scholarly journals The Comparison between Guided Inquiry and Traditional Teaching Method. A Case Study for the Teaching of the Structure of Matter to 8th Grade Greek Students

2013 ◽  
Vol 93 ◽  
pp. 494-497 ◽  
Author(s):  
Maria Vlassi ◽  
Alexandra Karaliota
Keyword(s):  
Teaching Method ◽  
Traditional Teaching ◽  
Guided Inquiry ◽  
8Th Grade ◽  
Structure Of Matter

scholarly journals The Impact of Young Entrepreneurs’ Network Entrepreneurship Education and Management System Innovation on Students’ Entrepreneurial Psychology

2021 ◽  
Vol 12 ◽  
Author(s):  
Zeyu Wang ◽  
Run Tang ◽  
Xin Cheng
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Entrepreneurship Education ◽  
Simulation Method ◽  
Professional Status ◽  
Traditional Teaching ◽  
Case Study Method ◽  
Scene Simulation ◽  
Test Result

The purpose of the study is to solve the problems existing in entrepreneurship education and management under computer technology. The teaching content of entrepreneurship education in colleges and universities is proposed. Since entrepreneurship education is practical, the auxiliary mechanism of entrepreneurship education also needs to be highly integrated with entrepreneurship practice. First, the network entrepreneurship teaching and management system is constructed, and students’ entrepreneurial creativity, communication ability, leadership ability, and qualities are taken as the research object. Second, the traditional teaching method, case study method, and scene simulation method are used to analyze and discuss the influence of the entrepreneurial teaching mode, entrepreneurial experience, and entrepreneurial ability on students’ entrepreneurial psychology. Finally, the questionnaire survey is used to conduct the relative sample t-test (Student’s t-test), and the influence of three teaching methods on students’ learning effects is analyzed. The influence of the three teaching methods on students’ entrepreneurial psychological states is further analyzed by the statistical method. The experimental results show that the test result of the scene simulation method and the traditional teaching method is 0.584, the test result of the scene simulation method and the case study method is 0.842, and the test result of the case study method and the traditional teaching method is 0.595. This shows that the scene simulation method has a significant impact on students’ entrepreneurial psychology and their entrepreneurial ability. In addition, students’ cognition of professional status significantly affects their entrepreneurial psychology and attitudes, and the correlation coefficient is 0.576. Therefore, it is suggested that colleges and universities should adopt the scene simulation method to improve the teaching quality of entrepreneurship education and strengthen students’ cognition of professional status and their entrepreneurial practice.

scholarly journals Effectiveness of Concept Mapping’s Efficiency in Differential Equations

2020 ◽  
Vol 20 (2) ◽  
pp. 1-23
Author(s):  
Fatemeh Moradi
Keyword(s):  
Differential Equations ◽  
Concept Mapping ◽  
Concept Maps ◽  
Assessment Tool ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Mathematical Concepts ◽  
Spss Software ◽  
Grade One

One of the existing approaches in students’ performance evaluation is to use concept mapping. There are lots of studies indicate that concept mappings can be used to evaluate the knowledge of mathematical concepts in a useful way. The best and most comprehensive way of learning is organizing study. Organizing is an expanding meaning strategy. Concept mapping is a simple way to organize and relate information, if vaguely. Lines, words, signs, and symbols are used in concept mappings. In this study, the use of concept mappings in differential equations has been investigated. To do so, a case study of understanding differential equations unit has been conducted in 90 students from Azad University. To begin with, the students went under seven sessions of differential equations of grade one, and another group was taught differential equations in a traditional way. After that, the results obtained were evaluated using SPSS software and Mann-Whitney U test to reach the conclusion. The results indicate the effectiveness of concept mappings. The students show ability to recognize the structure of differential equations that cannot be seen in the results of a traditional teaching method. In addition, the misunderstandings in misconceptions of such structures can be revealed. Therefore, it can be recommended to use the concept maps about differential equations as a complementary assessment tool along with common written tests.             

scholarly journals UMA ABORDAGEM DE JOGOS DE TABULEIRO NO ENSINO EM CIÊNCIAS CONTÁBEIS

2019 ◽  
Vol 12 (4) ◽  
pp. 398
Author(s):  
Sirlene Siqueira Alves ◽  
Armando Paulo da Silva ◽  
Eduardo Filgueiras Damasceno
Keyword(s):  
Teaching Method ◽  
Traditional Teaching ◽  
Course Content ◽  
Board Games ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
Before And After ◽  
Teaching Learning ◽  
And Control

The accounting higher education has techniques of knowledge transfer for the professional formation of the academic, therefore, most of the teaching techniques are focused on the disclosure of the laws due to the financial movement of the organizations. Knowing this, much of the advancement in teaching is due to the transmission of the experience of the accounting professor and the student facing the labor market operations. There are other methods of teaching accounting such as lecture, case study, seminars, discussion and debate, however they are still focused on the transmission of experiences or the fictional representation of teaching. This article aims to highlight the use of board games in the Accounting Science course, the teaching based on game fiction, as a way of fixing the content in the teaching of cost accounting, compared to traditional teaching methods. To prove the hypothesis, a board game was created, focused on promoting student engagement and favored the transmission of course content. For research observation and control, questionnaires based research methods were used before and after the use of the game in specific classes of the Accounting Science course. The results were demonstrated through graphs for better visualization. Thus, it was possible to conclude that there was a significant difference in the results before and after the application of this teaching method. In addition, students interacted and became cooperatively involved, which proved the effectiveness of the method in motivating and engaging students in the teaching-learning process.

