scholarly journals La pedagogía del diseño = The pedagogy of design

2018 ◽  
pp. 14
Author(s):  
Oscar Andrés Fernández Urrego
Keyword(s):  
Teaching And Learning ◽  
Conceptual Models ◽  
Pedagogical Strategies ◽  
Design Processes ◽  
Design Pedagogy ◽  
Fundamental Part ◽  
Teachers And Students ◽  
Competency Based ◽  
The Common ◽  
The Relationship

ResumenEl presente estado del arte, refleja la relación que existe entre los procesos de diseño y la pedagogía del diseño, desde los métodos de diseño, la evaluación, el enfoque por competencias y la didáctica aplicada.Recoge, las habilidades y competencias que los docente y estudiantes deben adquirir, para que la enseñanza y el aprendizaje sean significativos; teniendo en cuenta que los procesos de diseño no han sido abordados en la academia como parte fundamental de la pedagogía del diseño, porque se presentan como modelos teóricos-conceptuales y no se relacionan adecuadamente con la didáctica aplicada. Por otro lado, se observa cómo la valoración que merece el docente de diseño, está comprometida con la visión local del proceso de diseño, con el modelo pedagógico institucional y con las estrategias pedagógicas que son implementadas. Finalmente, se exponen las características comunes de la pedagogía del diseño: a nivel local, a nivel regional, y a nivel mundial. AbstractThe present state of the art, reflects the relationship between design processes and design pedagogy, from design methods, evaluation, competency-based approach and applied didactics. Collect the skills and competences that teachers and students must acquire, so that teaching and learning are meaningful; Taking into account that the design processes have not been approached in the academyas a fundamental part of the design pedagogy, because are presented as theoretical- conceptual models and are not adequately related to applied didactics. On the other side, it is observed how the evaluation that the design teacher deserves, is committed to the local vision of the design process, with the institutional pedagogical model and with the pedagogical strategies that are implemented. Finally, the common characteristics of design pedagogy are exposed: locally, regionally, and globally.

scholarly journals همة الطلاب في الأنشطة اللغوية يوم الأربعاء في قسم تدريس اللغة العربية بالجامعة الإسلامية الحكومية بنجكولو

2018 ◽  
Vol 2 (2) ◽  
pp. 21
Author(s):  
Fadhila Suskha
Keyword(s):  
Teaching And Learning ◽  
Arabic Language ◽  
Student Interest ◽  
Study Program ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Faculty Of Education ◽  
The Relationship ◽  
Collection Methods

AbstractTo uncover the causes that give rise to a lack of student interest in participating in language activities. To uncover strategies to increase student interest in participating in language activities in Arabic Language Study Program Faculty of Education and Teaching in IAIN Bengkul5.In this study, researchers used a qualitative descriptive approach. Data collection methods for this study by observation, interviews and documents. Language activities include teaching and learning activities every Wednesday, Weekly Arabic activities, vocabulary sharing activities, lectures, dramas. Lack of a clear curriculum led to the failure to achieve the objectives of this activity, the lack of relationship between teachers and students, the relationship between students and the students because many students does not make affect other students, the lack of discipline in the MLA, no media to learn.Key Word: Enthusiasm of students; Language activity; Teaching Arabic

scholarly journals Moderating Effect of Self-Efficacy in the Relationship Between Knowledge, Attitude and Environment Behavior of Cybersecurity Awareness

2021 ◽  
Vol 18 (1) ◽  
pp. 55
Author(s):  
Norhafizah Che Zainal ◽  
Mohd Hazwan Mohd Puad ◽  
Nor Fazlida Mohd Sani
Keyword(s):  
Self Efficacy ◽  
Teaching And Learning ◽  
The Self ◽  
School Teachers ◽  
Education Society ◽  
Correlational Design ◽  
Teachers And Students ◽  
Media Applications ◽  
The Relationship

Today, cybersecurity is a growing issue in our education society to ensure a safe teaching and learning process for teachers and students. Reports and studies demonstrated that teachers and students are moderately aware of the cybersecurity threat surrounding them that could affect the learning curve and other fatal impacts. This study aims to identify the role of self-efficacy in the relationship between knowledge, attitude, and environment behavior of cybersecurity awareness. The researchers used a correlational design with a quantitative approach by using a questionnaire instrument to collect data from teacher respondents. A total of 350 teachers in took part in this survey voluntarily, distributed using social media applications in the midst of the Covid-19 pandemic. The researchers used the IBM SPSS Statistics to analyze the data descriptively and inferentially. The levels of knowledge, attitude, self-efficacy, and environment behavior of Malaysian school teachers towards cybersecurity awareness are low. Self-efficacy acts as a moderator in influencing the relationship between knowledge, attitude, and environment behavior of cybersecurity awareness. Strategies and programs need to be initiated by stakeholders to increase the self-efficacy of cybersecurity that could assist the positive change of environment behavior among teachers for teaching and learning benefit.

Diagnostic Test to Assess Misconceptions on Photosynthesis and Plant Respiration: Is It Valid and Reliable?

