scholarly journals Avaliação do ensino e da aprendizagem: uma análise de dados acerca dos discursos dos professoresEvaluation of teaching and learning: a data analysis of the teacher's speeches

2018 ◽  
Vol 20 (2) ◽  
Author(s):  
Felipe De Almeida Costa ◽  
César Augusto Pimentel Souza ◽  
Carlos Alberto Fernandes Siqueira ◽  
Érica Maria Renno Villela Dario
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Teacher Evaluation ◽  
Teaching And Learning ◽  
Basic Education ◽  
First Semester ◽  
Evaluation Of Teaching ◽  
Didactics Of Mathematics

Este artigo é o resultado de uma pesquisa realizada no âmbito da disciplina Didática da Matemática II ao longo do primeiro semestre de 2016, quando na época, discutíamos o tema Avaliação. Nesta pesquisa foi enviado um questionário via Google formulários a 134 professores de diversas áreas desde o ensino básico ao ensino superior e as respostas foram inseridas no software CHIC com o objetivo de analisarmos questões relativas à similaridade. Como resultado observamos que quanto maior era o grau de interação e de autonomia dos alunos, melhores eram os resultados obtidos, e, além disso, deixamos para futuros trabalhos a análise coesitiva e implicativa, pois, acreditamos que as três análises poderiam contribuir significativamente para a compreensão da concepção de avaliação dos professores.This article is the result of a research carried out within the scope of Didactics of Mathematics II during the first semester of 2016, when, at the time, we discussed the theme Evaluation. In this research a questionnaire was sent via Google forms to 134 teachers from different areas from basic education to higher education and the answers were inserted in the CHIC software in order to analyze questions related to similarity. As a result, we observed that the greater the degree of interaction and autonomy of the students, the better the results were obtained, and, in addition, we leave for future works the cohesive and implied analysis, because we believe that the three analyzes could contribute significantly to the comprehension of teacher evaluation conception.

scholarly journals THE EFFECTIVENESS OF TEACHING PRONUNCIATION THROUGH JAZZ CHANTS METHOD

2019 ◽  
Vol 2 (2) ◽  
pp. 83-96
Author(s):  
Nurhayati Nurhayati ◽  
Nurhamdah Nurhamdah
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Positive Response ◽  
Test Design ◽  
First Semester ◽  
Cumulative Score ◽  
Post Test ◽  
Strongly Agree ◽  
Teaching Pronunciation ◽  
Academic Year

This study expected to find out the effectiveness of teaching pronunciation through jazz chants and the students’ response toward the implementation of jazz chants method in teaching pronunciation at the eight grade of MTsN Parepare. The result of this research was expected to be useful information in the English teaching and learning process especially in the pronunciation teaching. This research applied pre-experimental method, with two group pre-test and post-test design. The samples of the research were consisted of 27 students from five classes taken from the population at the eight grade students of MTsN Parepare first semester in Academic Year 2018/2019.The result of the data analysis showed that the students’ pronunciation abilitywas improved. It could be showed from the result of the t-obtained value (7.698) was higher than t-table value (1.706). Those indicated that H0 was rejected and Ha was accepted. It meant that the students’ pronunciationwas able increased by using jazz chants method. Besides that, the result of the questionnaire showed that most of the students agree and had a positive response in learning pronunciation by using jazz chants method. It could be showed from the result of the cumulative percentage on the fifteen items of the questionnaire was 89,28 (very strong), while the cumulative score that they got the questionnaire was 1808 (strongly agree). Based on the result of data analysis above, the researcher then concluded that the students’ pronunciation ability was improved and it is effective to teaching pronunciation through jazz chants at the eight grade of MTsN Parepare.

scholarly journals Pengenalan Budaya Bengkulu Melalui Puzzle Game Bagi Siswa Sekolah Dasar

2021 ◽  
pp. 44-49
Author(s):  
Lena Elfianty ◽  
Jusuf Wahyudi
Keyword(s):  
Higher Education ◽  
Elementary School Children ◽  
Teaching And Learning ◽  
Basic Education ◽  
Main Tool ◽  
Education Level ◽  
Teaching Material ◽  
Cultural Wealth ◽  
Teaching Aids ◽  
Class Teacher

