that students learn the grammar rules mainly formally, without linking them to a specific communicative purpose. More attention should be paid to students’ work with authentic texts, pupils’ own texts as well as study texts used for the acquisition of the content of other subjects. In the didactics of the Latvian language more attention should be paid to the students’ sense of language as the ability to perceive, emotionally recognize and evaluate the use of language. The significance of the results lies in the aspect that they reveal the real situation and enable us to develop recommendations for the improvement of the Latvian language learning process.
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Veinberga, Grieta, Arta Rūdolfa et Linda Daniela. « Introduction of Educational Robotics at Secondary School Level in the Latvian Education Curriculum ». Dans ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.49.
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The relevance of the present research is justified by the wide range of educational robotics applications and the rapid development of educational technologies in general. Technologies are produced faster than it is possible to develop methodical teaching materials or curricula, especially in the Latvian language. Educational robotics develops various skills and knowledge, such as algorithmic thinking, problem-solving, logical thinking, etc. However, despite the clear achievements in technology education, there are a number of related problems. These include the lack of teachers, the qualifications of teachers, the lack of funding, and the insufficient provision of teaching materials in line with the new approach in the Latvian education curriculum. The study aimed to develop, test, and improve instructional materials for the implementation of the curriculum for the use of digital technology in elementary schools, as well as to create a methodology for evaluating learning achievements in ICT lessons on the topic “What is programming and how to program in a visual environment” and promoting the development of algorithmic thinking (learning with the educational robot Photon). The study uses mixed research methods. The first part was the analysis of the literature on educational robotics and computational thinking. In the empirical part of the action research, both quantitative and qualitative research methods were used. The results obtained are important for a wider and more meaningful introduction of educational robotics in Latvian schools.
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Vassallo, Diane, et Leonard Busuttil. « Integrating Computational Thinking into Classroom Practice : A Case Study ». Dans ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.40.
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Recent educational developments have seen increasing attention attributed to Computational Thinking (CT) and its integration into school curricula. This has brought along a series of challenges for teachers integrating CT into their practice. The study presented in this article explores the journey of a Maltese secondary school teacher in his efforts to integrate CT within the context of a Math club. The teacher participant was recruited from the Malta EU Codeweek summer school, a pilot initiative that stemmed from the EU Codeweek’s Train the Trainer programme carried out during summer 2021. The qualitative methodology involved a case study research, with data collected from an online discussion forum, interviews with the participant teacher as well as an analysis of the teaching material developed by the teacher. The results shed light on the CT aspects that were used to scaffold the teaching of mathematical concepts and highlight the challenges and obstacles that the teacher encountered in his integration efforts. The discussion proposes that non-formal learning environments, such as in-break activities, can serve as test-beds for CT integration and emphasises the need for CT to be introduced much earlier on in Maltese schools. Ultimately, this study can substantially help inform further research and practice around the integration of CT in classroom practice.
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Pérez-Silva, Patricio, Franklin Pazos-Espinoza, Santiago Páez-Andrade et Carlos Ramos-Galarza. « Neurodidactics Technological Tools ». Dans Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100978.
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The integration of technological tools into the neurocreativity phases of Neurodidactics, propose to relate the teaching of mathematics and the improvement of meaningful learning in students at the secondary level. The study in this research is based on an exploratory, descriptive, and pre-experimental methodology carried out into a high school intervention group. The application of the tests showed the numerical values increased the quantitative analysis.
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Toure, Marija, et Helena Gabrijelčič Tomc. « Didactic methods for achieving improved creativity in teaching graphic design in secondary school formal education ». Dans 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p64.
