scholarly journals EFFECTIVENESS OF TRADITIONAL TEACHING AUGMENTED WITH INTERACTIVE SESSIONS AS A NEW APPROACH IN BIOCHEMISTRY TEACHING

2020 ◽  
Vol 10 (2021) ◽  
pp. 1-8
Author(s):  
sadia qureshi ◽  
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Approach ◽  
Traditional Teaching ◽  
New Approach

In medical education, different teaching methods are being used, and it is believed that methods involving active learning are usually stronger, motivate learners as they can control their learning process. So, the study was designed to evaluate the effectiveness of traditional teaching augmented with interactive sessions (TT+IS) as a new teaching approach in Biochemistry teaching.

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.

TECHNOLOGICAL INNOVATION AND TEACHING METHODS: PROBLEMS AND PROSPECTS AT THE UNIVERSITY OF FLORENCE

2001 ◽  
Vol 12 (04) ◽  
pp. 501-504
Author(s):  
MARIA CRISTINA RIBOLI
Keyword(s):  
Information Technology ◽  
Technological Innovation ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Approach ◽  
Educational Technologist ◽  
Diffusion Of Information ◽  
Set Up ◽  
University Of Florence ◽  
The University

The wide diffusion of information technology brins generally changes in any field of society. In universities, the teaching approach must conform itself to these new needs adding the information technology tools into the learning process. A multi-disciplinary technical team of Florence University was set up a project involving technical staff developer, educational technologist and web developer and has pointed out issues concerning hardware, software, technical methods and knowledge required by these innovations.

scholarly journals Eléments de réflexion autour de la didactique de l’écriture/réécriture du FLE en contexte algérien

2019 ◽  
Vol 27 (1) ◽  
pp. 449-465
Author(s):  
Hayat Djaoudi
Keyword(s):  
Teaching Methods ◽  
Grade Level ◽  
Writing Process ◽  
Writing Skills ◽  
Traditional Practices ◽  
Traditional Teaching ◽  
Language Abilities ◽  
New Approach ◽  
Academic Climate

Enseñar a escribir es un ejercicio real en negociaciones permanentes, ajustes y adaptaciones; Los métodos y técnicas deben ser construidos y reconstruidos. En este sentido, lo que se cuestiona es la concepción misma de la escritura escolar. En estas condiciones, para basar una didáctica de la escritura en bases serias, es importante no trabajar más en la nostalgia de los métodos tradicionales caracterizados por la ausencia de una teoría articulada entre "escribir" y "reescribir". Este silencio sobre el interés en estas actividades ha llevado a su marginación por parte de los estudiantes. The teaching methods are evolving and being redesigned. Thus, the whole idea of the writing process, among scholars, is facing big criticism. In such academic climate, the hope is to bring the learning of this important subject into meeting grade level standards. The aim is, probably, to move away from the traditional teaching that is mainly based on strengthening the language abilities not, necessarily, the writing skills. These traditional practices have shown many limitations in terms of developing the appropriate writing skills needed to acquire a new language. Therefore, the need for a new approach is becoming an urgent challenge among educators.   Enseñar a escribir es un ejercicio real en negociaciones permanentes, ajustes y adaptaciones; Los métodos y técnicas deben ser construidos y reconstruidos. En este sentido, lo que se cuestiona es la concepción misma de la escritura escolar. En estas condiciones, para basar una didáctica de la escritura en bases serias, es importante no trabajar más en la nostalgia de los métodos tradicionales caracterizados por la ausencia de una teoría articulada entre "escribir" y "reescribir". Este silencio sobre el interés en estas actividades ha llevado a su marginación por parte de los estudiantes.        

