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Artykuły w czasopismach na temat "Teaching models"
Kramer, Klaus-Dietrich, Annedore Söchting i Thomas Stolze. "Fuzzy Control Teaching Models". Issues in Informing Science and Information Technology 13 (2016): 225–33. http://dx.doi.org/10.28945/3490.
Pełny tekst źródłaNors Nielsen, Søren. "Teaching models in future". Ecological Modelling 220, nr 23 (grudzień 2009): 3475–76. http://dx.doi.org/10.1016/j.ecolmodel.2009.07.019.
Pełny tekst źródłaSEO, Min Seok, i Kang Young LEE*. "Teaching Atomic Models: Revisited". New Physics: Sae Mulli 70, nr 2 (28.02.2020): 168–74. http://dx.doi.org/10.3938/npsm.70.168.
Pełny tekst źródłaChamizo, José Antonio. "Teaching Modern Chemistry through ‘Recurrent Historical Teaching Models’". Science & Education 16, nr 2 (luty 2007): 197–216. http://dx.doi.org/10.1007/s11191-005-4784-4.
Pełny tekst źródłaStankovic, Zoran. "Teaching models applying educational software". Godisnjak Pedagoskog fakulteta u Vranju 8, nr 2 (2017): 237–52. http://dx.doi.org/10.5937/gufv1702237s.
Pełny tekst źródłaMurray, Michael P. "Teaching About Heterogeneous Response Models". Journal of Economic Education 45, nr 2 (3.04.2014): 110–20. http://dx.doi.org/10.1080/00220485.2014.889961.
Pełny tekst źródłaGallagher, James J. "Teaching and Learning: New Models". Annual Review of Psychology 45, nr 1 (styczeń 1994): 171–95. http://dx.doi.org/10.1146/annurev.ps.45.020194.001131.
Pełny tekst źródłaChacko, Karen M., Eva Aagard i David Irby. "Teaching models for outpatient medicine". Clinical Teacher 4, nr 2 (czerwiec 2007): 82–86. http://dx.doi.org/10.1111/j.1743-498x.2007.00153.x.
Pełny tekst źródłaSchoenfeld, Alan H. "Models of the Teaching Process". Journal of Mathematical Behavior 18, nr 3 (marzec 1999): 243–61. http://dx.doi.org/10.1016/s0732-3123(99)00031-0.
Pełny tekst źródłaHowland, JL. "Simple enzyme models in teaching". Biochemical Education 18, nr 2 (kwiecień 1990): 98. http://dx.doi.org/10.1016/0307-4412(90)90187-s.
Pełny tekst źródłaRozprawy doktorskie na temat "Teaching models"
Fleming, Miri. "Teachers' receptivity to teaching models". Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185807.
Pełny tekst źródłaJusti, Rosa da Silva. "Models of teaching of chemical kinetics". Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388404.
Pełny tekst źródłaGraves, Barbara, i Christine Suurtamm. "Disrupting linear models of mathematics teaching|learning". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79920.
Pełny tekst źródłaMcBrayer, Mickey Charles. "Calibration of groundwater flow models for modeling and teaching /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaBasadien, Soraya. "Teaching logarithmic inequalities using omnigraph". Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5661_1227103274.
Pełny tekst źródłaOver the last few years it became clear that the students struggle with the basic concepts of logarithms and inequalities, let alone logarithmic inequalities due to the lack of exposure of these concepts at high school. In order to fully comprehend logarithmic inequalities, a good understanding of the logarithmic graph is important. Thus, the opportunity was seen to change the method of instruction by introducing the graphical method to solve logarithmic inequalities. It was decided to use an mathematical software program, Omnigraph, in this research.
Kneebone, Roger Lister. "Teaching and learning basic surgical skills using multimedia and models". Thesis, University of Bath, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250935.
Pełny tekst źródłaChittleborough, Gail. "The Role of Teaching Models and Chemical Representations in Developing Students' Mental Models of Chemical Phenomena". Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/763.