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In teaching and learning graphic design in a secondary vocational school, we mainly use digital tools for both teaching and learning. According to the curriculum, students in the 2nd and 4th years learn to design various printed and animated content. The work is very creative and students need to be able to visualize their ideas in an appropriate way and with appropriate tools, which is a challenging and complex process. For the teachers, it is a challenge to give instructions for a specific task and to evaluate it, and for the students, it is a challenge how to solve it in the most successful way. With the rapid development of technology and the unstoppable updating of programs, problems arise because students must constantly familiarize themselves with new programs and the variety of new digital tools and techniques, while thinking about how to conceptualize and visualize a particular idea in accordance with the task at hand. As a result, they are unable to focus on their own creativity as they have to constantly learn how to use digital tools that enable them to create a design product. The goal of the research is to create measurable and verifiable data that will help apply an appropriate didactic method to achieve optimal results when teaching graphic design. When teaching the subject matter in the practical classes of graphic design, teachers mainly use 3 didactic methods: Demonstration methods, text methods and video methods (Figure 1). In the research, we determined which didactic method is the most effective in achieving a certain learning goal according to the set task. The methodology included experimental work and interviewing students. In the experimental part, students solved tasks using the method of all three didactic methods and then completed a questionnaire. The survey was completed by 56 students (2nd and 4th year students). Students rated each didactic method on a 5-point Likert scale. The results obtained were statistically analysed using IBM SPSS Statistics. The results of the analysis provide an interesting insight into the creative process of the students in relation to the learning methods. The results of the study show that the choice of an appropriate didactic method or a combination of didactic methods is important both for a student's successful and creative implementation of a design task and for the effective teaching of graphic design.
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Stikute, Elita, et Anita Skalberga. « Secondary School Level Creative Tasks for Studying Poetry ». Dans 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.53.
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The present study endeavors to analyze the challenges encountered by readers when interpreting poetry, and the development of their creative potential. Voluminous decoding of poetry texts is possible in the learning process if creative process is offered, which in turn enables to look for new ways of reading and explore comprehension labyrinths. Literature studies at secondary school require the development of creative task taxonomy, which would assist the reader – student to explore their creative potential and develop it deliberately. Creativity is beneficial in any area and can enrich every aspect of one’s life. It is not an inherent gift but a mastered ability to see the world, interact with it and respond accordingly. The main components of creativity can be categorised in two groups: cognitive (divergent thinking, general knowledge and thinking skills) and personality (focusing on the task and determination to complete it, motivation, tolerance towards the unknown) components. The prerequisites for creativity are connected with the educator’s attitude and expectations, as well as the ability to create a suitable environment, situations, learning tasks, because without them neither creative thinking nor action can be manifested. The educator is the initiator as well as the facilitator of the creative process, thinking and action. Based on the study of poetry of A. Čaks at secondary school, the article introduces the requirements and criteria for the development of creative tasks. The aim of the research is, based on the study of A. Čaks’ poetry in secondary school, to identify the conditions and criteria for developing creative tasks. The study was conducted using qualitative content analysis of students’ works and a case study as the research methods. The results of the case study indicate that when the teacher creates an appropriate environment and atmosphere, students are offered various creative tasks, and students can choose them according to their abilities, students willingly engage in the performance of various creative tasks. The developed methodological framework for introducing A. Čaks’ poetry is original and unprecedented in the history of literature methodology. The developed methodology can be used for the study of the personality and creative work of a specific poet (A. Čaks) as well as adapted and adjusted for the study of other writers. The ideas can be used by both practising and future literature teachers. The developed methodological framework and its results have been presented to prospective educators in the course “Methods of Teaching Latvian Literature,” educators in various continuing education courses, and at the scientific conference of the University of Latvia. Educators have highly appreciated the developed materials.
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Syarova, Svetlana, et Stefka Toleva-Stoimenova. « Cybersecurity Issues in the Secondary and Higher Education Systems’ Curricula ». Dans InSITE 2023 : Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5114.
