scholarly journals Self-Study and Cooperation of Pupils in Project Based Instruction

2011 ◽  
Vol 19 (30) ◽  
pp. 61-66
Author(s):  
Jan Kostelník ◽  
Veronika Horňáková
Keyword(s):  
Questionnaire Survey ◽  
Project Based Learning ◽  
Vocational Schools ◽  
Models Of Teaching ◽  
Self Study ◽  
Based Instruction

Self-Study and Cooperation of Pupils in Project Based Instruction This paper is focused on the use of cooperative and individualized concepts of instruction in project based learning. Part of the paper includes partial results of the questionnaire survey carried out within the grant project KEGA No. 031-035 SUT — 4 "Project models of teaching at the secondary vocational schools".

Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

2021 ◽  
Vol 36 (2) ◽  
pp. 434-456
Author(s):  
Emily E. Gallant ◽  
Kenneth F. Reeve ◽  
Sharon A. Reeve ◽  
Jason C. Vladescu ◽  
April N. Kisamore
Keyword(s):  
College Students ◽  
Self Study ◽  
Based Instruction ◽  
Logical Fallacies

scholarly journals PEMBELAJARAN SEJARAH LOKAL DI SEKOLAH PEDESAAN DAN VOKASI

2020 ◽  
Vol 3 (1) ◽  
pp. 88
Author(s):  
Nur Fatah Abidin
Keyword(s):  
Research Methods ◽  
Local History ◽  
Project Based Learning ◽  
Learning Objectives ◽  
Vocational Schools ◽  
Conceptual Foundation ◽  
Daily Lives ◽  
Learning History ◽  
Library Research ◽  
History Learning

One of the problems of history learning in the rural and vocational schools lies in the gap between the learning objectives, which covers philosophical, normative-educative, and political purposes, and the students’ learning purposes that tend to be pragmatic. This paper seeks to construct a concept and practice of local history learning that accommodate those learning objectives for the rural and vocational schools. Through library research methods, the author formulates the concept of the practicality of history into a conceptual foundation for learning local history in rural and vocational schools. The practicality of history emphasizes the benefits of the learning history for the daily lives of students. Learning local history in rural schools is focused on analyzing and exploring local potential, according to what extent it can be useful to fulfill the basic needs of students. In vocational schools, local history learning is directed to strengthening students' skills to align with the concept of link and match. Practically, the local history learning in rural and vocational schools can be carried out in the form of project-based learning, for instance, Historical Project-based Learning.

Expectations of Entrepreneurs in the Recruitment Process of Vocational Schools Graduates Based on the Examples of Poland, Lithuania and Latvia – Benchmarking Analysis

2017 ◽  
Vol 13 ◽  
pp. 417-427
Author(s):  
Anna Iwacewicz-Orłowska
Keyword(s):  
Questionnaire Survey ◽  
Point Of View ◽  
Foreign Languages ◽  
Vocational Schools ◽  
Recruitment Process ◽  
Ict Skills ◽  
Self Reliance

The main aim of the article is to analyse expectations of entrepreneurs in the recruitment process of vocational schools graduates representing three countries: Poland, Lithuania and Latvia. Questionnaire survey conducted in 2016 is confirming that the most crucial elements to which employers are paying attention at seeking the employee are the experience of the candidate and the ability to constantly learn and improve. Moreover, the most desired skills in the view of employers are communicativeness, self-reliance, teamwork and organisational skills. One should emphasise there is a competence discrepancy between companies representing the analysed countries. An example can be the level of ICT skills and knowledge of foreign languages. Potential employers from Poland and Latvia agreed that the candidate for work does not have to be fluent in another language, for example, English. A communicative level in their point of view is sufficient.

