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Gotowe bibliografie tematyczne / Study and teaching (Elemtary)

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Gotowa bibliografia na temat „Study and teaching (Elemtary)”

Autor: Grafiati

Data publikacji: 29 lipca 2024

Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Study and teaching (Elemtary)"

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Putri, Meyda, i Elfia Sukma. "Penerapan Model Kooperatif Tipe Think Pair Share (TPS) Pada Pembelajaran Tematik Terpadu di Kelas IV Sekolah Dasar". e-Jurnal Inovasi Pembelajaran Sekolah Dasar 10, nr 1 (18.02.2023): 158. http://dx.doi.org/10.24036/e-jipsd.v10i1.10123.

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This study aims to get a real picture of the implementation of the cooperative model Think Pair Share (TPS) by the teacher in integrated thematic learning for fourth grade students of elemtary school. The TPS learning steps used by the teacher in integrated thematic learning, as well as the efforts made by the teacher to overcome the obstacles that arise in the TPS model for the implementation of integrated thematic learning. This research is a descriptive study with a qualitative approach. The research subjects were fourth grade teachers and fourth grade students of elemtary school. The analysis technique used in this research is a descriptive analysis model consisting of data collection, data organizing, data management, data verification and interpretation, and conclusions. Then the data validity technique used is the method and source triangulation technique. Based on the research that has been done, it is found that the cooperative model of the Think Pair Share type is very effective in the integrated thematic learning process seen from the use of learning steps consisting of Thinking, Pairing and Sharing where this model uses groups. learning in pairs which provides opportunities to think and provides opportunities for students to exchange opinions.

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Zukhraeni, Zukhraeni, Erwin Akib i Munirah Munirah. "SCHOOL LITERACY MOVEMENT TROUGH THE CLASSROOM READING CORNER AT INPRES ELEMENTARY SCHOOL TOMBOLO, TOMBOLOPAO DISTRICT, GOWA REGENCY". JURNAL PAJAR (Pendidikan dan Pengajaran) 7, nr 1 (15.01.2023): 20. http://dx.doi.org/10.33578/pjr.v7i1.8677.

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This study aimed to determine the implementation of the School Literacy Movement at the habituation stage, the development stage, and the learning stage through the classroom reading corner at Inpres Elementary school Tombolo, the supporting and inhibiting factors for the use of the classroom reading corner in the implementation of the School Literacy Movement at Inpres elementary School Tombolo. This research was a qualitative research. The study was conducted at Inpres elemtary School Tombolo, Tombolopao District, Gowa Regency. There were 12 informans in this study consisting of the principal, 5 class teachers, 1 librarian, 5 student representatives from each grade level. Data were collected through direch observasition at the Education Unit, in-depth interviews with informants, and documentation of activitees as well as administrative completeness of the implementation of the School Literacy Movement.The results showed that the implementation of the School Literacy Movement at Inpres Elemtary School Tombolo, had been carried out well starting from the Habituation Stage, Development State, and Learning State by utilizing the classroom reading corner, in general, two reading strategies are used, namely silent and loud. The implementation of the School Literacy Movement continues in several classes during the learning period from home deu to the C.19 pandemic by utilizing digital platforms. Sources of reading materials only use the classroom reading corner and school library in the implementation of the School Literacy Movement.

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Ma’ruf, Ma’ruf. "TEACHER PROBLEMATICS IN AUTHENTIC ASSESSMENT IMPLEMENTATION IN 2013 CURRICULUM AT AL-MUSLIM ELEMTARY SCHOOL WARU SIDOARJO". JURNAL PENDIDIKAN DASAR NUSANTARA 5, nr 1 (4.08.2019): 88. http://dx.doi.org/10.29407/jpdn.v5i1.12886.