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Aim/Purpose. This paper examines the Bulgarian educational policy in the field of information technology and cybersecurity in particular. Background. The massive penetration of technology into daily life and the economy is transforming the possibilities for work, learning, communication, access to information, and spending free time. The result is a global electronic environment that provides new opportunities for communication and interaction with individuals and communities worldwide. New strategies, policies, and measures have been constantly reviewed and developed to meet the new demands for high-quality digital education. Methodology. For each of the major research domains (secondary and higher education systems in Bulgaria) considered for this study, the cybersecurity issues in the curricula have been explored, collected, and analyzed. The study combines empirical research and statistical analysis. Contribution. This paper contributes to the body of knowledge by providing evidence that in the curricula of non-IT majors, information security does not occupy its important place assigned to it by the current reality of an ever-increasing threat of cyber-attacks. Findings. Sharing authors’ experience acquired in examining educational policy related to students’ digital literacy and cybersecurity literacy will contribute to the transition of secondary and higher education in a way to address 21st-century challenges. Recommendations for Practitioners. Considering the findings of this study, schools and universities need to include cybersecurity issues and concerns in curricula to raise awareness of their graduates in this field. Recommendations for Researchers. Conducting research on IT and cybersecurity literacy acquired at the level of secondary and higher education in Bulgaria could identify some gaps and improve the curricula. Impact on Society. Rapid technological progress radically changes and redefines conventional teaching and learning processes in education to meet current challenges. Future Research. Future studies can also consider comparative studies in different countries.
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D McDonald, Scott. « Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools ». Dans InSITE 2017 : Informing Science + IT Education Conferences : Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3677.
Texte intégralRésumé :
[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved. Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom. Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill. Recommendations for Practitioners : The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking. Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models. Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society. Future Research: A comparative study between different high school grades and genders as well as between different countries or cultures.
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Mohamad, Mariam, et John Woollard. « MOBILE LEARNING VIA MOBILE PHONES IN MALAYSIAN SECONDARY SCHOOLS : SEVEN SIGNS OF PROMISES ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-126.
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This study established the opportunities in implementing mobile learning via mobile phones to support English Language learning in Malaysian secondary schools. The findings were gathered from English subject leaders, ICT subject leaders, head teachers and deputy head teachers from 4 schools in the United Kingdom. In addition, the study also gathered the perspectives from English subject leaders, ICT subject leaders, head teachers, deputy head teachers from 9 schools in Malaysia and the officers in the Ministry of Education Malaysia. The study applies educational research and development (ER&D) evaluation methodology by Borg and Gall (1979) with interview as the research tool. It has been established that there are 7 signs of promises to implement mobile learning via mobile phones in Malaysian secondary schools. These are based on the following key points: (1) mobile phones as a viable teaching and learning tool to support English subject, (2) mobile phones as an affordable tool, (3) mobile phones as a common device among students, (4) mobile phones as a tool to be used in mainstream education in the future, (5) mobile phone as an engaging and motivational tool, (6) mobile phones as a tool to support various learning activities and (7) mobile phone as a tool to prepare students for their future. This study contributes towards the body of knowledge of mobile learning in Malaysia as a developing country where mobile learning is still in its infancy. It adds value in understanding the situation of mobile learning in Malaysia, which could be replicated to other developing countries in embracing the potential of mobile learning in mainstream education.
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Felea, Cristina, et Liana Stanca. « DIGITAL STORYTELLING FOR TEACHING ROMANIAN FOR ACADEMIC PURPOSES - AN OPTIMAL METHOD FOR DEVELOPING EMPLOYABILITY SKILLS ? » Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-238.
Texte intégralRésumé :
The term "digital stories" describes a simple creative process through which people with relatively little computer experience come to tell a personal story or collect one from the field in a 2-3 minute video. In recent years, their use in higher education has been related to meaningful technology integration for increasing student engagement and developing 21st century employability skills, integration of new and old literacies, social and collaborative learning, and constructing new understandings of contexts in the process of theorizing personal experiences. The study continues the authors’ previous research by proposing a method of embedding employability skills in the curriculum of Romanian for Academic Purposes to first year undergraduates studying sociology at Babes-Bolyai University. A research scenario is provided for a complex investigation of the ways teaching methodology can help digitally native students integrate 21st century skills with view to their transition from secondary to higher education and further, into the job market. Formative and summative assessments cover digital, media, communication, and collaboration competencies in relation to the processes and final product. A quantitative analysis is performed on data collected from project pages hosted by the e-learning platform logs (wiki) and compared with learning outcomes. Additionally, a selection of relevant case studies is described to illustrate findings and the potential of this instrument. The results are expected to bring further evidence of the benefits and challenges of new teaching practices within Web 2.0 based learning settings and of their significant role in the development of a wide array of skills needed in the academic and work environments.