Teaching aids at the higher education level are not something strange and rare, because the level of need in terms of material presentation is felt more useful and easy. Especially for the basic education level, a tool for delivering material to elementary school children which have been more conventional in the form of teachers reading or writing material, meanwhile, students copy what the class teacher writes. This habit of course will be slow and monotonous and can increase boredom in following the teaching and learning process.  To reduce the level of boredom and the less attractive way of delivering this teaching material, it is necessary to have a way that can arouse learning enthusiasm for students at the basic education level, namely in the form of visual displays using computers as the main tool with more material content. new and innovative. This is even more so if it is applied in the form of introduction to nature reserves, history, and cultural heritage.  The enthusiasm of the students while trying the puzzle game application based on the introduction of Bengkulu's culture and natural wealth encouraged the students to get to know and understand more about the importance of maintaining and being proud of the natural and cultural wealth of the Bengkulu people.

scholarly journals Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

2022 ◽  
Vol 12 ◽  
Author(s):  
Karla Lobos ◽  
Rubia Cobo-Rendón ◽  
Javier Mella-Norambuena ◽  
Alejandra Maldonado-Trapp ◽  
Carolyn Fernández Branada ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
University Students ◽  
Peer Relationships ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Education ◽  
First Semester ◽  
Low Expectations ◽  
Health Sciences Students

Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

scholarly journals Comparative Analysis of Pedagogical Strategies Across Disciplines in Open Distance Learning at UnisaODL at Unisa

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Kemlall Ramdass ◽  
Fulufhelo James Masithulela
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Basic Education ◽  
Research Question ◽  
Education Sector ◽  
Pedagogical Strategies ◽  
Primary Means ◽  
The University

<p class="Style2">Re-engineering technological strategies in teaching and learning in an open distance learning (ODL) environment is paramount as the demand for access to quality higher education escalates drastically on a year to year basis. The organisational framework requires change in order to accommodate the increasing number of students. In view of the changing higher education landscape and the increase in the number of students qualifying for higher education acceptance, open distance education has been opened to residential institutions. Despite the fact that demands is greater than supply in the higher education sector, the University of South Africa (Unisa), in reaction to the “competitive threat,” has embarked on the re-evaluation of ODL as a component of its teaching and learning methodology. Unisa focussed on its pedagogical approaches as a primary means of maintaining its competitive edge.  The challenges in the higher education sector are also attributed to the basic education sector that does not prepare students sufficiently for higher education. ODL, if applied appropriately, could be a strategy to address the issues of access, equality, and equity in a democratic South Africa. Pedagogical strategies that are functional and appropriate need to be applied in the higher education sector. Hence the research question is to determine what ODL strategies can be implemented to ensure that students are on par with traditional universities. Therefore, this paper explores the pedagogical strategies that colleges may use with the intent to improve delivery of teaching and learning in an ODL environment.</p>

scholarly journals FLIPPING THE CLASSROOM REMOTELY: IMPLEMENTATION OF A FLIPPED CLASSROOM COURSE IN HIGHER EDUCATION DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Thanassis Karalis ◽  
Natassa Raikou
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Research Data ◽  
Department Of Education ◽  
First Semester ◽  
New Learning Environments ◽  
New Learning ◽  
Pilot Implementation ◽  
The University

In this article we present the results of a pilot implementation of the flipped classroom methodology during the second semester of the COVID-19 pandemic. We suggest the term Remote Flipped Classroom for the flipped classroom mode in online environments, especially in case of emergency. This implementation was carried out in a Department of Education at the University of Patras, Greece after the first semester and the initial familiarization of students with the new learning environments due to COVID-19 pandemic. The research data presented here lead us to the conclusion that both the traditional form of the flipped classroom and the remote flipped classroom may contribute to the teaching and learning in higher education, based on the role differentiation of instructors and students, to the promotion of active participation and engagement of students and to the improvement of the learning experiences they have. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0756/a.php" alt="Hit counter" /></p>

scholarly journals Internationalisation in Higher Education and English as a teaching and learning tool: what are the implications in all Brazilian Education?

