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Artykuły w czasopismach na temat „Teaching models”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 stycznia 2023

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1

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.

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Many degree courses at technical universities include the subject of control systems engineering. As an addition to conventional approaches Fuzzy Control can be used to easily find control solutions for systems, even if they include nonlinearities. To support further educational training, models which represent a technical system to be controlled are required. These models have to represent the system in a transparent and easy cognizable manner. Furthermore, a programming tool is required that supports an easy Fuzzy Control development process, including the option to verify the results and tune the system behavior. In order to support the development process a graphical user interface is needed to display the fuzzy terms under real time conditions, especially with a debug system and trace functionality. The experiences with such a programming tool, the Fuzzy Control Design Tool (FHFCE Tool), and four fuzzy teaching models will be presented in this paper. The methodical and didactical objective in the utilization of these teaching models is to develop solution strategies using Computational Intelligence (CI) applications for Fuzzy Controllers in order to analyze different algorithms of inference or defuzzyfication and to verify and tune those systems efficiently.

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Nors 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.

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SEO, 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.

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Chamizo, 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.

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Stankovic, Zoran. "Teaching models applying educational software". Godisnjak Pedagoskog fakulteta u Vranju 8, nr 2 (2017): 237–52. http://dx.doi.org/10.5937/gufv1702237s.

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Murray, 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.

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Gallagher, 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.

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Chacko, 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.

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9

Schoenfeld, 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.

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Howland, 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.

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Costa Junior, Celso J., i Alejandro C. Garcia-Cintado. "Teaching DSGE models to undergraduates". EconomiA 19, nr 3 (wrzesień 2018): 424–44. http://dx.doi.org/10.1016/j.econ.2018.11.001.

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Walsh, James M., i Barbara Jones. "New Models of Cooperative Teaching". TEACHING Exceptional Children 36, nr 5 (maj 2004): 14–20. http://dx.doi.org/10.1177/004005990403600502.

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Stamou, Anastasios I., i Peter Rutschmann. "Teaching simple water quality models". Education for Chemical Engineers 6, nr 4 (grudzień 2011): e132-e141. http://dx.doi.org/10.1016/j.ece.2011.08.005.

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Véliz Salazar, Miriam Iliana, i Victoria Eugenia Gutiérrez Marfileño. "Teaching models on good teaching practices in virtual classrooms". Apertura 13, nr 1 (26.03.2021): 150–65. http://dx.doi.org/10.32870/ap.v13n1.1987.

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The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteristics of effective practice. A bibliographic review consisting of 11 proposals and 25 evaluation features is synthesized; in which it was found that continuous feedback, interactivity, knowing the student’s needs, multisensory teaching materials and promoting active learning are some of the most successful practices. Based on these results, it is concluded that the characterization of good educational practices in virtual classrooms is more focused on pedagogical strategies than on the technological supports of virtual education, therefore, the interest of teachers considered effective in their practice, is inclined towards their didactic and academic specialization.

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15

Breer, Madeline, Jennifer Taylor i Bianca Christensen. "Models in Movies: Teaching Abstract Concepts in Concrete Models". Journal of Microbiology & Biology Education 13, nr 1 (3.05.2012): 80–82. http://dx.doi.org/10.1128/jmbe.v13i1.376.

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Gurgur, Hasan, i Yildiz Uzuner. "Examining the implementation of two co‐teaching models: team teaching and station teaching". International Journal of Inclusive Education 15, nr 6 (lipiec 2011): 589–610. http://dx.doi.org/10.1080/13603110903265032.

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17

Smith, Linda C., Sarai Lastraand i Jennifer Robins. "Teaching Online: Changing Models of Teaching and Learning in LEEP". Journal of Education for Library and Information Science 42, nr 4 (2001): 348. http://dx.doi.org/10.2307/40324001.

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18

Mahdi, Ghaith Saleh, Mahmood Shaalan Atiyah AL-Shlmani i Ali Abbas Jasim Mohammed. "Process Approach to Teaching Writing Applied In Different Teaching Models". IAR Journal of Humanities and Social Science 3, nr 02 (20.04.2022): 90–94. http://dx.doi.org/10.47310/iarjhss.2022.v03i02.013.

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The importance of English writing for second language learners cannot be overstated. However, improving results in English classes and helping students improve their writing skills remain a difficult challenge for English teachers. For the first time, the author of this essay tries to give definitions of the process approach to writing, compare the product approach to teaching writing with the process approach, and then make recommendations about the fundamental principles of teaching writing with the application of the process approach, all based on their experimental research. The author uses this understanding of the process approach to writing to focus on a discussion of two classroom teaching models, namely teaching models with minimal and maximal control for different levels of English proficiency. In an experiment, the participants' writing skills improved significantly.

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Žuffová, Zuzana, i Ludmila Zapletalová. "Efficiency Of Different Teaching Models In Teaching Of Frisbee Ultimate". Acta Facultatis Educationis Physicae Universitatis Comenianae 55, nr 1 (1.05.2015): 64–73. http://dx.doi.org/10.1515/afepuc-2015-0008.

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Abstract The aim of the study was to verify the efficiency of two frisbee ultimate teaching models at 8-year grammar schools relative to age. In the experimental group was used a game based model (Teaching Games for Understanding) and in the control group the traditional model based on teaching techniques. 6 groups of female students took part in experiment: experimental group 1 (n=10, age=11.6), experimental group 2 (n=12, age=13.8), experimental group 3 (n=14, age =15.8), control group 1 (n=11, age =11.7), control group 2 (n=10, age =13.8) and control group 3 (n=9, age =15.8). Efficiency of the teaching models was evaluated based of game performance and special knowledge results. Game performance was evaluated by the method of game performance assessment based on GPAI (Game Performance Assessment Instrument) through video record. To verify level of knowledge, we used a knowledge test, which consisted of questions related to the rules and tactics knowledge of frisbee ultimate. To perform statistical evaluation Mann-Whitney U-test was used. Game performance assessment and knowledge level indicated higher efficiency of TGfU in general, but mostly statistically insignificant. Experimental groups 1 and 2 were significantly better in the indicator that evaluates tactical aspect of game performance - decision making (p<0.05). Experimental group 3 was better in the indicator that evaluates skill execution - disc catching. The results showed that the students of the classes taught by game based model reached partially better game performance in general. Experimental groups achieved from 79.17 % to 80 % of correct answers relating to the rules and from 75 % to 87.5 % of correct answers relating to the tactical knowledge in the knowledge test. Control groups achieved from 57.69 % to 72.22 % of correct answers relating to the rules and from 51.92 % to 72.22 % of correct answers relating to the tactical knowledge in the knowledge test.

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Poole, Jon R., i George Graham. "Internal Teaching Models of Four Physical Education Graduate Teaching Assistants". Journal of Teaching in Physical Education 15, nr 3 (kwiecień 1996): 355–68. http://dx.doi.org/10.1123/jtpe.15.3.355.

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This study was designed to be an initial step toward a better understanding of how graduate teaching assistants teach their courses and the influences that shape their teaching decisions. The purposes included gaining insights into internal models that guided their teaching and describing the influence of an induction program on these internal models. A multi-case-study approach was employed to construct individual portraits. These portraits revealed that internal models were developed primarily from past experience as athletes, students, and teachers. Teaching could best be portrayed as a “pedagogy of contentment.” That is, teaching assistants were generally satisfied with their own teaching and did not perceive a need for additional improvement. Reported satisfaction was based on their belief that they already knew the different strategies, methods, and routines for teaching their particular subject.

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Behar-Horenstein, Linda S., i Denise M. Seabert. "Teachers’ Use of Models of Teaching". Educational Practice and Theory 27, nr 1 (1.01.2005): 49–66. http://dx.doi.org/10.7459/ept/27.1.04.

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Gunawardena, Maya. "The Implications of Literacy Teaching Models". International Journal of Education and Literacy Studies 5, nr 1 (31.01.2017): 94. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.94.

