scholarly journals Dilemas do trabalho pedagógico: da iniciação ao projeto de arquitetura

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Jaime Almeida
Keyword(s):  
Teaching And Learning ◽  
Architectural Design ◽  
Social Space ◽  
Teaching Method ◽  
The Other ◽  
Geometric Form ◽  
First Semester ◽  
The Arts ◽  
Teachers And Students ◽  
The University

Trata-se de análise do trabalho pedagógico da iniciação ao projeto de arquitetura nas escolas de arquitetura e urbanismo de universidades federais – o principal exemplo é a disciplina de primeiro semestre do tronco de projeto da Faculdade de Arquitetura e Urbanismo da Universidade de Brasília (FAUUnB). Visa caracterizar os dilemas ou as contradições desse trabalho pedagógico e dar indicações para o seu equacionamento. Percebe-se que tais dilemas surgem de uma compreensão restrita da arquitetura como forma e expressão subjetiva dos agentes envolvidos naquela prática(professor e estudante) e, também, da ausência de uma teoria do espaço social. Essa pedagogia tende a ser passiva, em contrapartida sugerem-se ações pedagógicas para potencializar a capacidade sensitivo-motora e reflexiva dos estudantes no projeto arquitetônico e, também, incorporar a arte como método de ação, a crítica e a participação de agentes como especialistas e "usuários". Palavras-chave: prática pedagógica; ensino de projeto; espaço; projeto e abstração. Abstract The analysis focuses on the pedagogical aspects of the teaching and learning of the architectural design, particularly in the first semester, when students begin to learn the architectural design. The main analysis is the Faculty of Architecture and Urban Planning of the University of Brasília whose target is to point out the dilemmas or problems of that work aiming new ways of dealing with them. The key problem of that approach is the limited architectural practices, which consider architecture as a geometric form (the envelope of the building) and, also, its teaching method. However, the teacher believes that architectural design is an expression of the subjectivity of those agents involved in that process(teachers and students). There is no consideration on the other aspects involved in that work particularly in social space. This is called passive pedagogic. We think that architecture schools can be improved by involving in such process of teaching and learning the arts as an action method, the critics, specialists and users. Keywords: pedagogical work; space; architectural design teaching; project and abstraction.

scholarly journals How the arts can unlocka closed curriculum

2021 ◽  
Vol 102 (8) ◽  
pp. 20-25
Author(s):  
Scott Sikkema ◽  
Jenny Lee ◽  
Joseph Spilberg ◽  
Maggie Dahn ◽  
Nickolina Yankova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
University Of California ◽  
Learning Models ◽  
The Arts ◽  
Teachers And Students ◽  
Arts Partnerships ◽  
The University ◽  
The Relationship ◽  
Oriented Approach

The COVID-19 pandemic has surfaced educational inequities that pose unprecedented challenges for teaching and learning. Scott Sikkema, Jenny Lee, and Joseph Spilberg of Chicago Arts Partnerships in Education (CAPE) and Maggie Dahn, Nickolina Yankova, and Kylie Peppler of the University of California, Irvine, explain how the arts, which are often relegated to the margins of the curriculum, can help transform disruptions like those brought about by the shift to distance learning into unique opportunities to create more open and equitable learning models. They describe how CAPE’s open and inquiry-oriented approach to arts-based pedagogy enabled them to rethink teaching and learning in ways that changed the relationship between teachers and students and gave students more ownership of their learning.

scholarly journals The effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in Indramayu

2021 ◽  
Vol 2 (1) ◽  
pp. 178
Author(s):  
Indra Yoga Prawiro
Keyword(s):  
Teaching And Learning ◽  
Second Grade ◽  
Reading And Writing ◽  
First Semester ◽  
Is Strategy ◽  
Writing Skill ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Report Text

Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students’ writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.Key words: GIST strategy; writing skill; report text

scholarly journals The Studio in the School of Architecture and Urban Design of the University of Sao Paulo: the 1962 Reform and its contemporary issues

2013 ◽  
Author(s):  
Juliano Aparecido Pereira
Keyword(s):  
Urban Design ◽  
Architectural Design ◽  
Teaching Method ◽  
Design Method ◽  
Fine Arts ◽  
Sao Paulo ◽  
São Paulo ◽  
Architectural Practice ◽  
Architectural Production ◽  
The University