Pełny tekst źródłaChittleborough, Gail Diane. "The Role of Teaching Models and Chemical Representations in Developing Students' Mental Models of Chemical Phenomena". Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15381.
Pełny tekst źródłaThe relationship between the three levels of chemical representation of matter - the macroscopic level, the sub-microscopic level and the symbolic level - revealed some complexities concerning the representational and theoretical qualities and the reality of each level. The research data showed that generally most students had a good understanding of the macroscopic and symbolic levels of chemical representation of matter. However, students’ understanding of the sub-microscopic level varied, with some students being able to spontaneously envisage the sub- microscopic view while for others their understanding of the sub-microscopic level of chemical representation was lacking. To make sense of the sub-microscopic level, students’ appreciation of the accuracy and detail of any scientific model, or representation upon which their mental model is built, depended on them being able to distinguish reality from representation, distinguish reality from theory, know what a representation is, understand the role of a representation in the process of science, and understand the role of a theory in the process of science. In considering learning, the importance of an individual’s modelling ability was examined alongside the role of chemical representations and models in providing clear and concise explanations. Examining the links forged between the three levels of chemical representation of matter provided an insight into how students were learning and understanding chemical concepts. Throughout this research, aspects of students’ metacognition and intention were identified as being closely related to their development of mental models.
The research identified numerous factors that influenced learning, including internal factors such as students’ prior chemical and mathematical knowledge, their modelling ability and use of chemical representations, motivation, metacognitive ability and time management as well as external factors such as organisation, assessment, teaching resources, getting feedback and good explanations. The choice of learning strategies by students and instructors appeared to be influenced by those factors that influenced learning. Feedback to students, in the form of discussion with classmates, online quizzes and help from instructors on their understanding was observed to be significant in promoting the learning process. Many first year university non-major chemistry students had difficulties understanding chemical concepts due to a limited background knowledge in chemistry and mathematics. Accordingly, greater emphasis at the macroscopic level of representation of matter with contextual references is recommended. The research results confirmed the theoretical construct for learning chemistry - the rising iceberg - that suggests all chemistry teaching begins at the macroscopic level, with the sub-microscopic and symbolic levels being introduced as needed. More of the iceberg becomes visible as the students’ mental model and depth of understanding increases. In a variety of situations, the changing status of a concept was observed as students’ understanding in terms of the intelligibility, plausibility and fruitfulness of a concept developed.
The research data supported four aspects of learning - epistemological, ontological, social affective and metacognitive - as being significant in the students’ learning and the development of their mental models. Many university students, who are mature and are experienced learners, exhibited strong rnetacognitive awareness and an intentional approach to learning. It is proposed that the intentional and metacognitive learning approaches and strategies could be used to encourage students to be more responsible for their own learning.
Page-Shipp, R., i Niekerk C. Van. "Mental models in the learning and teaching of music theory concepts". Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/637.
Pełny tekst źródłaA retired physicist attempting to master elements of music theory in a short time found the Mental Model of the keyboard layout invaluable in overcoming some of the related learning challenges and this has been followed up in collaboration with a professor of Music Education. Possible cognitive mechanisms for his response are discussed and it is concluded that his engrained learning habits, which emphasise models as found in physics, are potentially of wider applicability. A survey of the use of Mental Models among competent young musicians indicated that although various models are widely used, this is largely subconscious. The practical question of whether exposure of students to the keyboard would assist them in mastering music theory remains unresolved.
Martin, Jeffrey Harold. "Evaluating models for Bible teaching at a residential summer camp an expository model, a reenactment model, and an experiential model /". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Pełny tekst źródłaKsiążki na temat "Teaching models"
Joyce, Bruce R. Models of teaching. Wyd. 6. Boston: Allyn and Bacon, 2000.
Znajdź pełny tekst źródłaJoyce, Bruce. Models of teaching. Wyd. 4. Boston: Allyn and Bacon, 1992.
