Design of Improved Nodal Classroom Chair for Ethiopian Higher Education Students to Transform Active Learning

Results from focus groups with 23 second- and third-year biology students revealed gradual gains in information literacy (IL) abilities and dispositions needed for them to join the community of scientific practice as laid out in the ACRL Framework for Information Literacy for Higher Education. Students were consumers of information and not yet producers of information. They interacted often with primary research articles but struggled to use research tools effectively; remembered active learning vividly; and relied on video resources, Google, and discussions with peers and instructors to define terms and understand results. Findings support the value of collaboration between librarians and science faculty to incorporate IL skills in the process of scientific discovery.

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Atividades pedagógicas na promoção da aprendizagem ativa dos estudantes de graduação nas disciplinas de estatística

Revista Brasileira de Educação em Ciências e Educação Matemática ◽

10.33238/rebecem.2019.v.3.n.2.22636 ◽

2019 ◽

Vol 3 (2) ◽

pp. 623

Author(s):

Suzi Samá

Keyword(s):

Higher Education ◽

Graduate Students ◽

Active Learning ◽

Cognitive Neuroscience ◽

Learning Process ◽

Theory Of Knowledge ◽

Teaching Methodology ◽

Pedagogical Practice ◽

Education Students ◽

Statistical Education

Resumo: Este relato de experiência apresenta três atividades planejadas para instigar o interesse do estudante do Ensino Superior pela Estatística e promover sua aprendizagem ativa em sala de aula. No seu planejamento e desenvolvimento, consideraram-se os pressupostos da Teoria da Biologia do Conhecer e da Neurociência Cognitiva, para que os estudantes se percebam como produtores de conhecimento e corresponsáveis pelo seu processo de aprendizagem. De diferentes formas, as três atividades viabilizaram uma participação ativa dos estudantes, que perderam o receio pela disciplina e participaram de debates e discussões potencializados pela metodologia de ensino adotada. Conclui-se que repensar a prática pedagógica pode levar o professor a encontrar formas de ajudar os estudantes a superar suas dificuldades de compreensão dos conceitos estatísticos. Palavras-chave: Educação Estatística; Aprendizagem Ativa; Atividades Pedagógicas; Neurociência Cognitiva; Teoria da Biologia do Conhecer. Pedagogical activities in promoting active learning of graduate students in statistical disciplines Abstract: This experience report presents three activities designed to arouse the interest of higher education students in statistics and to promote their active learning in the classroom. In its planning and development, we considered the assumptions of the Theory of Knowledge Biology and Cognitive Neuroscience, so that students perceive themselves as knowledge producers and co-responsible for their learning process. In different ways, the three activities enabled the active participation of students, who lost their fear of the discipline and participated in debates and discussions enhanced by the teaching methodology adopted. It is concluded that rethinking pedagogical practice can lead the teacher to find ways to help students overcome their difficulties in understanding statistical concepts. Keywords: Statistical Education; Active Learning; Pedagogical Activities; Cognitive Neuroscience; Theory of Biology of Knowing.

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PROSPECTIVE TEACHERS’ PERCEPTION OF ENGAGEMENT IN ACTIVE LEARNING THROUGH PEER TEACHING AND PEER ASSESSMENT

Pakistan Journal of Education ◽

10.30971/pje.v32i1.52 ◽

2017 ◽

Vol 32 (1) ◽

Author(s):

Muhammad Sarwar ◽

Shafqat Hussain ◽

Ashfaque Ahmad Shah

Keyword(s):

Higher Education ◽

Active Learning ◽

Prospective Teachers ◽

Peer Assessment ◽

Group Discussion ◽

Teacher Assessment ◽

Peer Teaching ◽

Education Students ◽

Quality Of Presentation

The study intends to investigate the perceptions of higher education students about their engagement in active learning through peer-teaching and peer-assessment. A group of 22 students comprising nine female and thirteen males participated in the study. The researchers taught the course within six weeks, and then divided it amongst students through assignments. The students prepared it, discussed with researchers, shared and taught the assigned part of the course to their peers in the classroom in the presence of one of the researchers. The peers assessed the quality of presentation and mastery of the content and teaching skills of their peers against a given rubric. Three instruments namely: questionnaire, interviews and focussed group discussion were used to investigate students’ perceptions. The analysis of data revealed that students felt actively engaged in their studies through peer teaching and peer-assessment. Moreover correlation between peer assessment and teacher assessment was also calculated. Peer teaching and peer assessment can be confidently used in higher education in Pakistan on condition that teacher as a supervisor is highly vigilant.

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