Rapports d'organisations sur le sujet "Research – methodology – study and teaching (secondary)"
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Моісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний et Арнольд Юхимович Ків. Teaching computer game development with Unity engine : a case study. CEUR Workshop Proceedings, septembre 2023. http://dx.doi.org/10.31812/123456789/8486.
Texte intégralRésumé :
Computer game development is a popular and engaging topic that can motivate students to learn various aspects of software engineering, such as design, programming, testing, and teamwork. However, there is a lack of research on how to effectively teach this topic in the context of secondary education. In this paper, we present our experience of designing and delivering a course on computer game development for master’s students in the specialty 014.09 Secondary education (Informatics) at the Kryvyi Rih State Pedagogical University. We describe the objectives, content, software tools, and teaching methods of the course, as well as the challenges and outcomes of its implementation. We also evaluate the course using a framework proposed by Ritzhaupt based on student feedback and learning outcomes. Our results show that the course was successful in achieving its goals and enhancing students’ knowledge and skills in game development. We also identify some areas for improvement and provide recommendations for future iterations of the course. We conclude that Unity Engine is a suitable platform for teaching game development in secondary education, as it offers a low barrier to entry, a rich set of features, a cross-platform compatibility, and a wide adoption in the game industry. We also argue that a team-based approach is beneficial for fostering collaboration and creativity among students.
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Kramarenko, Tetiana H., Olha S. Pylypenko et Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], février 2020. http://dx.doi.org/10.31812/123456789/3753.
Texte intégralRésumé :
The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk et Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4116.
Texte intégralRésumé :
One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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Jiménez-Parra, José Francisco, Sixto González-Víllora et Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, avril 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.
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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, avril 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.
Texte intégralRésumé :
The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova et Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3888.
Texte intégralRésumé :
In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
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Kharadzhian, Natalia, Larysa Savchenko, Karyna Safian, Yuliia Kulinka et Oksana Mykolaivna Kopylova. Future Professional Education Specialists’ Mastering of Project Methodology of Creating Pedagogical Situations in the Service Sector. [б. в.], août 2020. http://dx.doi.org/10.31812/123456789/4142.
Texte intégralRésumé :
The article reveals the problems of mastering by future specialists of the project methodology of creating pedagogical situations in higher education institutions as a means of improving the quality of education. Objectives of the article: to determine the influence of the project method on the creation of pedagogical situations in the process of teaching students; the choice of logic and mechanism of design actions depends on the purpose and the initial conceptual position regarding the subject reincarnates; to study the influence of pedagogical situations on the quality of education in the higher pedagogical school; to diagnose the implementation of the projects method and pedagogical situations in the process of education at the university. The project method provides the presence of a problem that requires integrated knowledge and research for its solution. The results of the planned activities should have practical, theoretical and cognitive significance. Modeling of pedagogical situations is the process of formation of situations-models which simulate the state and dynamics of the educational process and fix the contradiction between the achieved and desired in the personality development in a certain time interval. During the forming experiment, pedagogical situations were used to form the professional competence of the future specialist.
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MONAKO, T. P. PROFESSIONALLY-ORIENTED TRAINING OF MANAGERS BY METHODS OF MATHEMATICS. Science and Innovation Center Publishing House, avril 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-40-44.
Texte intégralRésumé :
The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
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Duong, Bich-Hang, et Joan DeJaeghere. From Student-Centered to Competency-Based Reform : Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), février 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.
Texte intégralRésumé :
Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
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Mayfield, Colin. Higher Education in the Water Sector : A Global Overview. United Nations University Institute for Water, Environment and Health, mai 2019. http://dx.doi.org/10.53328/guxy9244.
Texte intégralRésumé :
Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities