scholarly journals Evaluación del método de enseñanza-aprendizaje contenido con apoyo de las tecnologías de la información y comunicación (MEAC-TIC) para mejorar la resolución de problemas algorítmicos / Evaluation of the method of teaching - learning content with support of information technologies and communication (MEAC-ICT) to improve the resolution of algorithmic problems

2018 ◽  
Vol 7 (14) ◽  
pp. 57-72
Author(s):  
Julio Fernando Salazar Gómez ◽  
Erika Dolores Ruiz
Keyword(s):  
Information Technologies ◽  
Learning Content ◽  
Algorithmic Problems ◽  
Teaching Learning ◽  
Los Grupos

En este trabajo se presentan los resultados conseguidos con el método de enseñanza-aprendizaje contenido (MEAC), apoyado en las TIC, que se implementó con 20 estudiantes de primer grado de la Escuela Secundaria Técnica Industrial n.°15 de Tierra Blanca (Veracruz) para promover la resolución de problemas algorítmicos en la materia Informática. En tal sentido, se realizó una investigación de tipo cuantitativo, con un diseño experimental de preprueba y posprueba en dos grupos: uno experimental y otro control. Para la representación de los datos se empeló el software estadístico Minitab 16, el cual sirvió para realizar la prueba estadística T de dos muestras para mostrar el nivel de significancia entre los grupos seleccionados. Los resultados indican que existe una diferencia significativa entre ambos grupos, por lo que se puede afirmar que el método MEAC-TIC mejora la resolución de problemas algorítmicos.

TEACHERS’ READINESS TO IMPLEMENT THE ACQUISITION OF TRANSVERSAL SKILLS IN THE CONTEXT OF THE NEW STANDARD

2019 ◽  
Vol 2 ◽  
pp. 399
Author(s):  
Anita Petere
Keyword(s):  
General Education ◽  
Learning Process ◽  
Information Technologies ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Content ◽  
Approach To Teaching ◽  
Teaching Learning ◽  
Cooperation Partner

In today’s rapidly changing world, when information technologies are developing very fast, a new change of the paradigm of the educational system is needed. It means that a teacher’s pedagogical activities also have to change – from an educator to a cooperation partner in the teaching/learning process. National Centre for Education (NCE)  has worked out a new ”Competence approach to teaching/learning content”, the aim of which is to ensure the acquisition of the content of general education based on competence approach, and which embraces all stages in education.The objective of the article is to reveal the essence of competence approach and the readiness of primary school teachers to implement the acquisition of transversal skills in teaching/learning process and when planning curricula.In order to obtain data, semi- structured interviews, observation, the analysis of documents have been used. According to the research results, part of the teachers finds it difficult to change their style of conducting the teaching/learning process. Explanation and task formulation dominate without involving pupils in discussions. 

scholarly journals Information technologies inside and outside the classroom

2021 ◽  
Author(s):  
Andra Oneci ◽  
◽  
Maria-Magdalena Joița ◽  
◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Cognitive Skills ◽  
Causal Reasoning ◽  
Concept Formation ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Software And Hardware ◽  
Problem Solvers ◽  
Teaching Learning ◽  
Individualize Education

Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.

Self-Guided Learning Process in Preschool: Challenges of the Practice

2021 ◽  
Author(s):  
Antra Randoha ◽  
◽  
Dagnija Vigule
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Social Aspects ◽  
Guided Learning ◽  
Learning Content ◽  
Key Skills ◽  
Significant Process ◽  
Teaching Learning

The mandatory teaching/learning content of the preschool lays emphasis on the child’s most essential interests and needs, acquiring them in such a process that leads to the formation of literacy or competence. Self-guided learning in the teaching/learning process appears as the major method that helps the pre-schooler acquire the content of all domains. According to the preschool guidelines, values and morals, general or transversal skills, cognitive, emotional and social aspects of the child’s actions that help to acquire knowledge, understanding and key skills for man’s functioning in important spheres of life and these are the key skills in the domains of language, social and civic, understanding of culture and self-expression in art, science, mathematics, technology, health and physical activities that form the mandatory teaching/learning content of preschool education. When acquiring all the necessary skills and knowledge, the child has to reach the planned learning outcomes that are attained in a self-guided learning process. Self-guided learning is one of the most essential modern competences or the individual’s readiness to adjust and apply the knowledge, skills and attitudes when solving different situations. Are preschools ready for this, does this process take place and do preschool teachers understand the concept “self-guided learning process” – this is the topicality that definitely should be paid attention to relating it to teacher education, the development of the self-guided learning model and its piloting in the preschool environment. A self-guided learning process should not be taken for granted because the child does not have such skills – to know / to feel how and what to do to start, for example, exploration. The child has not acquired these skills if the adult has not demonstrated how to do this. The child since young age should be gradually directed towards that – what and in which way to learn. The participation of the adult or teacher in this significant process is critical.

