scholarly journals STUDENT GRAPHICAL INFORMATION LITERACY IN MATHEMATICS AND SCIENCE

2017 ◽  
Vol 2 ◽  
pp. 81
Author(s):  
Ilze France ◽  
Dace Namsone ◽  
Līga Čakāne ◽  
Jānis Vilciņš ◽  
Uldis Dzērve ◽  
...  
Keyword(s):  
Student Performance ◽  
Real Life ◽  
Thinking Skills ◽  
9Th Grade ◽  
Improve Student Performance ◽  
Life Context ◽  
Competency Based ◽  
Oecd Pisa ◽  
And Mathematics ◽  
National Test

Among the most important 21st century skills that every student needs are the ability to work with information. The key for implementing competency based approach to learning will be related to how students' ability to apply skills acquired in, for example, mathematics can be transferred to other subject contexts. Newest OECD PISA results presented in 2016 show a recurring tendency that in Latvia there is a small number of students whose performance is in accordance to the 5th and 6th level of the framework. These two levels represent students' ability to apply deep thinking skills in new learning contexts. It is necessary to analyze the causes of this situation in order to identify opportunities for how to improve student performance. Accordingly, the research goal is to analyze how Latvian students manage to apply deep thinking skills in 9th grade national test assignments where they need to analyze graphic information in science and real life context. Additionally, the research aims to analyze the cognitive depth of science and mathematics assignments included in the national test as well as how the acquisition of these skills are planned in the learning content of educational regulations and learning materials.

Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

2004 ◽  
Vol 28 (3) ◽  
pp. 102-104 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Subramanya Upadhya ◽  
Sharmila Torke ◽  
K. Ramnarayan
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Case Studies ◽  
Teaching Strategy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Undergraduate Medical Students ◽  
Life Problems ◽  
Motivation For Learning

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before ( exam 1) and one after ( exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 ( P < 0.0001). Feedback from students indicated that this method was useful and challenging.

scholarly journals TEACHING TO USE IN SCIENCE AND MATHEMATICS PREVIOUSLY ACQUIRED SKILLS

2016 ◽  
Vol 2 ◽  
pp. 51
Author(s):  
Ilze France ◽  
Dace Namsone ◽  
Līga Čakāne ◽  
Uldis Dzērve ◽  
Jānis Vilciņš
Keyword(s):  
Teacher Performance ◽  
Basic Skills ◽  
Real Life ◽  
9Th Grade ◽  
National Testing ◽  
And Mathematics ◽  
Development Of Students

Goal of the research is to analyse how students currently succeed in using basic skills acquired in mathematics, in science and real-life contexts, before new reforms in Latvia for the development of students' competence have been started. Only about 20% of students in the national testing for 9th grade were able to do it. The research analysed students’ papers, results, and study aids, as well as teacher performance in lessons.

Using Online Learning Systems to Improve Student Performance

2011 ◽  
Vol 7 (2) ◽  
pp. 21-34
Author(s):  
Nelly Todorova ◽  
Annette M. Mills
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
Prior Knowledge ◽  
Real Life ◽  
Meaningful Learning ◽  
Learning Model ◽  
Learning System ◽  
Preliminary Evaluation ◽  
Life Problems ◽  
Improve Student Performance

A key responsibility of educators is to enable meaningful learning and to help students acquire the knowledge and skills they need to make decisions and solve real-life problems. The knowledge that students bring to class (i.e. prior knowledge) has been identified as a major factor enabling meaningful learning. Leveraging this knowledge depends on instructors being able to assess it and adjust their teaching accordingly. This paper proposes a learning model aimed at enriching, assessing and activating prior knowledge. To provide a preliminary evaluation on the feasibility of the model, it was implemented using an online learning system and assessed using survey and interview data gathered from students and faculty. The results showed positive changes in student study behavior, motivation, classroom experience and learning outcomes. Opportunities for improvement of the learning model were also identified.

scholarly journals Work Integrated Learning: What do the students want? A qualitative study of Health Sciences students’ experiences of a non-competency based placement