2021 ◽  
Vol 10 (2) ◽  
pp. 241-252
Author(s):  
H. L. Lim ◽  
Y. P. Poo
Keyword(s):  
Diagnostic Test ◽  
Teaching And Learning ◽  
Multiple Choice Questions ◽  
Assessment Practice ◽  
School Students ◽  
Test Items ◽  
The Common ◽  
And Function ◽  
Plant Respiration ◽  
The Relationship

High percentage of secondary school students was found that they were lack of understanding of the relationship between photosynthesis and respiration in plants. They did not fully understand the importance and function about plant respiration. Thus, this study designed to develop a valid and reliable instrument in two- tier multiple choice questions format which called Photosynthesis and Plant Respiration Diagnostic Test (PRDT) to assess the common types of misconceptions related to this topic among form four students (Grade 10) in Malaysia. Survey research method was applied in this study. There were 500 participants from 15 secondary schools were involved. 45 minutes were given to the participants in answering 18 two- tier diagnostic test items. The psychometric properties of the instrument had been tested using Rasch analysis. The result found that the newly developed instrument was valid and reliable. It brought the significant contribution in teaching and learning, especially classroom assessment practice in Biology subject.

scholarly journals Extensive Reading for University EFL Learners: Its Effects and Both Teachers' and Learners' Views

2019 ◽  
Vol 10 (4) ◽  
pp. 692
Author(s):  
Chaochang Wang ◽  
Chu-Tai Ho
Keyword(s):  
Second Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Extensive Reading ◽  
Language Competence ◽  
Efl Learners ◽  
Teachers And Students ◽  
Relationship Of ◽  
Writing Competence ◽  
The Relationship

The effect of reading on general communicative competence remains a focus of second language acquisition research. Extensive reading, in particular, provides rich input and helps learners acquire languages. Research has provided findings that support the value of extensive reading (ER); however, there is scant evidence to date showing the relationship of extensive reading to overall competence and, particularly, writing competence. The present study investigated the relationship of ER to overall English language competence as well as teachers’ and students’ views about its implementation. The participants were 190 Taiwanese university freshmen and their three English instructors. The data includes scores on pre- and post-tests measuring students’ listening, reading, and writing as well as questionnaire responses and interview accounts. The findings of the study indicate that the effectiveness of ER for the student participants is partially supported and, hence, have implications for English teaching and learning in EFL contexts.

scholarly journals Grit toward Career Development: A Study among Technical Instructors in Malaysia

2019 ◽  
Vol 8 (5C) ◽  
pp. 1057-1063
Keyword(s):  
Academic Success ◽  
Career Development ◽  
Teaching And Learning ◽  
Hard Work ◽  
Technical Institute ◽  
Cognitive Intelligence ◽  
Teachers And Students ◽  
The Relationship ◽  
Structured Questionnaire

Grit describes an individual’s tendency for passion and perseverance towards long-term goals and has been established as an indicator of achievement beyond talent and intelligence. A widely recognized belief is that indicators of professional and academic success extend beyond cognitive intelligence; for example, we know, anecdotally, that hard work and effort pay off. It has been established that any area of industries including teaching and learning requires the hard work of learning and practice for exacting a good result on teachers and students performances, making the need for perseverance necessary. This study quantitatively examined the relationship between grit and career development of technical instructors in Malaysia based on age, education level and years of services. The data for this research were obtained through structured questionnaire and involved 88 technical instructors from Malaysia Technical Institute. The study findings identified that grit: the power of passion and perseverance related to long lasting career development. More broadly, this study provides a qualitative and dimensional understanding of the phenomena of grit as related to career development

scholarly journals SPEAKING CHALLENGES THAT ENCOUNTER 2ND AND 3RD YEAR EFL UNIVERSITY STUDENTS

2018 ◽  
Vol 7 (1) ◽  
pp. 49
Author(s):  
Feras Al-Esaifer Saleh A Al-Esaifer ◽  
Hisham Alshareef Mohammed A. Alshareef
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Influential Factors ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Qualitative Approaches ◽  
Teachers And Students ◽  
English Speaking ◽  
The Common ◽  
Speaking Skills

This research investigated the common problems and difficulties that face 2nd and 3rd year undergraduate students in developing their speaking skills. The qualitative approaches (interview and observation) were used as methods of collecting data of this study. Four classes were involved in the classroom observation, twenty students from this cohort and four teachers were interviewed. Some of the difficulties which were introduced in this study were related to the poor classroom conditions and methods that teachers employ in teaching speaking skills. Some other difficulties were related to pronunciation, including adding extra vowels and intonation and stress. Furthermore, there were other difficulties regarding the lack of vocabulary, which lead the students to avoid practicing their problems, have been provided in this study. The findings of this study are important as they represent the most influential factors which appear to be responsible for the problems of developing 2nd and 3rd year under- graduate students speaking skills. Recognition of the problems outlined in the first step of this study in order to supply appropriate solutions for overcoming these difficulties. In addition, these findings draw attention towards the importance of helping both the foreign language teachers and students to change their perspective about teaching and learning English speaking skills.

