scholarly journals Instructional Software for Biochemistry Education

2004 ◽  
Vol 2 (2) ◽  
pp. 2
Author(s):  
Marson Guilherme Andrade
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Instructional Materials ◽  
Learning Problems ◽  
Digital Content ◽  
Instructional Software ◽  
Cultural Organization ◽  
Access To Knowledge ◽  
The Relationship

In the last decades the world has witnessed a revolution in the expansion and access to knowledge, whi-ch has dramatically changed the relationship between labor and production. According to UNESCO(United Nations Educational, Scientical and Cultural Organization) and ILO (International LaborOrganization), in the of information it is fundamental that Higher Education Institutes educate pro-fessionals capable to update their knowledge in the course of professional life. The so-called life-longlearning s pointed out as a request for creating and maintaining jobs, and for supporting the develop-ment of nations as well. In such context, Biochemistry is a eld of knowledge which has outstandinglyexpanded its boundaries. Preparing the next generation of biochemists for the age of informationrequires the development of cognitive skills as an essential educational goal concerning graduationcourses, which have been historically limited to the exposition of contents. The achievement of suchobjective depends on many factors, including the development of suitable instructional materials thatcan improve the teaching and learning experience. This conference deals with the development ofinstructional software at the crossroad of Educational research, Informatics and Biochemistry. Theinvestigative approach leading to the development and improvement of instructional software for Bi-ochemical education will be discussed on the basis of the following issues: i) motivating questionsto software development - teaching and learning problems; ii) development of digital content: speci-c content, interface and interactivity; iii) evaluation of the software s instructional eciency; iv)examples of softwares which have been conceived according to the discussed methodology.

scholarly journals Improving Teaching and Learning in Physical Education: Using a Developmental Continuum and Eliminating Traditional Grading / Unapređenje procesa nastave i učenja u fizičkom vaspitanju: Upotreba razvojnog kontinuuma i eliminisanje tradicionalnog ocjenjivanja

2016 ◽  
Vol 10 (2) ◽  
Author(s):  
Adrian J Haug ◽  
Mila Fischer
Keyword(s):  
Physical Education ◽  
Student Performance ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Traditional Grading ◽  
Health Related ◽  
Risk Takers ◽  
Differentiated Learning ◽  
Physical Skills ◽  
The Relationship

Assessment methods and the ownership of learning in Physical Education remain, in most cases, as highly traditional practices which do not fully allow students to be active and enthusiastic participants in the process of learning physical skills and health related knowledge. This study focuses on the improvements of student accountability and ownership for learning in Physical Education classes when traditional grading is removed and a year-level-only curriculum is replaced with a developmental learning continuum. The context of this study is to identify the relationship between student motivation, interest in learning, and the accountability to reach set goals when grade rewards are replaced with clear descriptions of student performance and development along a schema of skills and knowledge in PE. The research of our project will determine that the modifications made to the process of teaching and learning has improved the learning experience of our test subjects. The study has proven that when traditional grading is removed and students have the opportunity for true differentiated learning, they demonstrate far more intrinsic motivation in their learning. The students have taken grater ownership over their development and have become more accountable for their own process of learning. To truly unlock the potential of each child, we educators need to support our students to be risk takers who are inquiring and reflective.

scholarly journals Analysis of Factors Affecting Digital Textbook Pricing in Korea

2019 ◽  
Vol 8 (3) ◽  
pp. 171
Author(s):  
Jeong-Su Yu ◽  
Pyung Kim
Keyword(s):  
Asset Pricing ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Problems ◽  
Digital Content ◽  
Product Lifecycle ◽  
Factors Affecting ◽  
Digital Textbook ◽  
Digital Textbooks ◽  
Digital Asset

The use of paper books for teaching and learning has many limitations in terms of cost and efficiency. The advantages of digital textbooks are emphasized in many studies. Researchers say that the use of digital textbooks as mediators of the 21st century provides the ability to solve a variety of educational and learning problems for the future. However, many stakeholders in education, such as teachers, students, parents, publishers and educators, are not prepared to accept it and infrastructure is incomplete. In Korea, digital textbooks are used in classrooms in 2018. Publishers are creating new digital textbooks containing sophisticated digital content in accordance with government guidelines, teachers want to create customized lessons for each student level, and profitability and market expectations are changing the importance of digital asset pricing in the textbook market. In this paper, we explore factors that affect digital textbook pricing, to help publishers maximize revenue over their product lifecycle.

