scholarly journals Teaching process simulation using video-enhanced and discovery/inquiry-based learning: Methodology and analysis within a theoretical framework for skill acquisition

2016 ◽  
Vol 17 ◽  
pp. 54-64 ◽  
Author(s):  
Daniel J. Belton
Keyword(s):  
Skill Acquisition ◽  
Process Simulation ◽  
Theoretical Framework ◽  
Teaching Process ◽  
Inquiry Based Learning

Inquiry-based learning and its using in geography at the second level of primary schools

2020 ◽  
Author(s):  
Katarína Vilinová ◽  
Veronika Kabátová
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
Primary Schools ◽  
Creative Thinking ◽  
Educational Process ◽  
Teaching Science ◽  
Social Needs ◽  
Organizational Forms ◽  
Teaching Process ◽  
Inquiry Based Learning

Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

CREATIVE PLATFORM METHODOLOGY: THEORETICAL FRAMEWORK FOR STUDENT CREATIVITY DEVELOPMENT IN COLLEGE STUDIES

2019 ◽  
Vol 1 ◽  
pp. 54
Author(s):  
Inga Bertašienė
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Cultural Stereotypes ◽  
Teaching Process ◽  
Model Based ◽  
Fields Of Study ◽  
Creativity Development ◽  
Specific Teaching

In recent years, researchers have focused on the manifestations of students’ creativity, on the factors that impact its development, as well as on the conditions, means and methods that can facilitate students’ creativity in various fields of study. In the present investigation, the existing definitions of creativity, creativity development, the concept of Creative Platform and prior research conducted in the field have been analysed. The theoretical framework of the Creative Platform methodology, developed by the Danish researchers Christian Byrge and Søren Hansen (2009), is based on previous studies of creativity development (Amabile, 1998; Csikszentmihalyi, 2006; Stenberg, 1996; etc.). This methodology is currently used as a didactic model in higher education institutions across the globe, including Malta, Spain, China, and other countries. The present investigation presents a model based on the Creative Platform methodology. It is designed to develop students’ creativity in college studies via a specific teaching process during which students develop extra confidence, concentration, and motivation necessary for freeing themselves from the professional, social, or cultural stereotypes.

scholarly journals GAMIFICAÇÃO NO ENSINO: casos bem-sucedidos

2018 ◽  
Vol 4 (4) ◽  
pp. 246-283 ◽  
Author(s):  
Inês Araújo ◽  
Ana Amélia Carvalho
Keyword(s):  
Young People ◽  
Theoretical Framework ◽  
Pedagogical Practices ◽  
Digital Tools ◽  
Teaching Process ◽  
Palabras Clave

A gamificação tem vindo a ser integrada nas práticas educativas de alguns professores, provocando mudanças que promovem a motivação e o envolvimento dos alunos nas tarefas propostas. Para proporcionar emoções similares às que os jovens procuram nos jogos, podem ser utilizadas diferentes ferramentas digitais que se vão referir ao longo das descrições dos casos. Neste artigo procede-se ao enquadramento teórico sobre o conceito de gamificação e à sua aplicação no ensino, apresentando o modelo Octalysis. De seguida, reportam-se exemplos desenvolvidos e aplicados em sala de aula por professores, que podem ser replicados, proporcionando aos alunos novas experiências e emoções, envolvendo-os no processo de aprendizagem.   PALAVRAS-CHAVE: Gamificação; Ferramentas digitais; Processo de ensino-aprendizagem; Práticas Pedagógicas.     ABSTRACT The gamification is being integrated by some teachers into their classrooms. It promotes changes that motivate students to be engaged in the tasks. To provide emotions similar to what young people look for in games, some digital tools can be used. In this paper, a theoretical framework on the concept of gamification is presented as well as its application to teaching, describing the Octalysis model. Finally, success examples developed and applied by teachers will be reported which can be replicated by other teachers.   KEYWORDS: Gamification; Digital tools; Teaching process; Pedagogical Practices     RESUMEN La gamificación se ha integrado en las prácticas educativas de algunos profesores, provocando cambios que promueven la motivación y la participación de los alumnos en las tareas propuestas. Para proporcionar emociones similares a las que los jóvenes buscan en los juegos, pueden ser utilizadas diferentes herramientas digitales que se van a presentar a lo largo de las descripciones de los casos. En este artículo se hace un encuadramiento teórico sobre el concepto de gamificación hasta su aplicación en la enseñanza. Pretendemos presentar ejemplos de casos que puedan ser replicados por profesores que deseen aventurarse en el mundo de la gamificación y proporcionar a sus alumnos nuevas experiencias y emociones involucrándolos en el proceso de aprendizaje.   PALABRAS CLAVE: Gamificación; Herramientas digitales; Proceso de enseñanza-aprendizaje; Prácticas pedagógicas.  

scholarly journals Innovative Inquiry-based Methods in Learning and Teaching Science

