A CUSTOMIZED APPROACH TO LEARNING GERMAN GRAMMAR FOR TRAINEES IN TECHNICAL PROFESSIONS

2019 ◽  
Author(s):  
Milica Milivojčević ◽  
Marko Milivojčević
Keyword(s):  
Approach To Learning ◽  
Technical Professions

EDUCATION – RETURN TO REALITY

2020 ◽  
Vol 11 (1) ◽  
pp. 127-130
Author(s):  
Alexander Lukankin ◽  
Keyword(s):  
High Schools ◽  
Basic Education ◽  
Formal Method ◽  
Human Mind ◽  
Production Sector ◽  
The World ◽  
Soviet Russia ◽  
Correct Understanding ◽  
Natural Science Education ◽  
Technical Professions

The post-socialist transformation of general and vocational education system has led to the loss of many positive gains that were already achieved earlier. The polytechnic character of our school and its practice-oriented foundations, based on a reasonable combination of basic education and professional and applied training, were seriously undermined. Modern Russian secondary schools have become something like pre-revolutionary classical high schools, without taking into account the significant fact that in pre-Soviet Russia, along with high schools, there was a wide network of real schools. They focused students on further mastering technical professions and active participation in the production sector of the country. Today we are witnessing a global revolution in the spiritual sphere, aimed at changing the very essence of a man. Note that natural science education is valuable not only for its formal method, but also for providing the basis for a correct understanding of the world. It fosters independence of thought and distrust of other people’s words and authorities. This is the best protection of the human mind from all sorts of superstitions delusions and mysticism.

Epilogue

2018 ◽  
Author(s):  
Richard Oosterhoff
Keyword(s):  
Sixteenth Century ◽  
Republic Of Letters ◽  
Approach To Learning ◽  
European Culture ◽  
The Republic ◽  
The Moment

The moment unfolded in this book unravelled in the following decades, partly because its students moved on, partly because Lefèvre took up a controversial role in the French Reformation. But his circle’s books continued to cultivate a particular approach to learning, and especially to the cultural place of mathematics, through the sixteenth century. This epilogue picks out a specialist strand of this influence in Lefèvre’s edition of Euclid, often reprinted and used in the republic of letters. A second strand is discernible in the pragmatic stance towards the utility of mathematics held by their heirs, Oronce Fine and Peter Ramus, which came to define European culture.

scholarly journals Characterizing Mathematics Learning in Colombian Higher Distance Education

Mathematics ◽  
2021 ◽  
Vol 9 (15) ◽  
pp. 1740
Author(s):  
Elizabeth Martinez-Villarraga ◽  
Isabel Lopez-Cobo ◽  
David Becerra-Alonso ◽  
Francisco Fernández-Navarro
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Cultural Context ◽  
Mathematical Knowledge ◽  
Mixed Methods Research ◽  
Mathematics Learning ◽  
Sequential Design ◽  
Education Students ◽  
Approach To Learning ◽  
Conditional Knowledge

The aim of this work is to characterize the process of constructing mathematical knowledge by higher education students in a distance learning course. This was done as part of an algebra course within engineering degrees in a Colombian university. The study used a Transformative Sequential Design in mixed methods research. The analysis also determined the kinds of mathematical knowledge attained by the students and its relationship to the Colombian social and cultural context. The students acquired declarative, procedural, and conditional knowledge, while the learning strategies were often superficial. In a context where power is distant, students take on a passive approach to learning despite being highly respectful towards the educator. Thus, the educational system has the educator at the center.

scholarly journals Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

2020 ◽  
Vol 12 (17) ◽  
pp. 6984
Author(s):  
Jesús de la Fuente ◽  
Francisco Javier Peralta-Sánchez ◽  
José Manuel Martínez-Vicente ◽  
Flavia H. Santos ◽  
Salvatore Fadda ◽  
...  
Keyword(s):  
Approaches To Learning ◽  
Well Being ◽  
Personality Factors ◽  
Learning Approaches ◽  
Achievement Emotions ◽  
Approach To Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Deep Approach To Learning ◽  
Linear Predictors

The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

Taking a Hands-on Approach to Learning

2018 ◽  
Vol 5 (2) ◽  
pp. 163-170 ◽  
Author(s):  
Susan Goldin-Meadow
Keyword(s):  
Social Inequalities ◽  
Approach To Learning ◽  
Hands On ◽  
Learning Language ◽  
Insight Into ◽  
Teaching Situations

When people talk, they gesture. These gestures often convey substantive information that is related, but not always identical, to the information conveyed in speech. Gesture thus offers listeners insight into a speaker’s unspoken cognition. But gesture can do more than reflect cognition—it can play a role in changing cognition and, as a result, contribute to learning. This article has two goals: (a) to make the case that gesture can promote growth early in development when children are learning language and also later in development when children learn about math, and (b) to explore the implications of these findings for practice—how gesture can be recruited in everyday teaching situations by parents and teachers. Because our hands are always with us and require little infrastructure to implement in teaching situations, gesture has the potential to boost learning in all children and thus perhaps reduce social inequalities in achievement in language and math.

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