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The purpose of this study is to describe: (1) the understanding of the AL-Muslim elementary school teacher Waru Sidoarjo about authentic assessment; (2) the problems experienced by AL-Muslim elementary school teacher Waru Sidoarjo in implementing authentic assessments; (3) efforts made by AL-Muslim elementary school teacher Waru Sidoarjo in overcoming the problems faced in implementing authentic assessments. This study uses a qualitative approach type of case study. Data collection techniques using observation, interview, and documentation techniques. The results of the study show that; (1) the teacher has mastered the concept of assessment and the concept of authentic assessment, (2) the problems faced by the teacher in the implementation of authentic assessments are many aspects assessed and techniques used, time availability, student characteristics, number of students, and individual teachers, (3) The teacher makes several efforts to overcome the problems faced in implementing authentic assessments, including discussing with colleagues and adding references to authentic assessment.

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Setiawan, Deni, i Andi Prastowo. "ANALISIS KEMUNCULAN SIKAP SPIRITUAL DAN SIKAP SOSIAL DALAM KEGIATAN PEMBELAJARAN IPA KELAS IV SD 77 REJANG LEBONG DALAM MENGGUNAKAN KTSP DAN KURIKULUM 2013". WANIAMBEY : Jurnal Pendidikan Dasar Islam 2, nr 2 (24.12.2021): 145–60. http://dx.doi.org/10.53837/waniambey.v2i2.187.

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Nowadays, moral decadence is a serious handling requires the formamation of character and dignity of the nation depended on the establisment of the man himself. The efforts can be done in the educational environment that is built the character of learners by developing an attitude of spiritual and social components used in this study. The goals of this study are to describe of spiritual and social attitudes on science learning activities on fourth grade that use KTSP and 2013 curriculum. The study was conducted with qualitative descriptive method and purposive sampling technique. Instruments used in the form of observational learning activities to analyze the emergence of the spiritual and social attitudes using videograph. Based on the results of the average total spiritual and social attitudes acquired elemtary used 2013 curriculum get bigger results. Expected from this research can serve as a basis for further research and as a motivation for teachers to be able to bring up an spiritual and social attitudes, especially in science learning.

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Farika, Ulfa, i Tin Indrawati. "Pengaruh Model Kooperatif Tipe Talking Stick terhadap Hasil Belajar Tematik Terpadu Kelas V SD". e-Jurnal Inovasi Pembelajaran Sekolah Dasar 10, nr 1 (18.02.2023): 131. http://dx.doi.org/10.24036/e-jipsd.v10i1.10334.

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The purpose of this study is to find out the effect of Cooperative Learning Model through Talking Stick on the integrated theatic learning outcomes of the fifth year elementary school students in Elementary School Cluster 4 in Padang Timur Sub-District, Padang. This study used a quasi-experimental design in the form of nonequivalent control group design. The sampling technique used was cluster random sampling. The sample of this study was the fifth year elemtary schol students in Elementary School Cluster 4 in Padang Timur Sub-District, Padang.18 students at Class VB of SDN 35 Parak Karakah were chosen as the experimental class, and 22 students of SDN 17Parak Karakah were chosen as the control class. The results of this study show that the average pretest score of the experimental class is 54,07, and the average pretest score of the control class is 54. Meanwhile, the average scores of the both the experimental class and control class are 84,07 and 64,94, respectively.furthermore, the results of the analysis of the hypothesis testing at a significance level of 5% are tcount>ttable (6.13 > 2,024), soit can be concluded that using Cooperative Learning Model through Talking Stick elementaryschool students in Elementary School Cluster 4 in Padang Timur Sub-District, Padang.

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Suryati, Suryati, Supriyadi Supriyadi i Eka Oktavianto. "GAMBARAN BALITA STUNTING BERDASARKAN KARAKTERISTIK DEMOGRAFI IBU DI WILAYAH KERJA PUSKESMAS PUNDONG BANTUL YOGYAKARTA". Medika Respati : Jurnal Ilmiah Kesehatan 15, nr 1 (15.02.2020): 17. http://dx.doi.org/10.35842/mr.v15i1.256.