scholarly journals Case Study and Cooperative Learning in Cryptography Course

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Nazrin Amirul Neu Jan Tan @ Atan ◽  
Rashidah Kadir
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Daily Life ◽  
The Internet ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Given

Cryptography is one of the important components in data and telecommunications, it is important when communicating over any entrusted medium, which includes just about any network, particularly the Internet. It is also one of the important courses in Information Technology courses. For now, students seem to be hard to understands because they are lack of interest in learning this course. This problem is caused by their awareness towards the application and the usage of cryptography. In this study, a different approach will be used to open the students’ eyes towards the importance cryptography and the usage of cryptography application in their daily life to increase their interest in cryptography along with their understandings in cryptography. This study will focus on an approach that will improve the teaching interest and their understanding of the student by using case study and student-centered learning approach which is the cooperative learning approach. A case study is developed to carry out the tasks that will make the students realized the importance of cryptography. In order to make sure that the students’ get better understanding towards cryptography, the cooperative learning practice will be implemented. At the end of this study, the result from the implementation of the case study and cooperative learning will be analyzed and evaluated. The tasks of the cooperative learning practice will be identified in this study and the effectiveness of the practice will be measure based on the tasks given. Finally, the effectiveness will be evaluated after the given tasks is finished. This evaluation will be the final result of this study whether the implementation of case study and cooperative learning practice is effective than traditional teaching method or vice versa.

scholarly journals Virtual Reality

2020 ◽  
Vol 8 (8) ◽  
pp. 101-111
Author(s):  
Heather Stone ◽  
Manyu Li ◽  
Kenneth A. Ritter III ◽  
Terrence L. Chambers
Keyword(s):  
Virtual Reality ◽  
Experimental Approach ◽  
Teaching Method ◽  
Academic Learning ◽  
Traditional Teaching ◽  
Science Standards ◽  
School Students ◽  
8Th Grade ◽  
National Science Standards ◽  
Authentic Learning Experiences

The diversity of learners within education is neither linear nor constant. Educators are challenged to be responsive and understanding when encouraging learners to construct meaning while adhering to stringent standards. The objective of this study is to integrate science standards into authentic learning experiences, created in both a traditional teaching method and virtual reality (VR) platform, for 8th grade middle school students in Lafayette, Louisiana. The authentic experiences were based on oral histories of the residents of Isle de Jean Charles, Louisiana, who have lost 98% of their ancestral homeland since 1955. These experiences were then tied to the National Science Standards (8-MS-ESS1-4, 8-MS-ESS2-2, and 8-MS-ESS3-1). The students were split into two groups and given either a PowerPoint or VR experience, both having the same content. The researchers tracked engagement, focus, interest, and how important the students thought the content was. Using an experimental approach, the researchers also gave a pre- and posttest to determine if the VR experience resulted in better academic learning than a regular, PowerPoint-based lecture. The students were also asked to comment on their experience of the PowerPoint versus the VR and describe what their experience.

scholarly journals Profesor y alumnado conectados en una red pública compartida

2014 ◽  
Vol 32 (2) ◽  
pp. 463-478
Author(s):  
Teresa García Gómez ◽  
Juan José Carmona Fernández
Keyword(s):  
Secondary School ◽  
Web 2.0 ◽  
Digital Media ◽  
Teaching Method ◽  
Network System ◽  
Traditional Teaching ◽  
Web 2.0 Tools ◽  
School Classroom ◽  
Competencia Digital

El presente trabajo analiza el modo en el que el uso de las TIC y medios digitales impulsan la creación de participación ciudadana en el aula; siendo el profesor el vehículo que guía estos procesos de enseñanza y aprendizaje. La metodología utilizada es de corte cualitativo, concretamente una investigación con Estudio de Caso en un aula de secundaria, en la que se ha indagado en qué medida el uso de las herramientas web 2.0 incentivan la construcción de ciudadanía. Como resultados destacan una ruptura con el estilo docente «tradicional», creándose una Red de redes donde usa Facebook, Twitter, Google Plus de manera activa e interconexionada entre sí, potenciando una formación en y para la ciudadanía a través de un propuesta didáctica para el ejercicio de la autonomía, donde la competencia digital y la competencia social y ciudadana están íntimamente interrelacionadas. En conclusión, la participación democrática y la colaboración entre iguales, unido al desarrollo de ambas competencias, fomentan un estilo de ciudadanía activa. This paper discusses how ICT and digital media can promote involvement in civil society, with teachers being the vehicle for these educational and learning processes. Through a qualitative approach focused on a case study of a secondary school classroom, it shows to what extent the use of Web 2.0 tools encourage the building of citizenship. The most significant results show a break with "traditional" teaching through a complex network system, including active and connected uses of Facebook, Twitter and Google Plus to promote the learning of citizenship through a teaching method aimed at exercising autonomous behaviour where digital and social capacities are deeply intertwined. To conclude, citizen involvement and peer to peer cooperation, as well as the development of both capacities, promote an active-style citizenship.