Znajdź pełny tekst źródłaMarsha, Weil, i Showers Beverly, red. Models of teaching. Wyd. 4. Boston: Allyn and Bacon, 1992.
Znajdź pełny tekst źródłaMarsha, Weil, red. Models of teaching. Wyd. 5. Boston: Allyn and Bacon, 1996.
Znajdź pełny tekst źródłaMarsha, Weil, red. Models of teaching. Wyd. 3. Englewood Cliffs, N.J: Prentice-Hall, 1986.
Znajdź pełny tekst źródłaMarsha, Weil, i Calhoun Emily, red. Models of teaching. Wyd. 7. Boston: Allyn and Bacon, 2004.
Znajdź pełny tekst źródłaJoyce, Bruce. Models of teaching. Wyd. 3. London: Prentice Hall, 1986.
Znajdź pełny tekst źródłaGilbert, Stephen W. Models-based science teaching. Arlington, Va: NSTA Press, 2011.
Znajdź pełny tekst źródłaEmily, Calhoun, i Hopkins David 1949-, red. Models of learning: Tools for teaching. Wyd. 2. Buckingham [England]: Open University, 2002.
Znajdź pełny tekst źródłaEmily, Calhoun, i Hopkins David 1949-, red. Models of learning: Tools for teaching. Buckingham [England]: Open University Press, 1997.
Znajdź pełny tekst źródłaCzęści książek na temat "Teaching models"
Zaidi, Shabih, i Mona Nasir. "Different Teaching Models". W Teaching and Learning Methods in Medicine, 267–309. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06850-3_8.
Pełny tekst źródłaBelikuşaklı-Çardak, Çiğdem S. "Models of Teaching". W Instructional Process and Concepts in Theory and Practice, 5–56. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2519-8_1.
Pełny tekst źródłaHalder, Santoshi, i Sanju Saha. "Models of Teaching". W The Routledge Handbook of Education Technology, 142–51. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-12.
Pełny tekst źródłaEngels, Gregor, Jan Hendrik Hausmann, Marc Lohmann i Stefan Sauer. "Teaching UML Is Teaching Software Engineering Is Teaching Abstraction". W Satellite Events at the MoDELS 2005 Conference, 306–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11663430_32.
Pełny tekst źródłaJusti, Rosária S. "Teaching with Historical Models". W Developing Models in Science Education, 209–26. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0876-1_11.
Pełny tekst źródłaBishop, Peter C., i Andy Hines. "Models of Change". W Teaching about the Future, 19–62. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137020703_2.
Pełny tekst źródłaBezivin, Jean, Robert France, Martin Gogolla, Oystein Haugen, Gabriele Taentzer i Daniel Varro. "Teaching Modeling: Why, When, What?" W Models in Software Engineering, 55–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12261-3_6.
Pełny tekst źródłaRogoff, Barbara, Eugene Matusov i Cynthia White. "Models of Teaching and Learning". W The Handbook of Education and Human Development, 373–98. Oxford, UK: Blackwell Publishing Ltd, 2018. http://dx.doi.org/10.1111/b.9780631211860.1998.00019.x.
Pełny tekst źródłaGilbert, John K., i Rosária Justi. "Models of Modelling". W Modelling-based Teaching in Science Education, 17–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29039-3_2.
Pełny tekst źródłaLamie, Judith M. "Models of Change". W Evaluating Change in English Language Teaching, 60–81. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230598638_4.
Pełny tekst źródłaStreszczenia konferencji na temat "Teaching models"
Stevens, Perdita. "Teaching and learning about abstraction". W MODELS '18: ACM/IEEE 21th International Conference on Model Driven Engineering Languages and Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3270112.3270138.
Pełny tekst źródłaFuksa, Mario, i Steffen Becker. "Mini Programming Worlds: Teaching MDSD via the Hamster Simulator". W 2021 ACM/IEEE International Conference on Model Driven Engineering Languages and Systems Companion (MODELS-C). IEEE, 2021. http://dx.doi.org/10.1109/models-c53483.2021.00113.