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First year students often experience a culture shock as certain literacy practices at the university level are different from their experiences in high schools. Some major challenges that students encounter include students’ ability to maintain academic integrity practices in their studies, to comprehend complex academic texts to outline key ideas, and to communicate confidently and effectively in diverse academic genres. As these challenges are common, often universities offer activities to assist students’ with their academic enculturation process. The three popular literacy teaching models currently in practice are the generic, embedded and literacies models. All the three models offer challenges in their effective practice. By evaluating the ethnographic data from the models used at UNSW Canberra Academic Language Learning Unit (ALL), this paper argues that in line with Lea and Street’s (2006) discussion, literacies is the most effective approach for developing students’ lifelong skills for effective communication, reading and critical thinking. Literary teaching should involve an advanced inquiry into writing practices in diverse disciplines helping students’ identifying and practicing using language devices and rhetorical structures in academic genres.

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23

Díez, Francisco Javier, Manuel Arias, Jorge Pérez-Martín i Manuel Luque. "Teaching Probabilistic Graphical Models with OpenMarkov". Mathematics 10, nr 19 (30.09.2022): 3577. http://dx.doi.org/10.3390/math10193577.

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OpenMarkov is an open-source software tool for probabilistic graphical models. It has been developed especially for medicine, but has also been used to build applications in other fields and for tuition, in more than 30 countries. In this paper we explain how to use it as a pedagogical tool to teach the main concepts of Bayesian networks and influence diagrams, such as conditional dependence and independence, d-separation, Markov blankets, explaining away, optimal policies, expected utilities, etc., and some inference algorithms: logic sampling, likelihood weighting, and arc reversal. The facilities for learning Bayesian networks interactively can be used to illustrate step by step the performance of the two basic algorithms: search-and-score and PC.

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24

Freadman, Anne. "Models of Genre for Language Teaching". South Central Review 15, nr 1 (1998): 19. http://dx.doi.org/10.2307/3189889.

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Ledewitz, Stefani. "Models of Design in Studio Teaching". Journal of Architectural Education (1984-) 38, nr 2 (1985): 2. http://dx.doi.org/10.2307/1424811.

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Redondo Madrigal, Marto. "Reading models in foreign language teaching". Revista Alicantina de Estudios Ingleses, nr 10 (1997): 139–61. http://dx.doi.org/10.14198/raei.1997.10.11.

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Brandt, D. Scott. "Reference, Mental Models and Teaching Technology". Reference Librarian 35, nr 74 (czerwiec 2001): 37–47. http://dx.doi.org/10.1300/j120v35n74_03.

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Falk-Kessler, Janet, Nancy MacRae i Jean Dyer. "Collaborative Teaching Models for Health Professionals". Occupational Therapy In Health Care 19, nr 3 (styczeń 2005): 93–103. http://dx.doi.org/10.1080/j003v19n03_07.

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JACKSON, A. P., i B. G. TIDMARSH. "Simulation models for teaching endodonticsurgical procedures". International Endodontic Journal 26, nr 3 (25.09.2007): 198–200. http://dx.doi.org/10.1111/j.1365-2591.1993.tb00793.x.

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Falk-Kessler, Janet, Nancy MacRae i Jean Dyer. "Collaborative Teaching Models for Health Professionals". Occupational Therapy In Health Care 19, nr 3 (12.12.2005): 93–103. http://dx.doi.org/10.1300/j003v19n03_07.

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Ledewitz, Stefani. "Models of Design in Studio Teaching". Journal of Architectural Education 38, nr 2 (styczeń 1985): 2–8. http://dx.doi.org/10.1080/10464883.1985.10758354.

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Shusterman, Alan J., i Gwendolyn P. Shusterman. "Teaching Chemistry with Electron Density Models". Journal of Chemical Education 74, nr 7 (lipiec 1997): 771. http://dx.doi.org/10.1021/ed074p771.

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NELSON, M. "Models for teaching emergency medicine skills". Annals of Emergency Medicine 19, nr 3 (marzec 1990): 333–35. http://dx.doi.org/10.1016/s0196-0644(05)82058-x.