Using e-assessment to support flipped-style teaching

2017 ◽  
Vol 15 (2) ◽  
pp. 34 ◽  
Author(s):  
Karen Henderson
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Student Feedback ◽  
Teaching Approach ◽  
First Year ◽  
Mathematics Students ◽  
The West ◽  
Group Activities ◽  
Reading Material ◽  
The University

We show how weekly formative e-assessments are used to support flipped-style teaching of a module delivered to all first year Mathematics students at the University of the West of England, Bristol (UWE). The flip lecture approach places students at the centre of the learning process. For the module described here, a highly scaffolded approach was employed. A workbook containing gapped lecture notes was created as well as a handbook containing exercise sheets and extra reading material. Each week students were expected to independently: watch screencasts and fill in the relevant gaps in their workbooks; take a formative e-assessment; try some basic questions from the exercise sheet and optionally do some extra reading and/or work through a Maple file. During the following two hour class, TurningPoint questions and group activities were used to encourage active learning. Student feedback of this new teaching approach has been very positive.

scholarly journals METHODS OF BIOLOGY TEACHING IN CONNECTION WITH OTHER NATURAL SCIENCES

2020 ◽  
Vol 57 (06) ◽  
pp. 13-17
Author(s):  
Vusale Hajiyeva
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Interdisciplinary Communication ◽  
Natural Sciences ◽  
Individual Characteristics ◽  
Educational Process ◽  
Holistic View ◽  
Effectiveness Of Training ◽  
The Right

This article is devoted to the ways and means of establishing interdisciplinary communication between biology and natural sciences. The main purpose of the research is to explore ways to properly establish interdisciplinary communication in the learning process, as well as in the teaching of biology. In the field of integration in education, it is impossible to achieve success in teaching different subjects, especially without the use of interdisciplinary communication. Integration has become one of the main principles of training in modern period, as well as the basis of the educational process. Teaching subjects at a coherent pace will increase the effectiveness of the perceptual process, as well as accelerate the formation of motivation in the learning process. Teaching biology in conjunction with other natural sciences will help students to form a correct worldview, as well as create a complete and holistic view of the world. However, special attention should be paid to the establishment of interdisciplinary communication in accordance with the age and individual characteristics of students. For this, the right forms and methods must be used. The article provides information about these forms and methods, the mechanisms of their use. It is especially important to establish interdisciplinary links, as well as the form in which they are organized to increase the effectiveness of training. Form means the outward expression of the organized activity. Forms of work organized individually, in groups, in groups and in pairs are used during active learning. Depending on the level of difficulty of the topic and the interdisciplinary relationship created, as well as the age and perceptual characteristics of students, the forms of work should be chosen by the teacher at the stage of lesson planning. In addition, the use of teaching methods in establishing interdisciplinary links is of particular importance. The use of these teaching methods will be of particular importance in the formation of logical, creative, critical thinking in students. Teaching methods include both traditionally used oral, visual, and practical methods, as well as active learning methods used in modern education. Also, the organization of out of class, out of lesson activities and nature excursions is one of the main ways to establish interdisciplinary communication. It is known that it is impossible to fully establish the connection between biology and other natural sciences in the teaching process. The best way to deal with this problem is to turn to out of lesson, out of class activities. Significance Application: Can be used to properly organize interdisciplinary communication in biology classes in secondary schools. Keywords: Integration, training, biology, interdisciplinary communication, method

New Techniques in Teaching Terrorism

2019 ◽  
pp. 529-540
Author(s):  
David A. Siegel
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Strategic Behavior ◽  
Multiple Roles ◽  
Traditional Teaching ◽  
Costly Signaling ◽  
Credible Commitment ◽  
New Techniques ◽  
Traditional Teaching Methods ◽  
Long Form

Active-learning exercises, such as in-class simulations and role play, are increasingly used alongside more traditional teaching methods of discussion and lecture in order to develop deeper understanding of complex topics, particularly those involving strategic behavior. This article describes in-class experiences with several instances of active learning that can be used to teach strategic concepts that arise in the study of terrorism. The first long-form exercise involves a simulated hostage crisis, comprises multiple roles including media, government, and terrorists, and highlights strategic concepts of credible commitment and costly signaling. The second long-form exercise captures the strategic interplay of government and terror group, and highlights agency problems and the difficulty of allocating limited resources. Shorter exercises cover: religion and its connection to the absolute; tactic diffusion, outbidding, and the importance of local support; media sensationalism; and terrorist financing.