Assessment of Case-Based Instruction in a Graduate Educational Psychology Course

2021 ◽  
pp. 91-120
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Classroom Management ◽  
Educational Psychology ◽  
Teacher Candidates ◽  
Future Research ◽  
Practitioner Inquiry ◽  
Self Study ◽  
Future Research Directions ◽  
Based Instruction ◽  
Psychology Course ◽  
Case Based

This chapter showcases a teacher educator's assessment of case-based instruction in an advanced level educational psychology course. First, action research, self-study, and reflective practice are explained as constructs of practitioner inquiry. Then, case-based instructional models related to teacher candidates' classroom management proficiencies are reviewed. Next, the teacher educator's examination of own teacher preparation practice is described to highlight development, implementation, and improvement of the target educational psychology course geared towards advancement of teacher candidates' classroom management capacities. Thereafter, solutions and recommendations for promoting teacher candidates' P-12 grades classroom management expertise are discussed. Finally, future research directions are proposed for ascertaining effectiveness of case-based instruction as evidence-based pedagogical approach for strengthening teacher candidates' P-12 grades classroom management aptitudes.

Core entrepreneurial competencies of students in departments of electrical engineering and computer sciences (EECS) in universities

2018 ◽  
Vol 60 (7/8) ◽  
pp. 857-872 ◽  
Author(s):  
Jen-Chia Chang ◽  
Yuan-Du Hsiao ◽  
Su-Chang Chen ◽  
Yu Tsung-Ta
Keyword(s):  
Financial Management ◽  
Questionnaire Survey ◽  
Design Methodology ◽  
Electrical Engineering ◽  
Project Based Learning ◽  
Faculty Members ◽  
Important Conclusion ◽  
Content Type ◽  
Digital Skills ◽  
Entrepreneurial Competencies

Purpose The purpose of this paper is to investigate entrepreneurial competencies of students in practicums within departments of electrical engineering and computer sciences (EECS) in universities of technology. In total, 71 faculty members who advised in entrepreneurial competitions in universities of technology were participants in the questionnaire survey to find the entrepreneurial competencies during practicums of the EECS students. Design/methodology/approach Analysis was carried out based on the literatures related to off-campus internship in universities of technology and entrepreneurship competency. Then, through the questionnaire survey, the authors can understand what the entrepreneurial abilities should have when they after off-campus internships. The entrepreneurship competency expected of off-campus internship students within EECS was analyzed to derive at the important conclusion in this study. Findings As the results of this study, the authors found that entrepreneurial processes, entrepreneurial traits/behaviors, communications and interpersonal skills, and digital skills are the entrepreneurial competencies that are emphasized during practicums. Originality/value The paper suggests that, first, the EECS students take up innovative entrepreneurship programs and take electives such as marketing management, financial management, and related business administration courses. Second, respective universities of technology and internship organizations may co-arrange the incorporation of project-based learning (PBL), PBL into the internship work content. Third, establishing a platform that bridges communication for off-campus internship students.

scholarly journals A Successful Approach to Study Skills: Go4C´s Projects Strengthen Teamwork

2016 ◽  
Vol 6 (1) ◽  
pp. 35 ◽  
Author(s):  
Matthias Christoph Utesch
Keyword(s):  
Project Management ◽  
Study Skills ◽  
Early Stage ◽  
Project Based Learning ◽  
University Student ◽  
Vocational Schools ◽  
University Of Munich ◽  
Reliable Instrument ◽  
Successful Approach ◽  
Business Game

The Pupils´ Academy of Serious Gaming at the Technical University of Munich (TUM) deploys the business game Go4C as a tool to learn study skills. Especially, the project management feature of Go4C is a reliable instrument to successfully strengthen teamwork skills of students at the upper vocational schools of Bavaria/ Germany. We enable the pupils to change their learning perspective from school student to university student by participating in a regular course at TUM based on project-based learning with Go4C. The goal is to learn how to self-assess and develop those activities which are important for one´s personal study skills at an early stage before leaving school.

scholarly journals The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles

2019 ◽  
Author(s):  
Meriem Baghoussi ◽  
Ilhem Zoubida El Ouchdi
Keyword(s):  
Professional Training ◽  
English Language ◽  
Project Based Learning ◽  
Language Teachers ◽  
The Third ◽  
English Classes ◽  
Research Findings ◽  
Competency Based ◽  
English Language Teachers ◽  
Based Instruction