ENGLISHThe article presents and discusses an experience in Brazil on an architectural design method of teaching created by the School of Architecture and Urban Design of the University of Sao Paulo (FAU USP). We refer to a Pedagogical Reform proposed in 1962 and its consequences on the formation of Brazilian architects. Known as the 1962 Reform and having as its leader, in association with other professors, architect and professor João Batista Vilanova Artigas (1913-1985), the proposed new model for a method of project education ended up by being adopted, in some aspects, but not all, by the majority of Brazilian schools of architecture and urban design. The reform led by Vilanova Artigas proposed an overcoming of project teaching methods based either on the traditional model of architectural composition, by way of the School of Fine Arts, or on those for the formation of architect-engineers, by way of the Polytechnics. This new teaching method would be based on parameters for the comprehension of architectural practice, pointing to a generalist formation of the architect, thus instrumentalizing him to act within the various scales of architectural production: objects, buildings, cities and visual communication. In this context is manifested the intention for the creation of a University of Design, founded on the practice of investigation and studio research, thus overcoming the boundaries of a project scale in a school of architecture, limited between the realization of a building scale and, at most, of a city. To understand this generalist and plural outlook becomes a contribution to the discussion on the formation of contemporary architects and their awareness and instrumentalization for action before the complex professional demands of present day societies. PORTUGUÊSO artigo apresenta e discute uma experiência no Brasil de método e ensino de projeto de arquitetura, elaborado pela Faculdade de Arquitetura e Urbanismo da Universidade de São Paulo, a FAU USP. Referimo-nos a uma Reforma Pedagógica proposta no ano de 1962 e as suas consequências à formação dos arquitetos brasileiros. Conhecida como a Reforma de 1962 e tendo como seu líder, associado a outros professores, o arquiteto e professor João Batista Vilanova Artigas (1913-1985), o novo modelo proposto de método de ensino de projeto passou a ser adotado, sob alguns aspectos, mas não todos, pela maior parte das Faculdades de Arquitetura e Urbanismo brasileiras. A reforma liderada por Vilanova Artigas propunha uma superação dos métodos de ensino de projeto baseados ou no modelo tradicional de composição de arquitetura, via Escolas de Belas Artes, ou então naqueles de formação de arquitetos-engenheiros, via Escolas Politécnicas. O método de ensino proposto iria se basear em novos parâmetros de compreensão da prática da arquitetura, apostando em uma formação generalista do arquiteto, instrumentalizando-o a atuar nas várias escalas de produção arquitetônica: objetos, edifícios, cidades e comunicação visual. Nesse contexto manifesta-se a intenção de criação de uma Universidade do Projeto, fundada na prática de investigação e na pesquisa do ateliê, superando assim o limite da escala de projeto de uma Faculdade de Arquitetura, limitada entre a realização da escala do edifício e, quando muito, da cidade. Compreender essa formação generalista e plural coloca-se como contribuição à discussão da formação do arquiteto contemporâneo e a sua sensibilização e instrumentalização para ação frente às complexas demandas profissionais das sociedades atuais.

The Use of Applets in an Engineering Chemistry Course

2010 ◽  
pp. 108-118
Author(s):  
B.M. Trigo ◽  
G.S. Olguin ◽  
P.H.L.S. Matai
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Chemical Engineering ◽  
First Year ◽  
First Semester ◽  
Software Applications ◽  
Engineering Department ◽  
Teachers And Students ◽  
The University

This chapter deals with the use of Applets, which are examples of software applications, combined with a specific methodology of teaching, based on Paulo Freire’s education concepts. According to his methods, co-creation between its participants is fundamental for the effectiveness of learning process. In that way, to promote a cooperative learning, the Applet should have interactive features. The Chemistry course of Polytechnic School of the University of São Paulo, in which students take in the first semester of the first year of the engineering course, was the case study. First, a research with the teachers of the Chemical Engineering Department was carried out, to identify the main problems and difficulties teachers and students face. Then, a topic was selected to be explored with the Applet, which was developed and applied to a small group of students. To identify the success of this experiment a questionnaire was created and the results are presented in this chapter. Some conclusions were drawn and the interactive features of the Applet received a positive feedback.