2020 ◽  
Vol 9 (10) ◽  
pp. e4779108672
Author(s):  
Adriana Claudia Martins
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
English Language ◽  
Basic Education ◽  
Medium Of Instruction ◽  
Global Knowledge ◽  
Learning And Teaching ◽  
Language Knowledge ◽  
Set Up ◽  
The University

It is evident that there is no language better than other, however English seems to be necessary if people want to dialogue and take part in the global knowledge and civilization. This article has the aim to discuss about having English as a Medium of Instruction (EMI) in Higher Education, when there are implications about learning and teaching English in all Brazilian Education. For this, the methodology of this study is qualitative, considering publications in this thematic and focusing on debate considering two subtitles: Higher Education teaching in English as Medium of Instruction (EMI) - learnings and challenges; and, when the university internationalisation is affected by implications in all Brazilian Education. In this way, the debate has to be set up in all levels of Brazilian education because the English language knowledge taught at Brazilian Basic Education does not fit to the students’ needs when they are going to Brazilian universities to have disciplines mediated through English. It is necessary to study, in future investigations, if people from Brazilian institutions are really assuming the internationalisation and if this situation brings more quality and learning possibilities to all Brazilian education.

scholarly journals Mathematical errors made by high performing candidates writing the National Benchmark Tests

Pythagoras ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Carol A. Bohlmann ◽  
Robert N. Prince ◽  
Andrew Deacon
Keyword(s):  
Higher Education ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Level ◽  
Quantitative Literacy ◽  
Entry Level ◽  
Benchmark Tests ◽  
Mathematical Problems ◽  
The Common

When the National Benchmark Tests (NBTs) were first considered, it was suggested that the results would assess entry-level students’ academic and quantitative literacy, and mathematical competence, assess the relationships between higher education entry-level requirements and school-level exit outcomes, provide a service to higher education institutions with regard to selection and placement, and assist with curriculum development, particularly in relation to foundation and augmented courses. We recognise there is a need for better communication of the findings arising from analysis of test data, in order to inform teaching and learning and thus attempt to narrow the gap between basic education outcomes and higher education requirements. Specifically, we focus on identification of mathematical errors made by those who have performed in the upper third of the cohort of test candidates. This information may help practitioners in basic and higher education. The NBTs became operational in 2009. Data have been systematically accumulated and analysed. Here, we provide some background to the data, discuss some of the issues relevant to mathematics, present some of the common errors and problems in conceptual understanding identified from data collected from Mathematics (MAT) tests in 2012 and 2013, and suggest how this could be used to inform mathematics teaching and learning. While teachers may anticipate some of these issues, it is important to note that the identified problems are exhibited by the top third of those who wrote the Mathematics NBTs. This group will constitute a large proportion of first-year students in mathematically demanding programmes. Our aim here is to raise awareness in higher education and at school level of the extent of the common errors and problems in conceptual understanding of mathematics. We cannot analyse all possible interventions that could be put in place to remediate the identified mathematical problems, but we do provide information that can inform choices when planning such interventions.

Avaliação do Programa Institucional de Bolsa de Iniciação à Docência (PIBID): estudo de caso na Universidade Federal do Ceará (UFC)

2017 ◽  
pp. 33
Author(s):  
Adriana Castro Araújo ◽  
Wagner Bandeira Andriola ◽  
Maria do Socorro De Sousa Rodrigues ◽  
Afrânio De Araújo Coelho
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Public Education ◽  
Basic Education ◽  
Educational Assessment ◽  
The Public ◽  
Email Address ◽  
The Impact ◽  
And Training