scholarly journals Proposal of an Architecture for the Integration of a Chatbot with Artificial Intelligence in a Smart Campus for the Improvement of Learning

2020 ◽  
Vol 12 (4) ◽  
pp. 1500 ◽  
Author(s):  
William Villegas-Ch ◽  
Adrián Arias-Navarrete ◽  
Xavier Palacios-Pacheco
Keyword(s):  
Artificial Intelligence ◽  
Active Learning ◽  
Learning Process ◽  
Traditional Teaching ◽  
Human Thought ◽  
Smart Campus ◽  
Use Of Technology

Traditional teaching based on masterclasses or techniques where the student develops a passive role has proven to be inefficient methods in the learning process. The use of technology in universities helps to generate active learning where the student’s interest improves making him the main actor in his education. However, implementing an environment where active learning takes place requires a great deal of effort given the number of variables involved in this objective. To identify these variables, it is necessary to analyze the data generated by the students in search of patterns that allow them to be classified according to their needs. Once these needs are identified, it is possible to make decisions that contribute to the learning of each student; for this, the use of artificial intelligence is considered. These techniques emulate the processes of human thought using structures that contain knowledge and experience of human experts.

scholarly journals Evolution of Teaching Methods in Medical Education Over the Years

2021 ◽  
Vol 10 (11) ◽  
pp. 362-368
Author(s):  
Divya Reddy Pannala R. Shyamala
Keyword(s):  
Medical Education ◽  
Education System ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Medical Graduate ◽  
Traditional Teaching ◽  
Societal Needs ◽  
Medical Education System ◽  
Education Medical ◽  
Competency Based

The medical education system in India is one of the largest in the world and it is currently facing challenges for quality education. Medical education has changed considerably and will continue to do so with the various scientific advances and societal needs. The previous medical education system in India was based on a subject-centered and time-based curriculum. The new Competency-based medical education (CBME) was introduced to tackle these concerns. The education has now transitioned from teacher-centered to learner-centered. The teachers would also have to face the challenge of altering their attitude and teaching approach. New methods have to be adopted to keep up with the changed curriculum but traditions should not be abandoned entirely. By embracing the modern methods like the flipped classroom, blended learning, interactive teaching, etc. and incorporating it with the traditional teaching methods i.e. chalk and board, the goal of a Competent Indian Medical Graduate can be achieved.

Impact of the Objective Evaluation of Clinical and Surgical Basic Skills (CSBS) On Medicine Students (Spain)

2014 ◽  
Vol 7 (2) ◽  
pp. 52-62
Author(s):  
Marcelo F. Jimenez ◽  
Maria Jose Rodriguez-Conde ◽  
Susana Olmos-Miguelañez ◽  
Gonzalo Varela ◽  
Francisco S. Lozano ◽  
...  
Keyword(s):  
Medical Education ◽  
Educational Research ◽  
Learning Process ◽  
Teaching Methods ◽  
Online Teaching ◽  
Evaluation Process ◽  
Objective Evaluation ◽  
Direct Practice ◽  
Teaching Platform ◽  
High Level

This work presents the design, implementation and results of a research project in medical education conducted from 2007 to 2011, on the learning of some basic clinical and surgical skills in Medicine (University of Salamanca, Spain). This project has been conducted in collaboration with the Educational Research Institute of the same university. The hypothesis of the study that teaching methods based on a learning process guided by the direct practice on models, along with the modeling through an online teaching platform, produce a high level of learning, measured by using the direct observation of the behavior. The learning results are positive, although some methodological inconveniences have been found in the evaluation process, in relation with the causes of the variability between skills and evaluators.

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