KINAESTHETIC LEARNING STYLE AND ITS USAGE IN LEARNING PROCESS IN BASIC SCHOOL

2018 ◽  
Vol 2 ◽  
pp. 180-190
Author(s):  
Lolita Jonāne
Keyword(s):  
Learning Style ◽  
Learning Process ◽  
Quantitative Methods ◽  
Teaching Style ◽  
Warm Up ◽  
Qualitative And Quantitative Methods ◽  
Learning Content ◽  
Basic School ◽  
Teaching Learning ◽  
Relaxation Exercises

The aim of the research is to explore the possibilities and methodological solutions of using kinaesthetic teaching style in the teaching/learning process in basic school and its impact on pupil involvement in learning activities and attainment of goals. Qualitative  and quantitative methods  - experienced teacher’s survey and student-trainee survey  after observation and analysys of lessons at school are used during the study. It is concluded that: 1)the kinesthetic style of learning involves different forms - tactile, movement-based learning, warm-up and relaxation exercises; 2)it is applicable at all stages of education and in teaching/ learning and extra-curricular activities; 3) it is effective during the classroom if it is consistent with the age of the pupils and the learning content. The survey concluded that majority of surveyed teachers positively evaluate the kinesthetic teaching/ learning style and quite often apply it in their lessons according to their competence.  

scholarly journals Perception of middle school students on mathematics

2020 ◽  
Vol 13 (3) ◽  
pp. 67
Author(s):  
R. B. Bispo ◽  
L. C. Macarello
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
School Context ◽  
Teaching Methodology ◽  
School Students ◽  
Learning Content ◽  
Teaching Learning ◽  
The City

This work aimed to evaluate the perception of high school students about the importance of mathematics as well as analyze the teaching methodology that they play to be more efficient in the process of teaching learning. The research was carried out in the month of March 2019, at the Escola Estadual João Paulo I - Escola Plena, in the city of Paranaíta, MT, through the application of a questionnaire with 1st, 2nd and 3rd year high school students. 111 interviewed. The questions were about taste for math discipline, ease of learning content, how differentiated classes help in learning, what resources aid most in learning, whether discipline is important, and how it can help students change their Living conditions. We can conclude that the high school students of E. E. João Paul I like math and recognize their importance both for day-to-day use and for the future. Although students have preferences for classes outside the school context, they are aware that the theory is also important for their learning.

scholarly journals An Overview and Changing Scenario of Post-graduate Medical Education in Nepal: What Is the Way Forward?

2021 ◽  
Vol 18 (4) ◽  
pp. I-III
Author(s):  
Ganesh Dangal
Keyword(s):  
Medical Education ◽  
Information Technologies ◽  
Academic Program ◽  
Computer Assisted ◽  
Medical Council ◽  
National Board ◽  
Global Trends ◽  
Medical Education Program ◽  
Regulatory Bodies ◽  
Teaching Learning

The goal of the Postgraduate (PG) Medical Education Program in any country is to produce high quality professionals with required clinical competency and capability in teaching, research, leadership, communication, collaboration and health advocacy in addition to sound knowledge of the given specialty. Countries like Nepal should adopt the contemporary global trends and implement innovative approaches in medical education utilizing skill labs, information technologies; computer assisted teaching learning, simulation-based learning if practicable and others. The MD/MS/ or National Board curriculum should reflect and be in line with the core principles advocated by the world leaders/institutes of medical education. Additionally, an institution imparting postgraduate program should provide facilities consistent with the overall academic program including exposure in applied basic medical sciences and other related subjects/areas as prescribed by the regulatory bodies like Medical Education Council (MEC), Nepal Medical Council (NMC), academia and the line ministries; in addition to the required number of faculties of related specialties for facilitating teaching/ learning as per the set guidelines along with facilities of ancillary departments related to the concerned subject as per the requirement of the curriculum as well.

CAUSAS QUE AFECTAN A GRUPOS DE VULNERABILIDAD EDUCATIVA: SOLUCIONES DESDE LA PEDAGOGÍA SOCIO – CRÍTICA. PROVINCIA BOLÍVAR.

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Mario Sánchez Quiróz ◽  
Bolívar Guzmán Bárcenes ◽  
Fidel Castro Beri ◽  
Carlos Domínguez Sánchez ◽  
Mirtha Manzano
Keyword(s):  
Critical Pedagogy ◽  
Learning Environments ◽  
Negative Influence ◽  
Vulnerable Groups ◽  
Educational Institutions ◽  
Palabras Clave ◽  
Academic Management ◽  
Interpretive Method ◽  
Teaching Learning ◽  
Los Grupos