scholarly journals APPLICATION OF LUDIC ACTIVITY FOR LEARNING OF CHEMICAL CONCEPTS: CASE STUDY

2019 ◽  
Vol 16 (32) ◽  
pp. 783-793
Author(s):  
M. STIVAL ◽  
E. J. N. S. CUNHA ◽  
M. CUNHA ◽  
J. R. C. da ROCHA
Keyword(s):  
Teaching Method ◽  
Chemical Elements ◽  
Low Cost ◽  
Physical Space ◽  
Traditional Teaching ◽  
Average Value ◽  
Chemical Structures ◽  
State College ◽  
Chemical Concepts

In this work are presented the results obtained during the application of the ludic activity on some chemical concepts. The ludic helps students to be motivated by learning during the teaching process. Thus, students are able to assimilate abstract chemical concepts more effectively using some differentiated activity of low cost and in the classroom itself. Not needing another physical space of the school for this activity. During the application of the same, colored styrofoam balls of different sizes were required to represent the different chemical elements present in the chemical structures presented to the students. This case study happened in the second half of 2014, that is, after the teacher of the discipline presented the programmatic contents in a traditional way for the students of the first high school series of the José Bonifácio State College, a school located in the municipality of Paranaguá, Paraná, Brazil. In the first class, before starting the ludic activity, a multiple-choice evaluation was applied to evaluate how much the students remembered the contents previously developed by the teacher of the discipline in a traditional way (Annex I). In the second class, the ludic activity was applied. In the third class, another evaluation was applied, with more difficulty in the questions, to detect the level of learning of the content worked in a ludic way (Annex II). From the results obtained, in the traditional teaching method, only 7.2% of the students evaluated were able to score above the average value of the questions. Already after the application of the ludic activity, 97.3% of the students surveyed achieved a set number above the average value of the questions. This fact demonstrated the methodological efficiency used, as well as the reality that differentiated activities really motivate learning, as well as allowing students to assimilate and store this knowledge for a longer period of time.

scholarly journals A Virtual Reality Teaching System for Graphic Design Course

2017 ◽  
Vol 12 (09) ◽  
pp. 117 ◽  
Author(s):  
Mingying Lou
Keyword(s):  
Virtual Reality ◽  
Graphic Design ◽  
Learning Effect ◽  
Teaching Method ◽  
Teaching Skills ◽  
Traditional Teaching ◽  
Teaching Mode ◽  
Overall Design ◽  
Learning Interest

Graphic design is a comprehensive science integrating artistry, innovation and operability. Graphic design is not limited to print media any more, but starts to be combined with multi-dimensional design methods. The traditional dull duck-stuffing teaching method is not good for stimulating students’ enthusiasm for study, creativity and imagination, and cannot meet students’ learning need accordingly. Thus, we intend to combine painting-imitating teaching with virtual reality in the course of graphic design, with an aim to make up the deficiency of traditional teaching mode, stimulate students’ enthusiasm for study and learning motivation, arouse students’ imagination, creativity and sensibility, and improve students’ overall design capability. To check the effect of the combination of painting-imitating teaching and virtual reality in course teaching of graphic design, we carried out a case study of course teaching of graphic design. The results demonstrate that the class for which virtual reality teaching tools was adopted is significantly superior to the class for which the traditional teaching method was adopted in respect of the degree of proficiency of course teaching skills, special imagination, students’ concentration, and consolidation of knowledge after class, especially in respect of students’ concentration and special imagination. These findings indicate the combination of painting-imitating teaching and virtual reality is helpful to stimulate students’ learning initiative, enthusiasm for study, and learning interest, and greatly improve learning effect.

Blended Learning Using Video Blogs in Teaching English as a Second Language— A Case Study of International Trade Practice Course

2019 ◽  
Vol 10 (5) ◽  
pp. 1117
Author(s):  
Leying Jiang ◽  
Jingjing Lu
Keyword(s):  
International Trade ◽  
Second Language ◽  
Blended Learning ◽  
Language Learning ◽  
Teaching Method ◽  
Traditional Teaching ◽  
New Approach ◽  
Trade Practice ◽  
The Status

Blended learning starts late but develops rapidly in China owing to the advancement of information technology. In the last decade, researches on blended learning have drawn much attention in the field of interdisciplinary education and have become relatively mature. International Trade Practice Course, one of optional courses for English majors, features as systematization and practicality with the aim of cultivating cross-disciplined and multiple talents. Nevertheless, the practical requirements of the course are hard to fulfill due to the limitation and restriction of the traditional teaching method. The emergence and promotion of video blogs provide a new approach for blended learning that makes up for the deficiency of unitary teaching method. This paper intends to study the status quo and the effect of blended learning using video blogs in international trade practice course. By using the methods of questionnaire, field trip and interview, the author collected the effective data and information in order to offer some rational suggestions on blended learning in second language learning.

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