To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above. They reveal that teachers neither master nor use the project-based instruction proficiently in their classrooms despite the guidance provided in the third-year pedagogical documents. Those hindrances are due to the lack of professional training and the insufficient theoretical knowledge on the diverse approaches, methods and strategies related to PBL

scholarly journals COOPERATION OF ENTERPRISES WITH SECONDARY VOCATIONAL SCHOOLS: COMPARATIVE ANALYSIS IN THE CONTEXT OF THE CZECH REPUBLIC AND SLOVAKIA

2020 ◽  
Vol 1 ◽  
pp. 91-97
Author(s):  
Michal Hanák ◽  
Katarína Ižová ◽  
Kateřina Bočková
Keyword(s):  
Czech Republic ◽  
Education System ◽  
Questionnaire Survey ◽  
Vocational Schools ◽  
Business Sector ◽  
Mutual Cooperation ◽  
The Czech Republic ◽  
Social Partnership ◽  
The Social ◽  
Selection Of

: The presented paper deals with the mutual cooperation of secondary vocational schools and enterprises within the framework of the dual education system, respectively of the social partnership in the conditions of Czech Republic and Slovakia. It has a theoretically - empirical character. In the theoretical part we focused on defining the terms we work with and the empirical part focuses on the questionnaire survey, in which we find out the views of pupils, teachers and enterprise representatives on the real possibilities and possible benefits of cooperation between schools and business sector. In the framework of the questionnaire survey we focused on the Zlín region in the Czech Republic and the Žilina region in Slovakia, while the selection of the area was random. Using two self-designed questionnaires, we found out what pupils, teachers and enterprise representatives consider to be beneficial for the cooperation and what is necessary to be improved. Based on the findings, we have drawn conclusions and suggested measures to improve the current situation. We found that the social partnership in the Czech Republic is at a higher level and more secondary vocational schools are involved than the dual education system in Slovakia.

scholarly journals Analyzing Student’s Problem Solving Abilities of Direct Current Electricity in STEM-based Learning

2019 ◽  
Vol 2 (3) ◽  
pp. 85-91
Author(s):  
Rany Apriyani ◽  
Taufik Ramlan Ramalis ◽  
Irma Rahma Suwarma
Keyword(s):  
Problem Solving ◽  
Direct Current ◽  
Research Method ◽  
Model Problem ◽  
Project Based Learning ◽  
Vocational Schools ◽  
Scientific Practices ◽  
Integration Model ◽  
10Th Grade ◽  
Engineering Practices

This research has been conducted to analyze students' problem-solving abilities in direct current electricity in STEM-based learning. The implementation of STEM in this research is to train the domain of scientific practices and engineering practices that are associated with model problems and project-based learning. The research method used was pre-experiment with the design of one group pretest-posttest. The subjects of the research consist of 27 students at the 10th grade of one of the Vocational Schools in Kabupaten Bandung Barat. The instrument of problem-solving ability in this study are four structured description questions, each of which consists of 5 questions, indicators of problem-solving ability, namely visualize the problem, describe the problem in physics description, plan the solution, execute the plan, and check and evaluate. As a result of the research, it was found that there was an increase in students' problem-solving abilities with the application of the integration model problem and project-based learning in STEM-based learning.

Promotion of Self-Growth of Students by PBL-Type Manufacturing Practice

2017 ◽  
Vol 29 (6) ◽  
pp. 1037-1048 ◽  
Author(s):  
Keiko Nakatani ◽  
◽  
Tomoharu Doi ◽  
Takeshi Wada ◽  
Tadahiro Kaneda
Keyword(s):  
Active Learning ◽  
Questionnaire Survey ◽  
Technical College ◽  
Career Education ◽  
Project Based Learning ◽  
Practical Case ◽  
Learning Method ◽  
Educational Method ◽  
Planning Ability ◽  
Basic Ability

We report a practical case example of robot manufacturing practice using a Project Based Learning method, a type of active learning educational method, conducted in the 2015 and 2016 school years. The practice is a compulsory class for fourth-year students in the mechatronics course of a technical college. We study the influence of the class on planning ability, designing ability, and manufacturing ability as engineers, and basic ability as members of society. In addition, we analyze the process of the practice, state of students, and results of a questionnaire survey to show the effectiveness of the practice as a means of practical career education.

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