scholarly journals Some Teachers and Students’ Perceptions about Pedagogical Strategies in the English Classes

2020 ◽  
Vol 41 (78) ◽  
pp. 139-162
Author(s):  
Gladis Leonor Arias Rodríguez
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Pedagogical Strategies ◽  
First Semester ◽  
English Classes ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Private High School

This study analyzed the perceptions about the strategies applied in 8th and 9th grades at a private high school during the first semester of 2019. Data were gathered through a semi-structured interview and a survey. The findings show that the school uses a guide book as the main academic material; however, students and teachers would like to use other materials that foster communication. The research evidences the importance of listening to teachers and students in order to find out aspects that help to improve EFL teaching and learning.

scholarly journals Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 61-75
Author(s):  
Andreja Retelj
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Teaching Assessment ◽  
Language Communication ◽  
Teachers And Students ◽  
The Common ◽  
Language Textbooks ◽  
Lexical Competence ◽  
Different Levels

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has since its inception in 2001 served as a guideline not only for teachers and students, but also for curriculum writers, test developers, and textbook authors. CEFR was only translated into Slovenian in 2011. The key principle of CEFR is an action-oriented approach that defines the communicative competence of an individual on the basis of the language activities of reception (listening, reading), production (spoken and written), interaction (spoken), and mediation. Each individual skill is defined by descriptors for levels A1-C2. The aim is to ensure more transparency in the process of language teaching and learning and at the same time to enable students to develop their foreign-language communication competence in an efficient way. Given that foreign language textbooks greatly influence the way a foreign language is taught, the article tries to determine how the students’ lexical competence at different levels (as defined by CEFR) is developed with the aid of some of the most commonly used German language textbooks.

scholarly journals How the arts can unlocka closed curriculum

2021 ◽  
Vol 102 (8) ◽  
pp. 20-25
Author(s):  
Scott Sikkema ◽  
Jenny Lee ◽  
Joseph Spilberg ◽  
Maggie Dahn ◽  
Nickolina Yankova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
University Of California ◽  
Learning Models ◽  
The Arts ◽  
Teachers And Students ◽  
Arts Partnerships ◽  
The University ◽  
The Relationship ◽  
Oriented Approach

The COVID-19 pandemic has surfaced educational inequities that pose unprecedented challenges for teaching and learning. Scott Sikkema, Jenny Lee, and Joseph Spilberg of Chicago Arts Partnerships in Education (CAPE) and Maggie Dahn, Nickolina Yankova, and Kylie Peppler of the University of California, Irvine, explain how the arts, which are often relegated to the margins of the curriculum, can help transform disruptions like those brought about by the shift to distance learning into unique opportunities to create more open and equitable learning models. They describe how CAPE’s open and inquiry-oriented approach to arts-based pedagogy enabled them to rethink teaching and learning in ways that changed the relationship between teachers and students and gave students more ownership of their learning.

scholarly journals ¿Cómo y con qué propósitos leer para aprender en historia? Sentidos contrastantes adjudicados a la lectura en la formación docente

2016 ◽  
Vol 20 (2) ◽  
pp. 1
Author(s):  
Manuela Cartolari
Keyword(s):  
Content Knowledge ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Learning History ◽  
Teachers And Students ◽  
Specific Teaching ◽  
The Relationship ◽  
Depth Interviews ◽  
Formación Docente

Currently, contributions of socio-rethorical research, specific teaching and applied linguistics have shown extensively that learning contents in a discipline implies the gradual appropriation of particular ways of thinking and reading in a certain field of knowledge. Nevertheless, it is not clear yet in which way/s the relationship between how to read and how to learn to (re)construct the content of a particular discipline take place in a classroom. Drawing from this situation, the purpose of this study was to identify and analyze how and with which meanings, teachers and students connect learning history contents with characteristic ways of reading in History. For that purpose, we observed and recorded all classes that took place during the second semester of a scholar year in three courses of a History pre-service teachers’ program imparted in Buenos Aires. Simultaneously, in-depth interviews to students and educators were conducted. The qualitative analysis of the collected data shows that participants report reading modes similar to those that, according to various studies, experts in History report. In this article, we analyze particularly two of the most frequent ways of reading that students reported in the interviews: 1) read to analyze the historical perspective or historiographical work of authors; and 2) read to understand processes versus read to memorize dates and events. Results show that students can ascribe to these ways of readin, a disciplinary sense –seeking to perform them on their own– or an arbitrary sense –trying to reproduce/imitate the professor’s own interpretations about texts they do not fully undestand–. The attribution of a disciplinary or arbitrary sense seems closely related on whether the aforementioned ways of reading in History are contextualized and put into play in dialogic or monologic teaching and learning class-environments. Since many educational policies emphasize the importance to prepare “teachers as researchers”, showing the necessary interpenetration of instruction and knowledge production activities, our study contributes to the discussion about how pedagogical practices can promote or hinder History pre-service teachers’ disposition to read, study and learn about what they read, positioning themselves as legitimate interpreters and (re)constructors of the disciplinary content knowledge they will teach in the future, instead of just as reproducers of other’s interpretations.

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