Pełny tekst źródłaJouault, Frederic, Valentin Sebille, Valentin Besnard, Theo Le Calvar, Ciprian Teodorov, Matthias Brun i Jerome Delatour. "AnimUML as a UML Modeling and Verification Teaching Tool". W 2021 ACM/IEEE International Conference on Model Driven Engineering Languages and Systems Companion (MODELS-C). IEEE, 2021. http://dx.doi.org/10.1109/models-c53483.2021.00094.
Pełny tekst źródłaGogolla, Martin, i Bran Selic. "On teaching descriptive and prescriptive modeling". W MODELS '20: ACM/IEEE 23rd International Conference on Model Driven Engineering Languages and Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3417990.3418744.
Pełny tekst źródłaKramer, Klaus-Dietrich, Annedore Söchting i Thomas Stolze. "Fuzzy Control Teaching Models". W InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3422.
Pełny tekst źródłaSaini, Rijul, Gunter Mussbacher, Jin L. C. Guo i Joerg Kienzle. "Teaching Modelling Literacy: An Artificial Intelligence Approach". W 2019 ACM/IEEE 22nd International Conference on Model Driven Engineering Languages and Systems Companion (MODELS-C). IEEE, 2019. http://dx.doi.org/10.1109/models-c.2019.00108.
Pełny tekst źródłaSantiyadnya, Nyoman, I. N. Sukajaya, Gusti Ketut Arya Sunu i I. Made Candiasa. "Working while Teaching: Balinese Culture-based Teaching Models". W Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.79.
Pełny tekst źródłaZam, Michel. "Teaching modeling to anyone the aristotelian way". W MODELS '22: ACM/IEEE 25th International Conference on Model Driven Engineering Languages and Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3550356.3556504.
Pełny tekst źródłaButting, Arvid, Sinem Konar, Bernhard Rumpe i Andreas Wortmann. "Teaching model-based systems engineering for industry 4.0". W MODELS '18: ACM/IEEE 21th International Conference on Model Driven Engineering Languages and Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3270112.3270122.
Pełny tekst źródłaHussain, Tauqeer. "Teaching Entity-Relationship Models Effectively". W 2016 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2016. http://dx.doi.org/10.1109/csci.2016.0058.
Pełny tekst źródłaRaporty organizacyjne na temat "Teaching models"
Lyubenova, Velislav, Maya Ignatova i Georgi Kostov. Interactive Teaching System for Structural and Parametric Identification of Bioprocess Models. "Prof. Marin Drinov" Publishing House of Bulgarian Academy of Sciences, czerwiec 2018. http://dx.doi.org/10.7546/crabs.2018.06.13.
Pełny tekst źródłaYechkalo, Yuliia, Viktoriia Tkachuk, Tetiana Hruntova, Dmytro Brovko i Vitaliy Tron. Augmented Reality in Training Engineering Students: Teaching Techniques. [б. в.], czerwiec 2019. http://dx.doi.org/10.31812/123456789/3176.
Pełny tekst źródłaBarkatov, Igor V., Volodymyr S. Farafonov, Valeriy O. Tiurin, Serhiy S. Honcharuk, Vitaliy I. Barkatov i Hennadiy M. Kravtsov. New effective aid for teaching technology subjects: 3D spherical panoramas joined with virtual reality. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4407.
Pełny tekst źródłaKiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn i Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], lipiec 2021. http://dx.doi.org/10.31812/123456789/4629.
Pełny tekst źródłaPanchenko, Liubov, i Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4461.
Pełny tekst źródłaDabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy i Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, grudzień 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.
Pełny tekst źródłaMcElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman i Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, marzec 2022. http://dx.doi.org/10.51388/20.500.12265/152.
Pełny tekst źródłaNELYUBINA, E. G., i L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.
Pełny tekst źródłaMcGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, listopad 2014. http://dx.doi.org/10.34074/rsrp.005.
Pełny tekst źródłaMcGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, listopad 2014. http://dx.doi.org/10.34074/rsrp.005.
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