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Wells, Graeme. "Teaching Aggregate Demand and Supply Models". Journal of Economic Education 41, nr 1 (15.01.2010): 31–40. http://dx.doi.org/10.1080/00220480903382313.

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Wilson, Brent, i Peggy Cole. "A review of cognitive teaching models". Educational Technology Research and Development 39, nr 4 (grudzień 1991): 47–64. http://dx.doi.org/10.1007/bf02296571.

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Wellstead, P. E. "Teaching control with laboratory scale models". IEEE Transactions on Education 33, nr 3 (1990): 285–90. http://dx.doi.org/10.1109/13.57074.

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ALAHYANE, Latifa Mohamed. "APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS". International Journal of Humanities and Educational Research 03, nr 05 (1.10.2021): 371–92. http://dx.doi.org/10.47832/2757-5403.5-3.32.

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The theoretical achievement in the field of foreign language learning in the 1950s and early ‎‎1960s remained related to the practical side of language teaching. Moreover, The idea of the ‎need for foreign language teaching methodologies for a theory of learning has remained constant ‎since the occurrence of educational reform movements of the late nineteenth century.‎ To come to terms with the current developments in the field of foreign language learning, it is ‎necessary to trace the recent history of the research carried out in this regard. Therefore, we will ‎focus in this article on tracking the most important theoretical assets of foreign language teaching ‎methods, and monitoring the evolution of language teaching and learning methods. This is done ‎to distinguish between two approaches to language teaching; first, Direct teaching that negates ‎the overlap of the learned and acquired language during foreign language instruction. And ‎second Mediated teaching in which the second language is taught through the first language. ‎Through this, we will monitor the cognitive cross-fertilization between acquiring the first ‎language and learning the second one by tracing the relationship between them. We will list the most important assumptions underpinned by approaches to foreign language ‎teaching. And we will monitor the foundations on which each approach is based separately to ‎discover the commonalities between them and the contrast between them. We will then ‎contribute to building a new conception of foreign language learning by making use of the ‎translation action inherent in the procedures adopted in most of these approaches. This is mainly ‎evident in the difference between the necessity of adopting the first language or not during the ‎teaching and learning of the foreign language‎. . Keywords: Applied Linguistics, First Language acquisition, Teaching Foreign Languages approaches, ‎Direct teaching, Mediated teaching‎

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Mynbayeva, A. "ART TEACHING AND DEVELOPING CREATIVITY IN STUDENTS: APPROACHES AND MODELS". Journal of Educational Sciences 53, nr 4 (2017): 57–66. http://dx.doi.org/10.26577/jes-2017-4-452.

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Pérez-Rodríguez, Noelia, Elisa Navarro-Medina i Nicolás De-Alba-Fernández. "University Professors’ Teaching Conceptions Questionnaire: An Instrument to Understand Teaching Models". Pedagogika 144, nr 4 (28.12.2021): 5–24. http://dx.doi.org/10.15823/p.2021.144.1.

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This article presents the design, validation using structural equations, and results of a questionnaire about the teaching conceptions of University of Seville professors. Two differentiated samples were used: an experimental group, that included professors who were taking the General University Teaching Course and a control group of professors who were not taking the said course. The results and conclusions of the study show significant differences between the groups.

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Rodhe, A. "Physical models for classroom teaching in hydrology". Hydrology and Earth System Sciences 16, nr 9 (3.09.2012): 3075–82. http://dx.doi.org/10.5194/hess-16-3075-2012.

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Abstract. Hydrology teaching benefits from the fact that many important processes can be illustrated and explained with simple physical models. A set of mobile physical models has been developed and used during many years of lecturing at basic university level teaching in hydrology. One model, with which many phenomena can be demonstrated, consists of a 1.0-m-long plexiglass container containing an about 0.25-m-deep open sand aquifer through which water is circulated. The model can be used for showing the groundwater table and its influence on the water content in the unsaturated zone and for quantitative determination of hydraulic properties such as the storage coefficient and the saturated hydraulic conductivity. It is also well suited for discussions on the runoff process and the significance of recharge and discharge areas for groundwater. The flow paths of water and contaminant dispersion can be illustrated in tracer experiments using fluorescent or colour dye. This and a few other physical models, with suggested demonstrations and experiments, are described in this article. The finding from using models in classroom teaching is that it creates curiosity among the students, promotes discussions and most likely deepens the understanding of the basic processes.