Enhancing students understanding of introductory accounting by integrating split-attention instructional material

2017 ◽  
Vol 30 (3) ◽  
pp. 283-300
Author(s):  
Seedwell T.M. Sithole
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Learning Experience ◽  
Instructional Materials ◽  
Learning Material ◽  
Content Type ◽  
Test Items ◽  
Introductory Accounting ◽  
University Instructors

Purpose The purpose of this study is to investigate the effects of two instructional design formats on learning outcomes in introductory accounting. Design/methodology/approach This study describes split-source instructional designs and uses an experiment administered to two groups of students enrolled in an undergraduate introductory accounting subject. The performance scores in recall and transfer test items are used to evaluate students’ learning outcomes. Findings The study suggests that instructors can enhance students understanding of introductory accounting by integrating text and diagrams in introductory accounting. Practical implications University instructors require evidence of teaching and learning activities that enhance student learning during the study of introductory accounting. This study shows that a redesign of accounting instructional material improves students’ performance and learning experience. Originality/value This study addresses a gap in the literature by examining the use of integrated instructional materials as an alternative to the separate diagram and text when learning accounting. The study also explores the effect of reorganising learning material on students load by analysing the mental effort reported by students. Finally, the study contributes useful findings on reorganising accounting instructional material aimed at enhancing the understanding of introductory accounting.

scholarly journals MODEL PEMBELAJARAN PENANAMAN NILAI-NILAI PANCASILA PADA PELAJARAN KEWARGANEGARAAN MELALUI PENDEKATAN CONTECTUAL TEACHING AND LEARNING

Nuansa ◽  
2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Irwan Satria
Keyword(s):  
Civic Education ◽  
Teaching And Learning ◽  
Life Experience ◽  
Learning Experience ◽  
Real Life ◽  
Contextual Learning ◽  
Life Itself ◽  
Main Thing ◽  
Relationship Of ◽  
The Relationship

Contextual learning, enabling the learner to be active, evolves according to its potential. In the learning pro- cess, the main thing  is to link all these aspects. To relate it can be done in various ways, such as material that is studied directly related to the factual  conditions associated with real life experience. CTL approach is the relationship of matter or topic  with real life. So in the contextual learning is how to have  the learning experience owned by students always associated with actual problems that  occur  in the  environment. Thus learning in civic education based on Pancasila values  through contextual learning emphasizes the introduction, love and  application of Pancasila values  to learners. Learners are led to adaptation to the values of Pancasila so that it becomes a prophetic man, a human that is useful both for life itself and society, nation and states.

scholarly journals The development of the effective learning environment by creating an effective teaching in the classroom.

2017 ◽  
Vol 1 (1) ◽  
pp. 79
Author(s):  
Sanchia Janita Prameswari ◽  
Cucuk Budiyanto
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institution ◽  
Real Life ◽  
Pedagogical Practices ◽  
Effective Learning ◽  
Creative Commons ◽  
The Creation ◽  
The Relationship

<p>The changes in learning management typically involve the introduction of various alternative learning methods. The development of an effective learning experience requires the modification of conventional learning. Teaching and learning constructively synchronize instructions and assessment toward the desired learning outcomes. Notwithstanding the vast literature on the creation of effective learning, the lack of explanation on how the relationship between effective teaching and effective classroom would likely leave practitioners and academia without a clear guidance on how to operationalize the creation of effective learning in real life. A systematic literature review procedure was conducted upon published papers between 2007 and 2015 in outstanding education journals. This paper contributes to the literature by amassing the knowledge on pedagogical practices in effective learning creation. In addition, to obtain a granular elaboration about the matter, a framework to operationalize the creation of effective learning is suggested. Three aspects compose the framework namely teachers' intrinsic capabilities, educational institution support, and student’s participative involvement. The roles of each party were extracted from the knowledge contained in the reviewed literature.</p><p> </p><p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p>

scholarly journals The relationship between instructional materials usage in teaching and learning outcome in history subject within secondary schools in Rwanda

2021 ◽  
Vol 4 (6) ◽  
pp. 82-101
Author(s):  
Nsengumuremyi Didace ◽  
◽  
Dr. Hesbon Opiyo Andala ◽  
Keyword(s):  
Secondary Schools ◽  
Sample Size ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Instructional Materials ◽  
Teaching Staff ◽  
Material Usage ◽  
The Government ◽  
The Relationship

