CHALLENGE-BASED LEARNING AND GAME-BASED LEARNING TO IMPROVE MATHEMATICAL COMPETENCIES: AN ITALIAN CASE STUDY IN SECONDARY SCHOOL

2019 ◽  
Author(s):  
Roberto Capone ◽  
Maria Rosaria Del Sorbo ◽  
Arcangelo Pisa ◽  
Mario Trerotola
Keyword(s):  
Secondary School ◽  
Game Based Learning ◽  
Italian Case ◽  
Mathematical Competencies ◽  
Challenge Based Learning

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

scholarly journals Teacher’s strategies to promote student’s mathematical competencies in algebra: a case study

2019 ◽  
Vol 1265 ◽  
pp. 012016
Author(s):  
Masduki Masduki ◽  
Stephanus Suwarsono ◽  
M T Budiarto
Keyword(s):  
Mathematical Competencies

scholarly journals Investigations on historical monuments’ deterioration through chemical and isotopic analyses: an Italian case study

2021 ◽  
Author(s):  
Maria Ricciardi ◽  
Concetta Pironti ◽  
Oriana Motta ◽  
Rosa Fiorillo ◽  
Federica Camin ◽  
...  
Keyword(s):  
Potassium Nitrate ◽  
Sewage Water ◽  
X Ray Diffraction ◽  
Italian Case ◽  
Historical Monuments ◽  
Isotopic Analyses ◽  
Historic Centre ◽  
The Church

AbstractIn this paper, we analysed the efflorescences present in the frescos of a monumental complex named S. Pietro a Corte situated in the historic centre of Salerno (Campania, Italy). The groundwater of the historic centre is fed by two important streams (the Rafastia and the Fusandola) that can be the sources of water penetration. The aims of this work are to (i) identify the stream that reaches the ancient frigidarium of S. Pietro a Corte and (ii) characterize the efflorescences on damaged frescos in terms of chemical nature and sources. In order to accomplish the first aim, the water of the Rafastia river (7 samples) and the water of the Fusandola river (7 samples) were analysed and compared with the water of a well of the Church (7 samples). The ionic chromatography measurements on the water samples allowed us to identify the Rafastia as the river that feeds the ancient frigidarium of S. Pietro a Corte. To investigate the nature and the origin of the efflorescences (our second aim), anionic chromatography analyses, X-ray diffraction measurements, and the isotopic determination of nitrogen were performed on the efflorescences (9 samples) and the salts recovered from the well (6 samples). Results of these analyses show that efflorescences are mainly made of potassium nitrate with a δ15N value of + 9.3 ± 0.2‰. Consequently, a plausible explanation for their formation could be the permeation of sewage water on the walls of the monumental complex.

Modding Europa Universalis IV: An informal gaming practice transposed into a formal learning setting

2021 ◽  
pp. 204275302110229
Author(s):  
Rhett Loban
Keyword(s):  
Survey Data ◽  
Formal Analysis ◽  
Educational Opportunities ◽  
Formal Learning ◽  
Game Based Learning ◽  
Quantitative Survey ◽  
Learning History ◽  
Formal Tool ◽  
Study Participants

This article explores the use of modding as a formal tool for learning history. The article examines data from a formal analysis of Europa Universalis IV (EUIV), a survey of 331 EUIV forum participants and a case study of 18 university participants. Significant quantitative survey data indicated that 45% (149/331) of participants had modified EUIV, and of the 125 participants who responded with comments about modding, a significant number (86/125 responses or 68.8%) explained how they had learnt about history, geography or other subjects through the modding process. Closer analysis of survey and case study responses and mods reveals the variety of ways participants learnt and critiqued history through the modding process. The article discusses the data and the pedagogical affordance of modding in a few steps. First, the article briefly explores the evidence that indicates modding is popular within the EUIV gaming community. In this instance, it examines whether given the popularity of gaming practice, modding might also be seen as a new casual form of engagement with games. Second, the article reviews the modding process in EUIV and examines how both playing and creating mods may be beneficial for learning history. Modding is examined in terms of its pedagogical importance and the unique educational opportunities it may offer that are not otherwise accessible through other forms of game-based learning. Finally, the article explores how and what the case study participants learnt when they were tasked with creating and implementing playable mods to demonstrate their understanding of history. Overall, the article considers the growing importance of mods, how learners can create and represent history using mods and how mods can provide a platform for learners to develop their own critique and analysis of official history.