2015 ◽  
Vol 6 (2) ◽  
pp. 87-91 ◽  
Author(s):  
Elizabeth Abery ◽  
Claire Drummond ◽  
Nadia Bevan
Keyword(s):  
Nursing Education ◽  
Real Life ◽  
Health Sciences ◽  
Integrated Learning ◽  
Theoretical Concepts ◽  
Health Sciences Students ◽  
Life Context ◽  
Competency Based ◽  
Work Integrated Learning ◽  
Education And Law

Work Integrated Learning (WIL) offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in an applied real-life context. WIL also assists students in their transition from educational to professional practice informed by experience, engagement and reflection. Traditionally, disciplines such as Medicine, Nursing, Education, and Law have incorporated WIL into their programs. Literature outlines the benefits of a WIL placement to measure learned competencies, which are integral to such fields of practice. Currently, the scope for a WIL experience is expanding into other non-clinical courses due to increasing pressure for universities to produce “work ready” graduates. However, in generalist degrees such as Health Sciences, where clinical or explicit skill competencies are not required, the WIL experience is generic. This study sought the perceptions of past Health Sciences students’ WIL experiences in order to develop appropriate resources for future students.  

scholarly journals A Competency-Based Curriculum for Kenyan Primary Schools: Learning From Theory.

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Dorothy Atieno Okeyo; Dr. Lydia Kobiah Kanake
Keyword(s):  
Primary Schools ◽  
Real Life ◽  
Review Literature ◽  
Library Research ◽  
Life Challenges ◽  
Life Context ◽  
Competency Based ◽  
The Subject ◽  
Development Of Competencies ◽  
To Come

The main focus of this paper is placed on how competent each student is in the subject and not how much knowledge they have acquired in the subject. A competency-based curriculum for Kenyan primary schools. Competency-based curriculum (CBC) is designed with a view to help learners acquire desired knowledge, skills, values and attitudes to enable them cope with life challenges. CBE adopts a learner-centered pedagogy, formative and authentic assessment approaches that emphasize the development of competencies and application of knowledge in real life context. This paper is based on library research and seeks to review literature concerning the CBC in order to come up with various lessons to help in the Kenyan education. A brief analysis of Kenyan adoption of CBC under the system of 2-6-3-3 unveiled in 2017 to replace the current 8-4-4 system which has served Kenya for the last 32 years has been done. The adoption of 2-6-3-3 has received attention because it provides an opportunity to reflect on the end of an Era in Kenyan education system where examination has been the center of the sector. The paper will focus on the potential and prospects of CBC for Kenya based on the experiences of CBC in other countries. Illustrations from some countries will be used to point out why CBC will be useful in the development of the Kenyan education.

scholarly journals Development of Active-Learning Units in Nuclear Engineering

2021 ◽  
Vol 253 ◽  
pp. 10003
Author(s):  
Stephen U. Egarievwe
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Graduate Programs ◽  
Real Life ◽  
Radiation Shielding ◽  
Nuclear Engineering ◽  
Interactive Mode ◽  
Hands On ◽  
And Mathematics ◽  
Dose Radiation

Active learning engages students in activities that could enhance their ability to analyze, synthesize, and evaluate the material being learned. Evidence-based studies have shown that active learning increases student performance in Science, Technology, Engineering, and Mathematics (STEM) courses. This paper presents the design of active learning units in nuclear engineering. The goal is to enhance students learning and technical skills, thereby improving their preparation for success in pursuing STEM graduate programs and careers in nuclear engineering. Three modes of active learning that are of interest are problem-solving, lab-based hands-on activities, and simulation. The active learning units are aimed at using interactive mode to provide students with the mastering of fundamental principles and concepts, and better understanding of how equations translate and apply to real-life engineering situations. The introductory nuclear engineering topics to be covered include radioactivity and half-life, binding energy, atom density, radiation interactions, radiation dose, radiation shielding, stopping power, and fission. An assessment plan for the effectiveness of the active-learnings units is also presented.

