Development of Competitive Skills in Future Mechanical Engineers

2010 ◽  
Author(s):  
F. Jorge Lino ◽  
Teresa P. Duarte
Keyword(s):  
Teaching Method ◽  
Scientific Article ◽  
Good Tool ◽  
Teaching Methodologies ◽  
Innovative Teaching ◽  
Continuous Evaluation ◽  
University Courses ◽  
Scientific Report ◽  
The Web ◽  
Innovative Teaching Method

Nowadays, the Web is a common tool for students searching information about the subjects taught in the different university courses. Although this is a good tool for the first rapid knowledge, a more deep study is usually demanded. After many years of teaching one course about ceramic and composite materials, the authors, used the Bologna reformulation of the mechanical engineering course to introduce new teaching methodologies based on continuous evaluation. One of the main innovations is one practical work that comprises the study of a recent ceramic scientific article, using all the actual available tools, elaboration of a scientific report, present the work and participate in a debate. With this innovative teaching method the enrolment of the students was enhanced with a better knowledge about the ceramics subject and the skills related with the CDIO competences.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

scholarly journals Una misión educativa

2005 ◽  
Vol 10 (18-19) ◽  
pp. 237-248
Author(s):  
Ofelia Brown ◽  
Keyword(s):  
Financial Support ◽  
Teaching Method ◽  
Innovative Teaching ◽  
Non Profit ◽  
The People ◽  
The City ◽  
Innovative Teaching Method

This case study describes an initiative by a computer engineer to develop an innovative teaching method. The company providing financial support has as their sole motivation the altruistic purpose of improving education in Peru. After enacting the program, the people involved decided to form a non-profit association in order to collect donations and assure the resources that will allow the project’s expansion. The story unfolds in the city of Lima, Peru, in May of 2005.

A Procedure to Create a Pedagogic Conversational Agent in Secondary Physics and Chemistry Education

2013 ◽  
Vol 9 (4) ◽  
pp. 94-112 ◽  
Author(s):  
Diana Pérez-Marín ◽  
Antonio Boza
Keyword(s):  
Natural Language ◽  
Chemistry Education ◽  
Teaching Method ◽  
Computer Applications ◽  
Conversational Agent ◽  
Conversational Agents ◽  
Innovative Teaching ◽  
Language Support ◽  
Teachers And Students ◽  
Innovative Teaching Method

Pedagogic Conversational Agents are computer applications that can interact with students in natural language. They have been used with satisfactory results on the instruction of several domains. The authors believe that they could also be useful for the instruction of Secondary Physics and Chemistry Education. Therefore, in this paper, the authors present a procedure to create an agent for that domain. First, teachers have to introduce the exercises with their correct answers. Secondly, students will be presented the exercises, and if the students know the answer, and if it is correct, more difficult exercises will be presented. Otherwise, step-by-step natural language support will be provided to guide the student towards the solution. It is the authors’ hypothesis that this innovative teaching method will be satisfactory and useful for teachers and students, and that by following the procedure more computer programmers can be encouraged to develop agents for other domains to be used by teachers and students at class.

scholarly journals Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

2021 ◽  
Vol 10 (3) ◽  
pp. 1028
Author(s):  
Narentheren Kaliappen ◽  
Wan Nurisma Ayu Ismail ◽  
Ahmad Bashawir Abdul Ghani ◽  
Dwi Sulisworo
Keyword(s):  
Social Learning ◽  
Undergraduate Students ◽  
Learning Theory ◽  
Learning Process ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Innovative Teaching ◽  
Cross Cultural Management ◽  
Innovative Teaching Method

The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara Malaysia (UUM). At first, the lecturer used Wizer.me before the class starts and requesting the students to answer several questions before coming to the class. After completing each chapter, the students requested to answer some questions using Socrative application to test their understanding level. The research revealed that at the beginning of the semester, the students not aware of these two applications. However, at the end of the semester, every student familiar with these applications and overall provided positive feedback on the usage of Wizer.me and Socrative application in the teaching and learning process. This study used IntenCheck sentiment analysis software to evaluate the students’ feedback. Student’s opinion on using Wizer.me and Socrative application as an innovative teaching method not explored before at UUM. Therefore, this viewpoint could provide useful insight for university lecturers to use these applications in their teaching and learning process.

scholarly journals Application and Challenges of Micro-lessons in College English Teaching

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Shaojie Wu
Keyword(s):  
Higher Education ◽  
Teaching Method ◽  
English Teachers ◽  
Colleges And Universities ◽  
Innovative Teaching ◽  
College English ◽  
English Teaching ◽  
Teaching Situation ◽  
Micro Learning ◽  
Innovative Teaching Method

In higher education, English has always been the focus of teaching, and college English teaching must be vigorously innovated. Through the analysis of the English teaching situation in some colleges and universities, we discovered that micro-lessons an innovative teaching method, has been applied to a certain extent, but the circumstances under which micro-lessons are applied are not favorable. Many college English teachers recognize the value of micro-learning applications, but the shortcomings in the teaching also cause many challenges in the application of micro-lessons. This article will analyze the application value and specific challenges of micro-lessons in college English teaching, and propose some suggestions on the application of micro-lessons.

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