scholarly journals CHANGE OF STUDENT LEARNING APPROACH IN TWO DIFFERENT SUBJECTS OF A LIFE SCIENCE DEGREE

2021 ◽  
Author(s):  
Miguel Leiva-Brondo ◽  
Cristina Esteras ◽  
Ana Pérez-de-Castro
Keyword(s):  
Student Learning ◽  
Life Science ◽  
Learning Approach ◽  
Science Degree

scholarly journals COMPARISON STUDENT LEARNING APPROACH OF FIRST YEAR LIFE SCIENCE STUDENTS

2020 ◽  
Author(s):  
Miguel Leiva-Brondo ◽  
Jaime Cebolla-Cornejo ◽  
Rosa Peiró ◽  
Ana María Pérez-de-Castro
Keyword(s):  
Student Learning ◽  
Life Science ◽  
First Year ◽  
Learning Approach ◽  
Science Students

scholarly journals A Reflective Analysis on Neurodiversity and Student Wellbeing: Conceptualising Practical Strategies for Inclusive Practice

2021 ◽  
Author(s):  
Elliott Spaeth ◽  
Amy Pearson
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Universal Design ◽  
Negative Impact ◽  
Universal Design For Learning ◽  
Learning Approach ◽  
Relevant Theory ◽  
Inclusive Practice ◽  
Design For Learning ◽  
Learning Behaviours

With the number of neurodivergent students entering Higher Education increasing, it is essential that we understand how to provide an inclusive educational experience which facilitates positive wellbeing. In this reflective analysis we draw upon our position as neurodivergent academics alongside relevant theory and literature to foster understanding and provide practical strategies for those supporting neurodivergent students. We emphasise the importance of questioning normative assumptions around expected student learning behaviours, and the negative impact that these assumptions can have upon neurodivergent students. We then provide several practical strategies that can be used to develop more inclusive practice, drawing upon principles embedded within a Universal Design for Learning approach.

scholarly journals UPAYA MENINGKATKAN KREATIFITAS BELAJAR MAHASISWA PENDIDIKAN MATEMATIKA MENGGUNAKAN GEOGEBRA DENGAN PENDEKATAN PROBLEM POSING

2016 ◽  
Vol 8 (2) ◽  
pp. 69
Author(s):  
Syariful Fahmi ◽  
Soffi Widyanesti Priwantoro
Keyword(s):  
Computer Science ◽  
Student Learning ◽  
Problem Posing ◽  
Learning Approach ◽  
Research Activity ◽  
Introductory Computer Science ◽  
Average Student ◽  
Combined Use ◽  
The Right ◽  
Academic Year

 Problems in learning introductory computer science which need urgent resolution is the problem related to the creativity of the student learning. Along with the existence of the use of software geogebra to ease the learning of mathematics, as well as the existence of a problem posing approach, the above problem resolution efforts got the right momentum. The learning approach that is used in this research is the h problem posing approach with combined use of software geogebra. As for the purposes of this learning approach is to improve creativity of students learning.This research activity involves two lecturers and 21 students in class introduction of computer science at semester 4 academic year 2015-2016. Student creativity data collected by using a sheet of observation which further analyzed in qualitative descriptive.Based on the results of data analysis it is known that the use of the problem posing approach can raise average student learning where creativity before the cycle 1 is being implemented (score 1.06). While once held a series of activities cycle 2 is known to the average student learning categories include creativity high (score 2.09). This indicates the occurrence of increased creativity learning of students.

In Search of Greater Understanding: The Impact of Mastery Learning on Social Science Education

2020 ◽  
Vol 48 (2) ◽  
pp. 107-119
Author(s):  
Patrick R. Cundiff ◽  
Olivia McLaughlin ◽  
Katherine Brown ◽  
Keiondra Grace
Keyword(s):  
Social Sciences ◽  
Student Learning ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Relevant Literature ◽  
Learning Approach ◽  
Learning Approaches ◽  
Social Science Education ◽  
Level Of Understanding ◽  
The Impact

Mastery learning approaches were designed to improve student learning and elevate the level of understanding across a broader swath of students. These approaches operate under the belief that all students are capable of learning if given enough time. Little research has examined the utility or applicability of a mastery learning approach for social sciences outside of research methods courses. This study provides a review of the relevant literature on mastery learning, a discussion of the applicability of this approach to the teaching and learning of social sciences, and a review of the process and results of the conversion of more traditionally organized and taught courses to a mastery learning approach. Overall, our evaluation provides evidence that a mastery learning approach can make a significant impact on student learning.

Relationship study between the student learning approach in the occupational safety and health field and acquired competencies

2019 ◽  
Vol 1 (95) ◽  
pp. 32-41
Author(s):  
O. Nanka ◽  
M. Lysychenko ◽  
M. Kiriyenko ◽  
V. Pavlykivskyi ◽  
T. Duyunova ◽  
...  
Keyword(s):  
Student Learning ◽  
Occupational Safety ◽  
Educational Process ◽  
Occupational Safety And Health ◽  
Industrial Safety ◽  
Learning Approach ◽  
Training Methods ◽  
Safety And Health ◽  
Relationship Study ◽  
The Relationship

Purpose: To search for training methods for specialists in industrial safety, environmental and occupational safety and health in conditions of insufficient (or absent) laboratory support and to study the relationship between the student learning approach and acquired competencies. Design/methodology/approach: To study modern advances in industrial safety, environmental and occupational safety and health and training methods for specialists a systematic literature review approach has been used. For publications from 2017, queries were asked through keywords and safety related topics. To relationship study between the student learning approach and acquired competencies a student survey on random sampling has been used. A total of 112 students of the 3rd and 4th year of study at the university were interviewed. Findings: The results of the survey showed that the students’ number who simultaneously successfully answered theoretical questions and completed practical tasks is 33.8% from the group with theoretical training and 75% from the group that was trained in the workplace. The relationship between the groups with a visit to the existing enterprise and acquired competencies was justified by the association coefficient and contingency coefficient that are 0.7 and 0.4 respectively. Research limitations/implications: A student’s survey was conducted at only one university. Questions were asked only according to the curriculum of the course “Labour Protection”. No survey for other training courses conducted. Practical implications: The research results are reasonable and can be applied at universities to improve the educational process of training specialists. Originality/value: It was proposed that students be trained using existing enterprises as a laboratory base and by the methods of statistics mathematical processing was substantiated the proposal feasibility.

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