scholarly journals Evaluation and intervention of students’ laboratory performance in chemistry graduating classes; Wachemo University, Ethiopia

2017 ◽  
Vol 3 (7) ◽  
pp. 203
Author(s):  
Hadush Gebrehiwot
Keyword(s):  
Experimental Data ◽  
Active Learning ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Teaching Methods ◽  
Total Sample ◽  
Laboratory Courses ◽  
Conventional Teaching ◽  
Practical Performance ◽  
Almost All

<p class="abstract"><strong>Background:</strong> The laboratory courses offer students the opportunity to gain manipulative skills, observational skills, and the ability to plan experiments and to interpret experimental data. The laboratory can be an excellent environment for active learning. It has long been considered useful to develop conceptual understanding, but some recent courses have been developed that rely heavily on laboratory experience, in contrast to conventional teaching methods, for the development of conceptual understanding of sciences. The primary purpose of this study was to assess laboratory perceptive of the graduating class students’ of the department of chemistry and to engage them as active learners.</p><p class="abstract"><strong>Methods:</strong> A total sample containing 20 students consisting of 14 males and 6 females were selected for the study. Four experiments were given to randomly selected participants in the respective strata and students were evaluated on the basis of different parameters.  </p><p class="abstract"><strong>Results:</strong> The findings of this research showed that almost all the sample students fail to correlate their theoretical accumulation with the practical performance.</p><p><strong>Conclusions:</strong> So, severe works should be made on the various issues concerning the laboratory to be a unique learning environment to create well skilled students. </p>

scholarly journals ANALYZING THE METHOD GAME-BASED LEARNING

2020 ◽  
Vol 9 ◽  
Author(s):  
Назым Кайрат
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Teaching Methods ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Learning Method ◽  
Game Based Learning ◽  
Ability To Work ◽  
Traditional Teaching Methods

This article discusses the benefits of using game-based learning. The purpose of the article: to provide a method that would make it easier for students to understand and accept the new topics at school and to remember the learned materials for a long time.Increasing the interest and activity of schoolchildren is an important part of the learning process. Motivating students is one of the biggest challenges for teachers. It is quite possible that the use of traditional teaching methods alone will cause indifference in students. Therefore, it is better to use active learning methods so that the lesson is not boring. In this regard, the use of game-based learning technology can increase the motivation of students to learn.Based on the research materials, it can be concluded that the game-based learning method facilitates students' learning and motivates students, allows them to work with classmates, i.e. increases the ability to work in groups, helps to overcome indifference to mathematics, creates a fun learning environment.

Active Learning Based on Manual Skills for Students in Mechatronics Course

2015 ◽  
Vol 19 (2) ◽  
pp. 307-311 ◽  
Author(s):  
Liang Xiao ◽  
◽  
Jie Zhang ◽  
Jinhua She ◽  
Shumei Chen ◽  
...  
Keyword(s):  
Active Learning ◽  
Knowledge Transfer ◽  
Teaching Methods ◽  
Conventional Teaching ◽  
Manual Skills

There is a growing trend at universities to switch from conventional teaching methods, which focus on knowledge transfer, to methods based on the concept of active learning. Many such methods have been devised and tested to show the validity of this concept. In this study, a project was designed and implemented that teaches some simple principles of aeronautics by having students construct and fly a remote-controlled (RC) model airplane. The goals are to motivate students to study mechatronics and to foster teamwork and communication. This paper explains the project. Its effectiveness was demonstrated in three trials with three groups of students.

Auditing the Systems Understanding Aid Project: An Integrative Assignment for Accounting Students

2012 ◽  
Vol 7 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Susan L. Swanger ◽  
Beth H. Jones
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Work Environments ◽  
Accounting Students ◽  
External Work ◽  
Learning Tasks ◽  
Independent Auditors ◽  
Course Integration

ABSTRACT Accounting educators strive to prepare graduates for work in their chosen field. Various teaching methods can be employed to best accomplish this goal. One valuable tool is the use of active learning tasks that simulate external work environments. This paper describes the collaboration between an AIS and an Auditing professor who used an integrative task that spanned their two classes over two semesters. The authors had their AIS students complete Arens and Ward's Systems Understanding Aid (SUA) project (Arens & Ward, 2008). The following semester, students in the auditing class audited the records and financials that had been generated by students the previous semester. The project was designed to facilitate course integration and teamwork by having groups of students play the role of corporate accountants, then act as independent auditors.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

THE NATURE-BASED SOCIAL-EMOTIONAL APPROACH AND SCIENCE EDUCATION FOR ELEMENTARY SCHOOL CHILD: A NECESSARY RELATION

2021 ◽  
Vol 12 (1) ◽  
pp. 60-66
Author(s):  
Svetlana Angelova ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Learning Environment ◽  
Primary School ◽  
School Child ◽  
Added Value ◽  
Elementary School Child ◽  
Modern Vision ◽  
Primary School Age ◽  
Emotional Approach

The article presents the Nature-based socio-emotional approach and science education for primary school child as a necessary relation on two levels. At the conceptual level the approach is analysed through the prism of the cumulative effects of nature and society to the cognitive and socio-emotional development of the child’s personality: in primary school age cognitive and emotional-volitional mental processes are socially predetermined and have the essence of a result. At the applied level, the Nature-based socio-emotional approach is analysed through active learning in nature as an authentic learning environment – the focus is on the acquisition of knowledge, the formation of cognitive and socio-emotional skills to overcome consumer culture and sustainable development of nature. In this regard, the effects of active learning are viewed in sync with the learning environment, which collectively generate added value to learning and become a kind of „key“ to creating a modern vision of science education in primary school today .

scholarly journals Students Conceptual Understanding: Teaching Methods as a Hallmark

2020 ◽  
Vol V (I) ◽  
pp. 386-395
Author(s):  
Obaid Ullah ◽  
Mohammad Iqbal
Keyword(s):  
Cognitive Training ◽  
Conceptual Understanding ◽  
Experimental Research ◽  
Teaching Methods ◽  
Teaching Method ◽  
Assessment Methods ◽  
Elementary Level ◽  
Weekly Basis ◽  
Word Wall ◽  
Experimental Group

Teaching method acts as a fundamental catalyst of engineering the students learning at all levels. The present research explores the effect of lecture and word wall approaches on elementary level students in their academics with respect to their conceptual comprehension. The purpose of the study was pre-testing and post-testing experimental research that is equivalent group, while in the sample of study 50 students from class 5 were divided into two categories: 25 students in control and experimental classes.The data was collected through pretest and posttest in the form of written tests from students on weekly basis, which was analyzed via ANCOVA using SPSS. The results show that a modern teaching method, i.e. the word-wall, and a high conceptual understanding, enhances the performance of students in the experimental group. It also recommended that the students retain academic principles using modern assessment methods, adopt new teaching strategies and provide cognitive training.

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