2021 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
Lilla Bónus ◽  
Erzsébet Antal
Keyword(s):  
21St Century ◽  
Inquiry Learning ◽  
Empirical Work ◽  
Learning Approaches ◽  
Teaching Process ◽  
Web Based ◽  
Inquiry Based Learning ◽  
Learning And Teaching ◽  
Learning Game ◽  
Simulation Based

The purpose of the study is to synthesize the peer-reviewed literature about innovative inquiry-based approaches for science learning and teaching. This study answers the following research questions: (1) Based on the peer-reviewed literature, what hybrid inquiry-based learning (IBL) approaches exist which respond to the challenges and expectations of education in the 21st century? (2) What features do they have? (3) What empirical evidence supports their effectiveness? (4) At which levels of education do they appear? (5) What learning outcomes are achieved? Using the methodology of systematic literature review, 110 articles obtained by the Google Scholar engine. We selected different approaches based on the following criteria: (1) they respond to the challenges and expectations of education in the 21st century, (2) technology supports the learning and teaching process, and (3) IBL is combined with some other learning approaches to increase the efficiency of the learning and teaching process. The full texts of 54 studies were read and assessed that satisfied the inclusion criteria. Four categories of hybrid IBL were identified: project-based inquiry learning, game-transformed inquiry-based learning, web-based collaborative inquiry learning, and simulation-based inquiry learning. We define and describe these approaches and present the empirical work in detail. Finally, we compare the presented learning approaches and highlight the limitations of technology integration into the classroom. This study helps to draw attention to the huge pedagogical potential of these technology-supported hybrid IBL approaches and the value of researching them.

scholarly journals Teaching process control in food engineering: dynamic simulation of a fermentation control process

2017 ◽  
Vol 2 (1) ◽  
pp. 313-319
Author(s):  
Anca Şipoș ◽  
Mariana Liliana Păcală
Keyword(s):  
Process Control ◽  
Control Process ◽  
Practical Method ◽  
Abstract Concepts ◽  
Teaching Process ◽  
Traditional Lecture ◽  
Inquiry Based Learning ◽  
Food Engineering ◽  
Simulation Based ◽  
Fermentation Control

Abstract Students usually have difficulties to understand abstract concepts of process control. Implementing in teaching process the inquiry-based learning helps students to follow methods and practices similar to those of professional scientists in order to construct knowledge. The paper describes the steps reached in simulation-based learning: from experimental data obtained by the students in their practical method (study and measurement of variables to some fermentation processes) to the simulated the behaviour of the process under a feedback control system. By providing opportunities for students to check their understanding and reflect on their learning process performance is enhanced over a traditional lecture course.

“Reflective of my best work”: Promoting inquiry-based learning in a hybrid graduate history course

2019 ◽  
Vol 19 (3) ◽  
pp. 285-303
Author(s):  
Nate Sleeter ◽  
Kelly Schrum ◽  
Amy Swan ◽  
Justin Broubalow
Keyword(s):  
Skill Acquisition ◽  
Graduate Course ◽  
Intended Audience ◽  
Student Centered ◽  
Authentic Inquiry ◽  
Inquiry Based Learning ◽  
Learning Modules ◽  
Group Data ◽  
History Learning ◽  
Focus Group Data

This article discusses authentic inquiry-based learning in a hybrid graduate course, Teaching Hidden History, taught in 2015 and 2016. Students in this course created online history learning modules based on their own scholarly research. They defined their intended audience and crafted modules tailored specifically for those learners. The authors draw on course assignments, student modules, interviews, and focus group data to present a model of how inquiry-based learning can be scaffolded to promote the benefits of student-centered inquiry – namely the intrinsic motivation associated with the creation of authentic projects and practical skill acquisition.

scholarly journals Audiovisual education to promote multiple competences

Comunicar ◽  
2008 ◽  
Vol 16 (31) ◽  
Author(s):  
María del Rosario Luna
Keyword(s):  
Education System ◽  
Compulsory Education ◽  
Theoretical Framework ◽  
Educational Policies ◽  
Teaching Process ◽  
Audiovisual Education ◽  
El Sistema

One of the ways to include the audiovisual teaching within the compulsory education system is perhaps to provide arguments consistent with the theoretical framework used by the authorities which draw up educational policies. Lately, the valuation of the teaching process has turned on the notion of competence. This work aims to reflect on some of the competences which are developed through the teaching of audiovisual production. Uno de los caminos para lograr la inclusión de la enseñanza audiovisual en el sistema educativo obligatorio es tal vez el brindar argumentos consonantes con los marcos teóricos utilizados por las autoridades que diseñan las políticas educativas. En los últimos tiempos la valorización de las enseñanzas se ha efectuado en torno al concepto de competencias. De esta manera, el trabajo pretende reflexionar sobre algunas de las competencias que se desarrollan a través de la enseñanza en realización audiovisual.

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