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Crapper, M., R. Donald, D. Hill, A. Hall i W. French. "Models for teaching sustainable development to children". Proceedings of the Institution of Civil Engineers - Engineering Sustainability 161, nr 4 (grudzień 2008): 229–36. http://dx.doi.org/10.1680/ensu.2008.161.4.229.

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Szmidt, Krzysztof J., i Anna Majewska-Owczarek. "Theoretical Models of Teaching Creativity - Critical Review". Creativity. Theories – Research - Applications 7, nr 1 (1.01.2020): 54–72. http://dx.doi.org/10.2478/ctra-2020-0004.

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Abstract This paper is an attempt to present selected classifications of models of teaching creativity, which may have been found in literature over the last years. Models of teaching creativity are understood by the authors as well-developed systems of statements, based on a specific theory of creativity and concerning strategies and methods of teaching creative thinking and action, conditions of education, the role of a teacher in that process, and evaluation of education results. The paper describes several classifications of such models, including the authors’ own proposal, and presents a more detailed description of the heuristic model of teaching creativity. In the conclusion, the authors propose a thesis that the issue of methods of teaching creativity is open and the answer to the question about the best teaching methods in that obligation, which is interesting from the pedagogical point of view, should, as in the whole didactics, be answered by teachers, using their knowledge about creativity and its development.

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Thị Hồng Nam, Nguyễn, i Dương Thị Hồng Hiếu. "Models of competency-based teaching of reading". Journal of Science, Educational Science 61, nr 6 (2016): 3–10. http://dx.doi.org/10.18173/2354-1075.2016-0042.

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Kuzmanović, Zorica, i Aldeida Bašić. "MODELS OF INDIVIDUALISATION OF LOWER ELEMENTARY TEACHING". Metodički obzori/Methodological Horizons 6, nr 1 (20.08.2011): 63–71. http://dx.doi.org/10.32728/mo.06.1.2011.05.

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O'Hare, Michael. "Formal Models and Government: Teaching to Do". Journal of Policy Analysis and Management 10, nr 3 (1991): 519. http://dx.doi.org/10.2307/3325339.

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Cremin, Hilary, Gary Thomas i Karen Vincett. "Working with teaching assistants: three models evaluated". Research Papers in Education 20, nr 4 (grudzień 2005): 413–32. http://dx.doi.org/10.1080/02671520500335881.

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Mansell, Julia. "Two helpful models for teaching about blood". Journal of Biological Education 23, nr 3 (wrzesień 1989): 179. http://dx.doi.org/10.1080/00219266.1989.9655064.

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Oxman-Michelli, Wendy, i Mark Weinstein. "Collegiate Models of Teaching for Critical Thinking". Inquiry: Critical Thinking Across the Disciplines 1, nr 3 (1988): 4–5. http://dx.doi.org/10.5840/inquiryctnews1988138.

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Werner, Warren W. "Models and the Teaching of Technical Writing". Journal of Technical Writing and Communication 19, nr 1 (styczeń 1989): 69–81. http://dx.doi.org/10.2190/cqeu-t08e-er2u-8ud5.

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Technical writing students often misuse models given them for their writing assignments because they fail to distinguish between model and example and between different kinds of models. The results of this misuse are texts that contain inappropriate material and are unfit for their intended audiences. The approach to writing taken by these students is too narrow and rigid. This article details the problem and defines the models used in writing as partially abstract, analogous representations of social codifications of linguistic experience. Since models are social artifacts shared by both writers and readers, a clearer understanding of them should help writers produce texts appropriate for their audiences while giving the writers greater rhetorical flexibility.

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50

Bunkers, Sandra Schmidt. "Nursing Theory-Guided Models for Teaching-Learning". Nursing Science Quarterly 15, nr 2 (kwiecień 2002): 117. http://dx.doi.org/10.1177/08943180222108912.

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