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Background: Stunting is still a children’s nutrition problem at this time. The percentage of cases of stunting children’s is increasing. Stunting can affect children in the long run, that is, disrupt health, education and productivity in the future. Maternal demographic factors are thought to be a factor that plays a role in the occurrence of stunting children.Purpose: provide an overview and discussion of stunting based on maternal demographic characteristics.Method: This research is a non-experimental research with an observational descriptive approach. Data was collected using a demographic characteristics questionnaire. The sample in this study was 90 stunting toddlers in the working area of the Pundong Community Health Center, Bantul, Yogyakarta. The sampling technique in this study uses simple random sampling. Data analysis uses percentage formulasResults: in stunting toddlers, the majority of maternal’s aged less than 30 years were 52 people (58%), the majority of maternal’s' education was low education (junior high school and elemtary school) which was 60 people (66%), the number of family members was more than 4 people were as many as 64 respondents (66.7%), the majority of mother who did not work were 52 people (57.8%), had incomes that were less than district minimum wage, which were 63 people (70%).Conclusion: there are several parental demographic factors that have a role in the occurrence of stunting under five, such as: maternal’s age, level of education, number of family members, employment status, and family income.

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Thomas, Kevin. "Teaching Study Skills". Education + Training 36, nr 1 (luty 1994): 19–24. http://dx.doi.org/10.1108/00400919410052230.

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Fisher, Douglas, i Nancy Frey. "Teaching Study Skills". Reading Teacher 71, nr 3 (30.10.2017): 373–78. http://dx.doi.org/10.1002/trtr.1625.

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Herreid, Clyde Freeman. "Case study teaching". New Directions for Teaching and Learning 2011, nr 128 (grudzień 2011): 31–40. http://dx.doi.org/10.1002/tl.466.

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Eggens, Jack L. "TEACHING WITH STUDY GUIDES". Acta Horticulturae, nr 350 (listopad 1993): 317. http://dx.doi.org/10.17660/actahortic.1993.350.52.

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Rozprawy doktorskie na temat "Study and teaching (Elemtary)"

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Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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Bristow, Stephen James. "A case study of reflective teaching". Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276372.

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House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.

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Eriksson, Helena. "Teaching listening comprehension in upper secondary schools : An interview study about teaching strategies". Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36515.

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The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.

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au, jane syd@bigpond net, i Susan Jane Maw. "Teaching Hatha Yoga: An Auto-Ethnographic Study". Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081022.110605.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.

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Howard, Karen L. "The teaching vice-principal, a qualitative study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60229.pdf.

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Maw, Susan Jane. "Teaching Hatha yoga: an auto-ethnographic study". Thesis, Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/186/.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.

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Maw, Susan Jane. "Teaching Hatha yoga : an auto-ethnographic study /". Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/186/.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.

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Lower, Michael Andrew. "A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers". Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.

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Fung, Tak-kit, i 封德傑. "Teaching the -ing forms". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626408.

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Książki na temat "Study and teaching (Elemtary)"

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Rnam-rgyal-skyabs. Bod kyi skad yig thog maʼi sbyong gzhi bslab deb. Lha-sa: Bod-ljongs mi dmangs dpe skrun khang, 2019.

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Wilhoit, Jim. Effective Bible teaching. Grand Rapids, Mich: Baker Book House, 1988.

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Burton, Graeme. Teaching communication. London: Routledge, 1990.

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Seven Dimensions Films of Australia, red. Teaching & learning: Teaching numeracy. [South Melbourne, Australia]: Seven Dimensions, 2009.

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Isoda, Masami, i Raimundo Olfos, red. Teaching Multiplication with Lesson Study. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-28561-6.

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Tonjes, Marian J. Teaching reading thinking study skills. [S.l.]: William C Brown, 1992.

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J, Bredfeldt Gary, red. Creative Bible teaching. Chicago: Moody Press, 1998.

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Klaus, Stierstorfer, i Volkmann Laurenz, red. Teaching postmodernism, postmodern teaching. Tübingen: Stauffenburg, 2004.

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Fleming, Dan. Media teaching. Oxford, UK: Blackwell, 1993.

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Jenny, Frost, i Ingle Richard B, red. Teaching science. London: Woburn Press, 1995.

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Części książek na temat "Study and teaching (Elemtary)"

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Lee, Amy, Robert Poch, Mary Katherine O'Brien i Catherine Solheim. "Case Study". W Teaching Interculturally, 77–98. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-7.