RESUMO O Programa Institucional de Bolsa de Iniciação à Docência (PIBID) objetiva incentivar a formação de docentes para a educação básica pública, contribuindo para a valorização do magistério. A presente pesquisa visa avaliar a repercussão do referido programa na qualificação e formação de professores para a educação básica da rede pública, a partir da opinião de alunos do PIBID da Universidade Federal do Ceará (UFC). Para tanto, três objetivos foram delineados: analisar as repercussões do PIBID na qualificação docente; identificar a influência que o programa exerceu na escolha profissional do egresso; e identificar a percepção do egresso sobre a escola pública durante a experiência como bolsista. Enviou-se questionário para o endereço eletrônico de 584 egressos do PIBID, obtendo-se retorno de 14,4% (n = 84). A partir dos resultados, concluiu-se que o PIBID contribui consideravelmente para a qualificação da formação docente, além de despertar e reforçar o interesse pela docência. Palavras-chave: Ensino Superior, Avaliação Educacional, Formação de Professores. Evaluation of Institutional Program in Initiation in Teaching Scholarship (PIBID): a case study at the Federal University of Ceará (UFC)ABSTRACT The Institutional Program in Initiation in Teaching Scholarship (PIBID) aims to encourage the training of teachers for basic public education, contributing to the enhancement the magisterium. The present study aims, in view of PIBID graduates of the Federal University of Ceará (UFC), evaluate the impact of the program in the qualification and training of teachers for basic education. For this, three objectives were pursued: analyze the PIBID implications for the teaching qualification; analyze the influence that the program has had on professional egress choice; and analyze the perception of graduates of the public school during the scholarship experience. A questionnaire was sent to the email address of 584 PIBID graduates obtaining a return of 14.4% (n = 84). From the data analysis, it was concluded that the PIBID contributes significantly to the qualification of teacher education and arouses or reinforces the interest in teaching in public basic education. Key words: Higher Education, Educational Assessment, Teacher Training.   

scholarly journals Utilização de modelos didáticos no ensino da anatomia humana da educação básica ao ensino superior / Use of didactic models in teaching human anatomy from basic education to higher education

2021 ◽  
Vol 15 (57) ◽  
pp. 896-906
Author(s):  
Tatiano Gomes da Silva ◽  
Taciane Laiane Gomes da Silva ◽  
Thaylane Gomes da Silva
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Basic Education ◽  
Human Anatomy ◽  
Pedagogical Tools ◽  
Systematic Analysis ◽  
Anatomy Teaching ◽  
Didactic Models

Resumo: Possuidora de um sistema educacional extremamente tecnicista, a educação brasileira ao longo dos anos necessitou de significativa reformulação de metodologias que facilitassem a aprendizagem dos estudantes. Nesse quesito, os estudos sobre novos métodos e mecanismos de ensino foram fomentados para a evolução significativa de conceitos. Assim, verificou-se a necessidade de produção e uso de modelos didáticos no ensino, especialmente na anatomia humana, por apresentar uma certa complexidade de termos que na maioria das vezes dificultam a apreensão dos estudantes. Nesse aspecto, o presente artigo tem o objetivo de fazer uma análise sistemática da utilização de modelos didáticos na abordagem da anatomia humana na educação básica e superior, visando perceber o quanto é importante o uso de tais instrumentos pedagógicos para o ensino e aprendizagem da anatomia humana. Assim, a utilização de modelos didáticos no ensino da anatomia humana torna-se uma verdadeira ferramenta que facilita a aprendizagem de forma mais dinâmica. Palavras-chave: Anatomia Humana. Modelos Didáticos. Metodologias Ativas em Anatomia. EnsinoAbstract: Possessing an extremely technicist educational system, Brazilian education over the years required a significant reformulation of methodologies that facilitated student learning. In this regard, studies on new teaching methods and mechanisms were encouraged for the significant evolution of concepts. Thus, there was a need for the production and use of didactic models in teaching, especially in human anatomy, as they present a certain complexity of terms that most often make it difficult for students to understand. In this aspect, this article aims to make a systematic analysis of the use of didactic models in the approach of human anatomy in basic and higher education, aiming to realize how important the use of such pedagogical tools is for the teaching and learning of human anatomy. Thus, the use of didactic models in teaching human anatomy becomes a real tool that facilitates learning in a more dynamic way. Keywords: Human Anatomy. Didactic Models. Active Methodologies in Anatomy. Teaching. 

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