The effective usage of instructional materials plays a significant role in promotion of teaching and learning outcomes. The usage of relevant material stimulates students to become more attentive and motivated in classroom setting. The purpose of this study was therefore to find out the relationship between instructional materials and learning outcomes. The study employed correlation research design. The target population was 621 respondents out of which 244 were used as the sample size. Simple random and purposive sampling techniques were used in the study to obtain the sample size. Questionnaire, interview guide and desk review was used data collection instruments. SPSS was used in data management. The findings revealed that visual aids are used at moderate level at which 49.9% strongly agreed that instructional materials used are pre-determined 47.2% strongly agreed that teaching methods are well prescribed in the lesson planning. The study indicated that a big number of students got the grades lying in division IV and Division U (Unclassified). The study found that 81% of the respondents agreed that students participated in history lesson and 70.0% agreed that students understood history. Results also revealed that holding instructional material usage constant to a constant zero, attendance from Monday to Friday would be at .116 for lesson plan. An increase in instructional material usage stimulates adequate ratio by a factor of 0.11 standardized significance at learning process. The study recommended that the government should allocate sufficient budget that would be given to ameliorate libraries in secondary schools and laboratories. The government should find resource centers to facilitate teaching staff borrow instructional materials which cannot not available in secondary schools. Further, the government should conduct workshops, conferences and meeting to stimulate their skills on using instructional materials. School principals should follow up their teaching staff to be sure with the availability of instructional materials are effectively applied. The community should encourage parental involvement in providing instructional material usage in secondary schools in order to enhance learning outcomes. Keywords: Instructional materials, Teaching and learning outcomes and usage of instructional materials.

scholarly journals Unpacking the Processes of Materials Use: An Interdisciplinary Perspective of Language Teachers’ Use of Materials in China

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097787
Author(s):  
Zhan Li ◽  
Yueting Xu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Language Teachers ◽  
Instructional Materials ◽  
Pedagogical Reasoning ◽  
Efl Teachers ◽  
Inservice Professional Development ◽  
Knowledge And Practice ◽  
The Relationship

In light of the growing agreement on the critical impact that materials can have on teaching and learning, classroom-based research on materials use in natural educational contexts has become increasingly urgent. This study aims to explore language teachers’ use of instructional materials in classroom settings. Drawing on the analysis of materials, interviews, and lesson observations from cases of three Chinese English as a foreign language (EFL) teachers and their six students, this study identified six interactive processes of materials use, based on which teachers’ pedagogical reasoning that enabled each process of materials use was unpacked. Through the theoretical lens of Keller and Keller’s anthropology of knowledge and Wartofsky’s categorization of artifacts, this article unraveled the relationship between teacher knowledge and practice in materials use and disentangled the multilayered roles of curriculum materials. The findings not only contribute to the conceptualization of materials use in language education but also suggest effective ways of enhancing the inservice professional development through materials use and development in natural educational contexts.

Learning about teaching requires thinking about the learner

2015 ◽  
Vol 38 ◽  
Author(s):  
Kathleen H. Corriveau
Keyword(s):  
Teaching And Learning ◽  
Learning Problems ◽  
Adaptive Behaviors ◽  
Teaching Behaviors ◽  
Explicit Definition ◽  
Definition Of ◽  
The Relationship

AbstractKline argues for an expanded taxonomy of teaching focusing on the adaptive behaviors needed to solve learning problems. Absent from her analysis is an explicit definition of learning, or a discussion of the iterative nature of the relationship between teaching and learning. Including the learner in the discussion may help to distinguish among the adaptive values of different teaching behaviors.

Exploring the relationship between TBLT and ISLA

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Shawn Loewen ◽  
Masatoshi Sato
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Instructional Materials ◽  
Linguistic Resources ◽  
Theoretical Perspectives ◽  
Instructed Second Language Acquisition ◽  
L2 Instruction ◽  
The Relationship

Abstract The relationship between task-based language teaching (TBLT) and instructed second language acquisition (ISLA) is a close one. Both are concerned primarily with facilitating the development of second language (L2) learners’ linguistic proficiency. This article begins by providing a brief description of both terms. TBLT has been described as an approach to language teaching, comprised primarily of a needs analysis, development of meaning-focused instructional materials, and assessment. The central construct is the task, which provides opportunities for learners to use their own linguistic resources as they engage in meaning-focused interaction. In contrast, ISLA provides a taxonomy of multiple approaches to L2 teaching and learning, based on various theoretical perspectives. As such, ISLA includes TBLT, especially as both have a particular interest in the cognitive-interactionist approach to L2 instruction. Differences between the two terms include a focus on explicit instruction in ISLA that is not present in most versions of TBLT. In addition, ISLA does not consist of an all-encompassing curricular approach to L2 instruction. Finally, ISLA has been less focused on needs analyses and assessment in comparison to TBLT. This article ends with a consideration of areas of mutual concern, as well as perspectives from each that might benefit the other.

scholarly journals Internationalising a school: teachers’ perspectives on pedagogy, curriculum and inclusion

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Sherene Hattingh ◽  
Margaret Kettle ◽  
Joanne Brownlee
Keyword(s):  
Secondary School ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Language And Literacy ◽  
School Teachers ◽  
Curriculum Enactment ◽  
Teachers Perspectives ◽  
The Relationship

The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers’ responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers’ practices and professional development as well as the place of international students in the school community. 

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