scholarly journals REALAUS GYVENIMIŠKO KONTEKSTO NAUDOJIMAS SOCIALINIŲ IR GAMTOS MOKSLŲ SRITIES UŽDUOTYSE 4 KLASĖJE: AUKŠTESNIO LYGIO MĄSTYMO GEBĖJIMŲ ASPEKTAS [USING THE REAL-LIFE CONTEXT IN SOCIAL AND NATURAL SCIENCE ITEMS IN GRADE 4: HIGHER-ORDER THINKING SKILLS ASPECT]

2017 ◽  
Vol 9 (3) ◽  
pp. 132-140
Author(s):  
Nadia Venskuvienė
Keyword(s):  
Natural Science ◽  
Scientific Literature ◽  
Real Life ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Living Environment ◽  
Higher Order Thinking Skills ◽  
Political Issues ◽  
Life Context

The study examines the development of higher-order thinking skills of grade 4 students in the context of social and natural science and real-life. The review of scientific literature has defined what context-based learning is and highlighted the conditions for developing a higher order thinking skills. In the empirical part, according to the criteria selected in the course of the analysis of the scientific literature, the national achievement tasks of the social and natural science for grade 4 were analyzed. It has been determined that the context of the analyzed tasks is related to real-life situations. Tasks are close to the child with their content, and their context is brought closer to the child's living environment. There were no tasks that would involve a more global life context: political issues, international relationship, environmental issues, etc. It has been investigated that most of the students in grade 4 are required to analyze the situation and draw conclusions about it. More rarely applied argumentation skills and answers to complex quastions. There were no tasks focused on creating graphs, models or redefining submitted models. Keywords: social education, science education, real life context, higher order thinking skills, primary education.

scholarly journals Two finnish girls and mathematics: Similar achievement level, same core curriculum, different competences

2015 ◽  
Vol 3 (1) ◽  
pp. 137-150
Author(s):  
Hanna Viitala
Keyword(s):  
Problem Solving ◽  
Core Curriculum ◽  
Basic Education ◽  
Mathematical Thinking ◽  
Real Life ◽  
Thinking Skills ◽  
Achievement Level ◽  
Core Content ◽  
Learning Mathematics ◽  
And Mathematics

Mathematical thinking and problem solving are essential parts of learning mathematics described in the Finnish National Core Curriculum for Basic Education. Evaluations on both have been done at national and international level. However, in a request for deeper understanding of pupils’ mathematical thinking we need to move beyond paper tests. This paper is a first look into the mathematical thinking of two Finnish girls, Emma and Nora, in their final year of Finnish comprehensive school. After solving a real-life situated problem in a classroom, the girls talk about mathematics and problem solving in an interview. The focus of the analysis is on the learning objectives, core content and final-assessment criteria related to thinking skills and methods in the Finnish curriculum. Also some results on metacognition and affect will be reported. The results suggest that while both pupils have similar achievement level in mathematics, their competences are different: Emma is more competent in problem solving and Nora is more self-confident and self-guided in learning mathematics and can more easily recognize mathematics outside school.

Student's Perceptions of Assessment Legitimacy in TVET Sector in South Africa

2021 ◽  
pp. 162-181
Author(s):  
Sylvia Manto Ramaligela
Keyword(s):  
Student Performance ◽  
Life Experience ◽  
Classroom Teacher ◽  
Real Life ◽  
Limpopo Province ◽  
Assessment Practice ◽  
Classroom Assessments ◽  
Study Approach ◽  
Life Context ◽  
Student's Perceptions

Assessing student performance is one of the most critical aspects of the job of a classroom teacher. Therefore, this study seeks to explore student's perceptions of assessment practice in TVET colleges. The quantitative case study approach through questionnaire was used to discover students' perceptions of assessment practice. Random sampling method was used to select 105 males and 89 females with a total of 194 students with four TVET colleges in the Limpopo Province. The data were analysed through excel spread sheet in order to determine the specific and overall percentage of students' perceptions and four principles of PATI. The theory of assessment legitimacy was used as a lens. In order to explore student's perceptions, the study exposed learners to nine questions. The findings indicated that lecturers' classroom assessments don't reflect content validity or apply real-life experience and real-life context. However, lecturers are able to give them various assessment tasks.

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