scholarly journals PROJECT-BASED LEARNING: A TEACHING APPROACH WHERE LEARNING COMES ALIVE

2022 ◽  
pp. 775
Author(s):  
Besa Bytyqi
Keyword(s):  
Direct Instruction ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Social Activity ◽  
Project Based Learning ◽  
Teaching Approach ◽  
American Education ◽  
Behavioral Models ◽  
Past Experiences ◽  
Theory Research

 “Doing projects” is a long-standing tradition in American education. According to Buck Institute for Education (BIE) (www.pblworks.org) the roots of PBL lie in this tradition. But the emergence of a method of teaching and learning called Project Based Learning (PBL) is the result of two important developments over the last 25 years. First, there has been a revolution in learning theory. Research in neuroscience and psychology has extended cognitive and behavioral models of learning—which support traditional direct instruction—to show that knowledge, thinking, doing, and the contexts for learning are inextricably tied. We now know that learning is partly a social activity; it takes place within the context of culture, community, and past experiences.

scholarly journals A Review of The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education

2020 ◽  
Author(s):  
Jason DeHart
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Research And Practice ◽  
History Of ◽  
The Rich ◽  
Theory Research ◽  
Rich History

This review of The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education focuses on the organization, strengths, and weaknesses of a newly-published qualitative research text that also serves as a guide for teachers who wish to improve their practice. The case study nature of the text is explored, as well as the contributions of the text’s authors. The book is most notable as a text that draws on the rich history of Merleau-Ponty and seeks to consider classroom instruction in higher education in light of phenomenological tenets.

Application of Direct Instructional Learning in High School Education

2021 ◽  
Vol 2 (2) ◽  
pp. 151-156
Author(s):  
Alimuddin Alimuddin ◽  
Suradi ◽  
Marina Rahmayanti
Keyword(s):  
High School ◽  
Direct Instruction ◽  
Learning Theory ◽  
Learning Process ◽  
School Education ◽  
Teaching Approach ◽  
High School Education ◽  
Teaching Model ◽  
Learning Time ◽  
Direct Teaching

A direct teaching model is a teaching approach that can help students learn basic skills and acquire information that can be taught step by step. Direct instruction or direct teaching is based on behavioristic learning theory that focuses on the mastery of concepts and changes in behavior as a result of learning that can be observed. The approach used in this model is teacher-centered. The teacher presents material/transfers information directly and structured using a lecture, expository, question, and answer, presentation/demonstration model. This model is the leading choice applied to students due to its advantages, including the relatively large amount of material delivered, easy learning time to manage, and this model will be relatively easy to follow for procedural matters. In addition to some of its advantages, the direct teaching model also has drawbacks that, according to researchers, are vital to the learning process itself; namely, students tend to wait for raw answers from the material presented by the teacher.

scholarly journals Teaching Physics for Engineers using an Active Learning approach

2018 ◽  
Author(s):  
Rodrigo Cutri ◽  
Luiz Roberto Marim ◽  
José Roberto Cardoso
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
The Past ◽  
Qualitative Survey ◽  
Survey Results ◽  
Institute Of Technology ◽  
Past Experiences ◽  
Teaching Physics

 Abstract – The teaching technique of project-based learning (PBL) has been part of the academic curriculum for sophomore Engineering students of Maua Institute of Technology since 2014. Such an approach, which required substantial changes in the teaching and learning methods, had a significant impact on students’ learning and motivation. Every year a new PBL project is proposed.As part of the evaluation process, reflecting on the past experiences and merits of the PBL experiences is very important. After presenting the overview of PBL in the context of teaching Physics, we discuss in this paper the merits of this approach by analyzing the quantitative and qualitative survey results of the last three PBL editions.  

Pengembangan Media Pembelajaran Interaktif Berdasarkan Teori Apos pada Materi Fungsi Kuadrat

2018 ◽  
Vol 6 (1) ◽  
pp. 1-10
Author(s):  
Arie Gusman ◽  
Kamid Kamid ◽  
Syamsurizal Syamsurizal
Keyword(s):  
Learning Theory ◽  
Teaching And Learning ◽  
Quadratic Function ◽  
Test Group ◽  
Quadratic Functions ◽  
High School Mathematics ◽  
Constructivist Learning Theory ◽  
Average Value ◽  
Long Time ◽  
Action Process

Learning quadratic functions that had been performed by the majority of vocational school and high school mathematics teacher in Kuala Tungkal is still using conventional learning media. The use of conventional learning media is experiencing a lot of obstacles, such as: a fairly long time in describing the graph function, especially when analyzing some quadratic function graphs with various characteristics. APOS is one of the constructivist learning theory which states that students learn through several stages, namely: action – process – object – schema. And to integrate into media APOS writer adapting ADDIE development model. The effectiveness of the use of media-based learning theory APOS seen from the student activity sheet can be concluded more increased activity of students in the learning process. Study of the test results, students were able to meet the completeness criteria stipulated minimum is 75. With an average value of learning outcomes, namely 87.14. It can be seen from the students' responses on a test group of small and large groups where it is concluded that researchers develop learning media can be categorized as good / interesting in the teaching and learning of mathematics.

WWW.TELD.NET: Online Courseware Engine for Teaching by Examples and Learning by Doing

2001 ◽  
Vol 29 (3) ◽  
pp. 219-235 ◽  
Author(s):  
G. Q. Huang ◽  
B. Shen ◽  
K. L. Mak
Keyword(s):  
Teaching And Learning ◽  
Virtual Classroom ◽  
Learning By Doing ◽  
General Purpose ◽  
Project Based Learning ◽  
Course Materials ◽  
Summative Assessments ◽  
On Line ◽  
Set Up ◽  
Electronic Delivery

TELD stands for “Teaching by Examples and Learning by Doing.” It is an on-line courseware engine over the World Wide Web. There are four folds of meanings in TELD. First, TELD represents a teaching and learning method that unifies a number of contemporary methods such as Problem-Based Learning (PBL) in medical education, Project-Based Learning (PBL) in engineering education, and Case Method (CM) in business education. Second, TELD serves as a Web server for hosting teaching and learning materials especially based on the TELD method. A variety of on-line facilities are provided for editing and uploading course materials such as syllabus, schedule, curriculum, examples of case study, exercises of mini-project, formative and summative assessments, etc. Third, TELD is a courseware search engine where educators are able to register their course materials and search for materials suitable for a particular course. In contrast with general-purpose search engines, TELD is set up for the special purpose of education. Therefore, the time and efforts spent on surfing are expected to be reduced dramatically. Finally, TELD is an on-line virtual classroom for electronic delivery of electronic curriculum materials. In addition to providing the lecture notes, TELD not only provides discussion questions for conducting in-class discussions and homework as formative assessment but also provides facilities for students to plan and submit their group work. This article presents an overview of the TELD courseware engine together with its background and underlying philosophy.

DEVELOP TO TEACHING APPROACH 3D PRIMITIVES WITH VIRTUAL REALITY

2020 ◽  
Vol 5 (3) ◽  
pp. 32-38
Author(s):  
Fakhriddin Nuraliev ◽  
◽  
Ulugbek Giyosov
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Teaching Approach

Since the last few decades, virtual reality (VR) and augmented reality (AR) interfaces have shown the potential to enhance teaching and learning, by combining physical and virtual worlds and leveraging the advantages of both. Conservative techniques of content presentation (fixed video, audio, scripts) lack personalization and interaction.

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