Las migraciones, desigualdad social, desarraigo y problemas relacionados con el proceso de enseñanza-aprendizaje influyen negativamente en la vida de niños y jóvenes en Latinoamérica, particularmente en Ecuador. Se hace necesario potencializar la gestión académica para apoyar a los grupos vulnerables en correspondencia con las políticas educativas nacionales. Por estas razones, se recoge un estudio sobre ambientes de aprendizaje y grupos vulnerables en instituciones educativas de la Provincia Bolívar. La investigación es aplicada con elementos del método interpretativo y fundamentos de la Pedagogía Socio-crítica. Para evaluar el contexto de estos grupos en la provincia se elaboraron dos cuestionarios a autoridades, consejeros estudiantiles y a docentes, además, una guía de observación a clases impartidas por los profesores encuestados en centros educativos de los diferentes cantones. Hemos obtenido resultados donde se detectaron grupos vulnerables, y también causas que influyen en esta problemática, la vulnerabilidad educativa, es causada por discapacidades físicas y mentales, familias disfuncionales, migración, pobreza y un deficiente manejo académico con estos grupos. A partir del análisis y la interpretación de los resultados, de los métodos teóricos y empíricos, se presenta una guía didáctica, que contiene estrategias de participación activa dirigidas a incluir a los estudiantes a diferentes ambientes de aprendizaje para dar solución a la problemática; se discutirá en talleres de capacitación, conjuntamente con autoridades educativas, docentes y familias de la provincia, la misma contribuirá a la formación integral e individual de los escolares y apoyará la formación de los estudiantes de la Facultad de Ciencias de la Educación. Palabras Clave: Vulnerabilidad Educativa, Estrategias, Ambientes de Aprendizaje, Pedagogía Socio-crítica. ABSTRACT Migrations, social inequality, uprooting and problems related to the teaching-learning process have a negative influence on the life of children and youngsters in Latin America, particularly in Ecuador. It is necessary to potentiate academic management in order to support vulnerable groups in correspondence with national educational policies. For these reasons, a study on learning environments and vulnerable groups in educational institutions in the Bolivar Province is carried out. Research is applied with elements of the interpretive method and fundaments of Socio-critical Pedagogy. To assess the context of these groups in the province, authorities, student advisors, and teachers filled in two questionnaires. Besides, in all cantons’ educational centers, a classroom observation guide was used with the teachers who participated in the survey. The obtainedresults detected vulnerable groups as well as the causes that influence this problem, educational vulnerability, caused by physical and mental disability, dysfunctional families, migration, poverty, and an inefficient academic management of such groups. From the analysis and interpretation of the results, the theoretical and empirical methods, this research presents a didactic guide containing active participation strategies aimed to include students in different learning environments in order to solve the problem, they will be discussed in training workshops together with educational authorities, teachers, and families of the province, which will contribute to the integral and individual formation of scholars and will support the formation of students at the Faculty of Educational Sciences. Keywords: Educational vulnerability, Strategies, Learning Environments, Socio-Critical Pedagogy Recibido: junio de 2015Aprobado: agosto de 2015

Granularity of Learning Objects

10.28945/2909 ◽  
2005 ◽  
Author(s):  
Ismar Frango Silveira ◽  
Carlos Fernando Araujo Jr. ◽  
Luiz Henrique Amaral ◽  
Ivan Carlos Alcântara de Oliveira ◽  
Juliano Schimiguel ◽  
...  
Keyword(s):  
Ad Hoc ◽  
Learning Objects ◽  
Digital Learning ◽  
Knowledge Domain ◽  
Learning Content ◽  
Content Development ◽  
Copy And Paste ◽  
Teaching Learning ◽  
Content Reuse ◽  
Tools And Techniques

Traditional methods for developing digital learning content usually produce very large, monolithic content that barely can be reused even in similar contexts, despite of the quality they can have. Nonetheless, digital learning content can be described as a set of highly reusable, low-coupled learning objects that can be put together in order to build adaptive, learner-focused content Nowadays, in spite of all technological evolution, it cannot be affirmed that content development in computer-aided teaching/learning process had evolved the same way. This is, indeed, the most expensive, time-consuming undertaking among all tasks demanded by computer-based course building. One of the reasons for this is that digital learning content reuse, even nowadays, is frequently done through copy-and-paste mechanisms that transpose digital learning contents from a context to another. A vary of explanations can be arisen to justify this fact: first, digital learning content is often modeled in an ad hoc manner, in order that all content is very specific, going about some determined knowledge domain. Besides, such development often utilizes tools and techniques - like HTML - that aren’t concerned about separating content from presentation. A possible solution for this is to develop digital learning contents in function of the set of potential learning objects they can be made of. Thus, there will be analyzed a set of frequently used learning objects in order to classify them on types and discuss some possibilities for diminish their coupling to other learning objects, thus leading to finer granular contents, augmenting their potential for reusability.

Implementing CLIL techniques to History Classes: Action Research

2018 ◽  
Vol 4 (1) ◽  
pp. 146-154
Author(s):  
Rena Alasgarova
Keyword(s):  
Action Research ◽  
Distinctive Feature ◽  
Learning Content ◽  
History Of ◽  
The Common ◽  
Teaching Learning ◽  
Tools And Techniques ◽  
The Impact ◽  
The Given ◽  
History Classes

The given action research is aimed at investigating the impact the implementation of CLIL techniques may have on understanding and comprehension of the content in the teaching/learning environment where English is used as a medium of education. The research was conducted in Cambridge department of one of the private schools in Baku, Azerbaijan with two groups of 11-12-year-old learners. CLIL methodology was utilized in History of Azerbaijan classes to check whether the approach can facilitate the understanding of the content matter for the students who are proficient English users. The distinctive feature of this action research is that it allows for viewing CLIL approach from a perspective opposite to the common perspective where the focus is shifted from learning the language through content to learning content through CLIL tools and techniques.

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