scholarly journals Balancing University Teaching and Media Industry Needs: A Case Study of Teaching Finance and Economics News Translation

2019 ◽  
Vol 8 (3) ◽  
pp. 247
Author(s):  
Wan Hu ◽  
Xuquan Wang
Keyword(s):  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Teaching Method ◽  
Case Study Research ◽  
University Teaching ◽  
Media Industry ◽  
Key Stakeholders ◽  
The University ◽  
Industry Needs

This research uses case study research and employs a news translation module to analyse its synergic teaching method which includes a university teacher, an industry insider and translation learners. They, as the key stakeholders of the teaching and learning process, have their specific roles and continuously interact with each other. Through these interactions, actual trans-editing workflow is embedded into the university classroom. In order to examine the teaching effectiveness of such an innovative model, translation learners’ responses and commentaries are carefully taken into consideration. A wider implication of this research is that translator trainers may have their own reflections on innovating teaching strategies via the integration of academia and the professional world.

The Use of a WhatsApp Record for Communication With Students

2021 ◽  
pp. 310-325
Author(s):  
Leslie Chiuswa ◽  
Alex Sibanda
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
The Other ◽  
Mixed Methodology ◽  
Internet Connectivity ◽  
Qualitative And Quantitative ◽  
Regional Campus ◽  
The University ◽  
The Impact ◽  
Quantitative Approaches

The purpose of this study was to explore the impact of WhatsApp usage in disseminating information to students at the Management, Zimbabwe Open University's Mashonaland West Regional Campus. This study employed a mixed methodology wherein both the qualitative and quantitative approaches were used. Data was collected using questionnaires and interviews. The questionnaires were distributed to students through WhatsApp groups for all faculties. A total of 255 questionnaires were distributed to students through the existing WhatsApp groups. Of the distributed questionnaires, 128 were returned, and of these, 69 were usable for data analysis. The study revealed that the majority of students utilize WhatsApp for communication with the university. The other finding was that WhatsApp communication was characterized by data bundle costs and internet connectivity challenges. The study recommended that there be a WhatsApp policy and widening of the use for teaching and learning.

scholarly journals ATTITUDE TOWARDS THE EDMODO USAGE IN LEARNING ACTIVITIES FOR ENGLISH LITERATURE STUDENTS

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Herland Franley Manalu ◽  
Diana Anggraeni ◽  
Asrul Munazar
Keyword(s):  
Online Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Industrial Revolution ◽  
Teaching Method ◽  
English Literature ◽  
Learning Activities ◽  
Learning Tools ◽  
The University

The increment of concern in the use of online learning tools into English Language Teaching to adopt the Industrial Revolution 4.0 has inspired this study to examine students’ thoughts on Edmodo, as one of the online learning tools, at the English Literature department within the University of Bangka Belitung. Edmodo is used by the researchers to discuss the students’ attitude in improving their English skills. Data were collected by means of questionnaires and interview. A Likert scale questionnaire was administered and open-ended interviews were conducted to get more information from the students. Data were qualitatively and quantitatively analysed by using SPSS v.22 Software. The results reveal that the Edmodo usage is aiding students’ cooperation in small group discussions, reflecting that teaching and learning activities established on the ground of communicative teaching method were able to improve cooperation and communication, raising students’ motivation to take part and involve in various learning and also empowering them to be self-determining and be more responsible for their own learning. This study is an endeavor to attract more researchers to do further investigations on this area within the Indonesian English learners at the university level.

scholarly journals AN INVESTIGATION OF CELL PHONE USES IN THE EDUCATIONAL ACTIVITIES AT THE UNIVERSITY LEVEL

2021 ◽  
Vol 03 (02) ◽  
pp. 73-81
Author(s):  
Maksal Minaz ◽  
◽  
Ghazala Naheed Baig ◽  
Azmat Ali Shah ◽  
◽  
...  
Keyword(s):  
Cell Phone ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Professional Standards ◽  
Educational Activities ◽  
Positive Effects ◽  
Descriptive Research ◽  
Teachers And Students ◽  
A Cell ◽  
The University

