scholarly journals O perfil do aluno como ponto de partida na definição de estratégias individuais potenciadoras do desempenho académico

2021 ◽  
Vol 3 (2) ◽  
pp. 61-65
Author(s):  
Ana Cristina Baptista ◽  
Keyword(s):  
Teaching And Learning ◽  
Self Regulation ◽  
Information Matrix ◽  
Learning Processes ◽  
Brain Circuits ◽  
Starting Point ◽  
Motivational Level

Neuroeducation came to integrate the advances recorded in the areas of neuroscience in the teaching and learning processes. These processes, by enabling the mapping of brain circuits, enhance the individual's knowledge and allow the improvement of the functional structures that limit learning. The main goal of Neuroeducation is then focused on optimizing the performance of each individual, privileging their uniqueness, through self-regulation and the enhancement of executive capacities. In this context, the starting point should be the development of the student's profile. In addition to signaling the general academic, emotional and motivational level of the student, allows to create an information matrix, to structure the activities and strategies to be developed supporting an individualized pedagogical work. This resource allows students to become agents of their learning, self-searching at each moment, where they are regarding their final objectives, self-regulating their performance and adapting to the challenges they will face.

scholarly journals Meaningful curriculum

2020 ◽  
Vol 8 (6) ◽  
pp. 426-440
Author(s):  
GISELLE DA SILVA SILVA ◽  
Francisco Pereira de Oliveira ◽  
Leidiane Santos Ferreira Correa ◽  
DANUSA LOPES CUNHA ◽  
JAIR FRANCISCO CECIM DA SILVA ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Small Scale ◽  
Family Farming ◽  
Paper Folding ◽  
Starting Point ◽  
Teachers And Students ◽  
Qualitative Nature ◽  
Local Ecosystem ◽  
Participatory Observation

The study took place at Maria Benedita Mota School, located in the coastal community of Perimirim, which is part of the Araí-Peroba Marine Extractive Reserve (RESEX-Mar) in the municipality of Augusto Corrêa-PA. The participants of the study are educational agents (principals, pedagogical coordinators, teachers and students) immersed in the context and who have knowledge related to local biodiversity, such as the sea, mangroves, small-scale fishery, crustaceans, and family farming. The aim of the study is to understand how the school develops the meaningful curriculum based on the local reality and to systematize the traditional knowledge through oral texts about the mangrove and preservation of the local ecosystem in order to reach students. The methodology is a participatory observation of qualitative nature, which allows the understanding of the object under study having as starting point its reality. The project developed at the school comprised a class trip to the mangrove, drawings, paintings, poetry, paper folding, research, paper cutting and collage, ending up with the presentation in the pedagogical projects exhibition of the school. The results show that the teaching and learning processes become pleasurable, relevant and meaningful for students when the curriculum is based on the reality of people, especially students.

Tailoring Design Development and Ideation in Catering To Industry Demands

2017 ◽  
Vol 14 (1) ◽  
pp. 67
Author(s):  
Fadila Mohd Yusof ◽  
Azmir Mamat Nawi ◽  
Azhari Md Hashim ◽  
Ahmad Fazlan Ahmad Zamri ◽  
Abu Hanifa Ab Hamid ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Industrial Design ◽  
Protocol Analysis ◽  
Early Stage ◽  
Idea Generation ◽  
Learning Processes ◽  
Design Stage ◽  
Design Development ◽  
Conceptual Design Phase ◽  
Industry Practice

Design development is one of the processes in the teaching and learning of industrial design. This process is important during the early stage of ideas before continuing to the next design stage. This study was conducted to investigate the comparison between  academic  syllabus  and  industry  practices  whether  these  processes  are  highly dependent on the idea generation and interaction related to the designer or to the student itself. The data were gathered through an observation of industry practice during conceptual design phase, teaching and learning process in academic through Video Protocol Analysis (VPA) method and interviews with industry practitioners via structured and unstructured questionnaires. The data were analysed by using NVivo software in order to formulate the results. The findings may possibly contribute to the teaching and learning processes especially in the improvement of industrial design syllabus in order to meet the industry demands. Keywords: design development, industrial design, industry demands

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

¿Razonamos en función de nuestro conocimiento general? Un estudio de las interacciones entre el procesamiento de la información y la inferencia lógica

2015 ◽  
pp. 33
Author(s):  
Miguel López Astorga
Keyword(s):  
Information Processing ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Formal Logic ◽  
Conditional Reasoning ◽  
General Knowledge

RESUMENEn este trabajo, analizamos un experimento sobre el razonamiento condicional de Staller, Sloman y Ben-Zeev (2000). En dicho experimento, los sujetos parecen manifestar un comportamiento contrario a las prescripciones de la lógica formal. Nosotros lo revisamosy descubrimos todas las variables que es preciso atender en los procesos de enseñanza y aprendizaje, variables que no siempre son consideradas por los docentes.Palabras clave: condicional, conocimiento general, inferencia, procesamiento de la información, representación mental.DO WE REASON ACCORDING TO OUR GENERALKNOWLEDGE? A STUDY ABOUT INTERACTIONSBETWEEN INFORMATION PROCESSING AND LOGICALINFERENCEABSTRACTIn this paper, I analyze an experiment about conditional reasoning presented by Staller,Sloman and Ben-Zeev (2000). In that experiment, the subjects’ behavior seems contradictory to prescriptions of formal logic. I check it and I discover all the variables that we need to deal with them in teaching and learning processes, despite that such variables are notalways checked by the teachers.Keywords: conditional, general knowledge, inference, information processing, mentalrepresentation.