scholarly journals Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics

2021 ◽  
Author(s):  
Birgit Pepin ◽  
Zeger-jan Kock
Keyword(s):  
Linear Algebra ◽  
Complex Environments ◽  
Learning Context ◽  
University Teachers ◽  
Study Approach ◽  
Use Of Resources ◽  
Challenge Based Learning ◽  
Traditional Courses ◽  
Education Of Students

AbstractIn this study we use a case study approach to investigate what kinds of resources were self-reported to have been selected by students working on their Challenge-Based bachelor end projects, and how they used and orchestrated these resources. In a previous study, we had explored students’ use of resources and their Actual Student Study Paths in Calculus and Linear Algebra courses (Pepin and Kock 2019); in this study we turned to students working on their Challenge-Based bachelor end projects. Results show that the students working on Challenge-Based projects used resources outside the realm of curriculum resources offered to them in traditional courses, and the Actual Student Study Paths were iterative. We contend that ‘linear’ study paths (found e.g. in traditionally taught Linear Algebra courses) appeared to have been beneficial for students for studying particular mathematical content, which they needed for solving open challenges. In the Challenge-Based projects, the crucial resource emerged to be the tutor. We claim that this has implications for the introduction of a more Challenge-Based curriculum, where such projects would be the norm, both in terms of the professionalization of university teachers (who coach students through such projects), and for the education of students who opt for such projects: teachers have to be supported to develop as appropriate coaches in such complex environments; students have to become self-directed learners, and need to be supported with challenged-based trained coaches and teachers, in addition to be provided with suitable curricular, technological, and social resources.

scholarly journals Debate on online social networks at the time of COVID-19: An Italian case study

2021 ◽  
Vol 23 ◽  
pp. 100136
Author(s):  
Martino Trevisan ◽  
Luca Vassio ◽  
Danilo Giordano
Keyword(s):  
Social Networks ◽  
Online Social Networks ◽  
Italian Case

scholarly journals Project-Based Learning in a Transinstitutional Research Setting: Case Study on the Development of Sustainable Food Products

2019 ◽  
Vol 12 (1) ◽  
pp. 233 ◽  
Author(s):  
Hartmut Derler ◽  
Simon Berner ◽  
Daniela Grach ◽  
Alfred Posch ◽  
Ulrike Seebacher
Keyword(s):  
Secondary School ◽  
Food Products ◽  
Research Process ◽  
Project Based Learning ◽  
Sources Of Information ◽  
Research Setting ◽  
School Students ◽  
Sustainable Food ◽  
Problem Solving Skills

Project-based learning (PBL) has been thoroughly integrated in university sustainable development curricula, but has not been well-established in curricula used at pre-university educational levels. Integrating real-world settings into the teaching of secondary school students can help to promote problem-solving skills and competencies at younger ages, which is a crucial task in sustainability education. Therefore, in this article we describe the results of a case study on the development of sustainable food products that involved a university and two secondary schools in Austria. The methods used in this case study were drawn from the transdisciplinary case study (TCS) and the PBL literature. Data were collected by carrying out participatory research methods such as photovoice, focus group discussions, food diaries, student evaluations, and surveys. We divided the study design into three phases: (1) exploration, (2) product ideation, and (3) product prototyping and optimisation. The case study illustrates that the use of PBL research approaches by students at different levels of education provides promising results, if the research process is clearly structured and managed. When a demand for learning is encountered by students, secondary school teachers and university researchers must provide the students with additional sources of information. The establishment and management of a transinstitutional research setting is a promising, yet time-consuming endeavour.

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