The study investigated the uses of a cell phone in educational activities of students at a higher level. The recommendation of National Professional Standards on the use of ICT in education provides a strong theoretical background for the study. The objectives of the study focused on the investigation of the perception of teachers and students regarding the uses of the cell phone in educational activities and effective communication between students and teachers for educational progress. Adopting a descriptive research design, a survey was carried out to investigate one hundred respondents by using a self-developed questionnaire. The collected data was analyzed through percentage and findings were tabulated consequently which show that majority of respondent uses a cell phone for instructive activities and having positive effects on students’ educational performances. Furthermore, the uses of a cell phone in educational activities facilitate teachers and students at the same level in organizing their teaching and learning activities. Keywords: Cell phone, Students’ National Professional Standards, Instructional Activities, etc

scholarly journals Explorations of Beliefs about EFL Teachers’ Roles from Both Teachers’ and Students’ Perspectives through Metaphor Analysis

2020 ◽  
Vol 16 (29) ◽  
Author(s):  
Sharihan Shawkat Azeez
Keyword(s):  
Teaching And Learning ◽  
English Teachers ◽  
Sentence Completion ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The University

Metaphor acts as a window into comprehending teachers’ experiences through providing insights into complex concepts of teaching and learning. As a result, it plays a crucial role in exploring beliefs about teachers’ roles in the teaching and learning process. To elicit ideas and beliefs which both teachers and students held about the role of English teachers, questionnaires were given to 30 teachers and 85 students in the University of Duhok, English Department. The questionnaire asked the subjects to provide their beliefs about English teachers’ roles by using a sentence completion task “An English teacher is…. because….”. Eight conceptual categories are introduced from the linguistic metaphors and example metaphors for each category are given in the results tables. The eight conceptual categories include: teacher as devotee, teacher as nurturer, teachers as provider / source of knowledge, teacher as cultural transmitter, teacher as authority, teacher as guider, teacher as a friend, and teacher as a nice beautiful soul. All participants expressed the same conceptual categories, but still they use different metaphors to express their views. An interesting feature of these results is that there are some parallel and overlaps of metaphors among different subjects. The findings of this study suggested subtle differences between students’ and teachers’ beliefs. This study will benefit teachers, curriculum designers, and researchers. Researchers may carry out comprehensive studies using metaphor as an investigating tool to better understand both students and teachers’ perceptions of the teachers’ roles. The results will help develop comprehensive and inclusive methods of teaching. Larger samples with variables such as gender, age, different locations, and proficiency of participants should be taken into consideration during future studies.

scholarly journals Analysing the Situation of ESL Teaching and Learning in Large University Classes in Pakistan

2020 ◽  
Vol 10 (5) ◽  
pp. 250
Author(s):  
Abdul Hameed Panhwar ◽  
Shah Nawaz Barich ◽  
Syed Khuram Shahzad
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Esl Teachers ◽  
Large Classes ◽  
Language Support ◽  
Teacher Student ◽  
Large Size ◽  
Teachers And Students ◽  
The University

The present study is based on a chapter of the PhD project conducted by the main researcher. It aims to explore the ESL teaching and learning practices in a Pakistani university by focusing on difficulties perceived and confronted by learners and teachers, and solutions suggested by them. One of the most significant issues at the university is large classes-exceeding to 100 and more students on average. The main researcher, being an ESL teacher at the target university, faced the same problem of large size and found it difficult to teach these classes. He embarked on analysing the situation so that he might come across some solutions through the suggestions and experiences of the ESL teachers and students of the same university. The design of the study is descriptive and the results of the present study come from the quantitative data collected through student and teacher questionnaires. The Student-participants were 300 undergraduate students from various major subjects attending English language support classes and 22 ESL teachers teaching these English language support classes at different institutes of the university. The data were analysed descriptively and presented with help of the boxplots. The views, commonly held by teachers are supported by the study’s findings i.e., large classes are likely to endorse teacher-centred approaches of teaching; very little significant student-student and teacher-student interaction is practised because of the inadequate physical environment; majority of learners remain off-task and appear to be unruly and they are given little, if any, feedback on their in-class and home tasks. Conversely, many teachers and learners reported that the adoption of group/pair work is likely to be an effective technique to use in these classes. Albeit a few teachers revealed having adopted group work infrequently, none used it all the time.

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