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Lee, Amy, Robert Poch, Mary Katherine O'Brien i Catherine Solheim. "Case Study: Bob". W Teaching Interculturally, 49–76. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-6.

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Ikpeze, Chinwe H. "Self-Study". W Teaching across Cultures, 13–28. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-983-8_2.

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Leland, Christine H., Mitzi Lewison i Jerome C. Harste. "Language Study". W Teaching Children's Literature, 99–120. Wyd. 3. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-5.

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Leland, Christine H., Mitzi Lewison i Jerome C. Harste. "Language Study". W Teaching Children's Literature, 97–116. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-5.

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Block, Alan A. "Study and Benevolence". W Ethics and Teaching, 135–56. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230619777_7.

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Semenza, Gregory M. Colón. "Teaching". W Graduate Study for the Twenty-First Century, 102–34. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979346_7.

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Semenza, Gregory M. Colón. "Teaching". W Graduate Study for the Twenty-First Century, 116–48. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105805_7.

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Kullberg, Angelika, Åke Ingerman i Ference Marton. "Learning Study". W Planning and Analyzing Teaching, 30–41. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003194903-4.

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Wood, Keith, i Saratha Sithamparam. "Learning study". W Changing Teaching, Changing Teachers, 28–41. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367855109-3.

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Streszczenia konferencji na temat "Study and teaching (Elemtary)"

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Rustum, Rabee. "Teaching hydrology: A case study of teaching and learning". W 2018 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2018. http://dx.doi.org/10.1109/icaset.2018.8376913.

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Park, Eunil, Ki Joon Kim i Angel P. del Pobil. "Is Teaching-Robot Possible?: Practical Study for Teaching-Robot". W Robotics and Applications. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.747-029.

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Giudici, M., i thestudents of the Laboratory of Earth Physics. "Teaching geophysics: A "case study". W 3rd EEGS Meeting. European Association of Geoscientists & Engineers, 1997. http://dx.doi.org/10.3997/2214-4609.201407380.

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Fan Zhang, Chen Yang i Yuan Zhu. "A study of CAID teaching". W Conceptual Design (CAID/CD). IEEE, 2008. http://dx.doi.org/10.1109/caidcd.2008.4730708.

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Lu, Sun. "Study on Business English Teaching". W 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.188.

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Fan, Yiting. "Study on Penetration Aesthetic Teaching Method of College PE Teaching". W 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.220.

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Tian, PinJing. "Study of intelligent voice teaching aid system in English Teaching". W 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.30.

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Fan, Yuting, i Yang Luo. "Empirical Study of English Teaching Model Based on Flipped Teaching". W 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.199.

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Liu, Kai, Zhen Xu i Jun Zhang. "Study on Teaching Reform of Professional Core Curriculums in Teaching Elements". W 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.658.

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Baoqin, Li. "Study on Middle Vocational Chinese Teaching and Professional Course Teaching Practice". W 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.76.

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Raporty organizacyjne na temat "Study and teaching (Elemtary)"

1

Heuer, Sarah. A case study method for teaching bioethics. Ames (Iowa): Iowa State University, styczeń 2008. http://dx.doi.org/10.31274/cc-20240624-14.

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita i Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, styczeń 2019. http://dx.doi.org/10.31274/itaa.8294.

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Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, lipiec 2020. http://dx.doi.org/10.53593/n3314a.

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Ray, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, grudzień 2012. http://dx.doi.org/10.53593/n2275a.

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Gehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, listopad 1985. http://dx.doi.org/10.21236/ada164827.

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Girardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, luty 2008. http://dx.doi.org/10.53593/n178a.

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Моісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний i Арнольд Юхимович Ків. Teaching computer game development with Unity engine: a case study. CEUR Workshop Proceedings, wrzesień 2023. http://dx.doi.org/10.31812/123456789/8486.

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Streszczenie:

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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Bell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, Janie Stidham, Charles Edward Freeman, Lisa McRoberts, Melanie Carrico i Linda Ohrn-McDaniel. Teaching design research through practice: a pilot study for collaborative exploration. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-877.

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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.3261.

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Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, marzec 2004. http://dx.doi.org/10.53593/n157a.

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