Vegetation structure of tundra and taiga on the map of the natural vegetation of Europe

2007 ◽  
pp. 13-22 ◽  
Author(s):  
T. K. Yurkovskaya
Keyword(s):  
Vegetation Cover ◽  
Abiotic Factors ◽  
Self Regulation ◽  
Space Structure ◽  
Middle Taiga ◽  
Russian Plain ◽  
Forest Communities ◽  
The North ◽  
Tundra Vegetation ◽  
Starting Point

I have focused only on some features of structure in the taiga vegetation cover. In conclusion I would like to tell some words about the causes of complicated space structure of the taiga and tundra vegetation cover. The causes of latitudinal differentiation are climatic undoubtedly, but heterogeneity of vegetation cover within the limits of tundra and taiga subzones is accounted for different factors. In tundra abiogenic factors prevail, first of all the permafrost processes. That is the reason why tundra vegetation cover is so sensible to any disturbances and so hard regenerates after various transformations. In taiga the space structure is mostly the result of self-regulation and self- restoration of biota. The abiotic factors, certainly, play significant role, but they recede to the second plan. So we showed that in the north and middle taiga the structure of vegetation cover, during the Holocene up to present time, is determined in many respects by the increasing role of mires. Suffice it to look at the map of distribution of mires in order to estimate their role in vegetation cover of the easteuropean taiga (Yurkovskaya, 1980). So, the increase of mire area on the Russian Plain in m2/year per 1000 ha varies between 200 and 700, the average increas is ca 300—400 m2/year (Elina et all., 2000). The mires favour peniplenization and unite the separate areas of forest communities into the whole by means of forming the buffer paludificated territories (various hydrophilous variants of forest communities). But if mires, at all their stability, after destroying practically don't restore, the forests even after continuous cuttings restore their structure and composition through the series of successional stages unless an ecotope is damaged completely. Hence the space structure of taiga is the result, first of all, self development and self regulation of its vegetation cover. But, as it is known, at present time the process of destruction of natural biota has gone too far that the question arises not only about supporting its state and structure but also about the survival of the mankind itself. In this regard the vegetation map of Europe is the invaluable basis, which gives the starting point for all conservational, ecological and economical measures. But it is important to learn reading and using the map. And this is one of our actual goals.

PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

2019 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Erma Yenis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Good Teaching ◽  
Starting Point ◽  
Class Viii

Abstractlearning process  good teaching  can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar,  (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada  kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

Teaching Music Theory

2020 ◽  
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Music Theory ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Real Life ◽  
Aural Skills ◽  
New Faculty ◽  
Music Therapist ◽  
Starting Point ◽  
Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

Gathering Evidence: The Basics

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Numerical Data ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Starting Point ◽  
Different Types ◽  
Gathering Data

Chapter 4 provides an introduction to gathering data for scholarship of teaching and learning (SoTL) investigations, including the importance of triangulation, that is, collecting several different types of evidence. Examples are given of typical kinds of quantitative (numerical) and qualitative (non-numerical) data that might be used in a SoTL study. That quantitative and qualitative data are more closely related than it might seem at first is discussed. The taxonomy of SoTL questions—What works? What is? What could be?—provides a starting point for considering what type of data to collect. Suggestions are offered for ways to design assignments so that the coursework students produce can also serve as evidence, something that benefits both students and their instructor.

Organizational Learning and Multiteam Systems

2019 ◽  
pp. 602-620
Author(s):  
Leslie A. DeChurch ◽  
Gina M. Bufton ◽  
Sophie A. Kay ◽  
Chelsea V. Velez ◽  
Noshir Contractor
Keyword(s):  
Organizational Learning ◽  
Knowledge Transfer ◽  
Knowledge Creation ◽  
Learning Processes ◽  
Organizational Systems ◽  
System Perspective ◽  
Multiteam Systems ◽  
Starting Point ◽  
Emergent States ◽  
Superordinate Goal

Multiteam systems consist of two or more teams, each of which pursues subordinate team goals, while working interdependently with at least one other team toward a superordinate goal. Many teams work in these larger organizational systems, where oft-cited challenges involve learning processes within and between teams. This chapter brings a learning perspective to multiteam systems and a multiteam system perspective to organizational learning. Several classic illustrations of organizational learning—for example, the Challenger and Columbia disasters—actually point to failures in organizational learning processes within and between teams. We offer the focus on intrateam knowledge creation and retention and interteam knowledge transfer as a useful starting point for thinking about how to conceptually and operationally define learning in multiteam systems. Furthermore, we think leadership structures and multiteam emergent states are particularly valuable drivers of learning.

scholarly journals Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

2021 ◽  
Vol 13 (9) ◽  
pp. 4892
Author(s):  
Sandra Stefanovic ◽  
Elena Klochkova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Application Development ◽  
Mobile Platforms ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

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