scholarly journals THEORY AND PRACTICE IN TEACHING ENGLISH ECONOMICSVOCABULARY

2017 ◽  
Vol 6 (2) ◽  
pp. 55
Author(s):  
Daliana Ecaterina Tascovici
Keyword(s):  
Teaching And Learning ◽  
Active Role ◽  
Theory And Practice ◽  
Teaching English ◽  
Key Points

The present paper proposes to speak about teaching English economics vocabulary. So, at first, we make references to the key points and the issues which are raised by teaching and learning specific vocabulary: learners usually select the words they want to achieve; once learned, words move between active to passive status; one of teachers’ activities is to help students remember the acquired vocabulary; teachers should provide the correct exposure to words and opportunities for learners to practice them. Secondly, we will study examples of economics vocabulary teaching and show how discovery techniques can aid vocabulary acquisition.In the end we draw the conclusions, showing the importance and the active role of the discovery techniques in teaching English vocabulary.

scholarly journals The cypsela (achene) of Echinacea purpurea as a diffusion unit of a community of microorganisms

2021 ◽  
Vol 105 (7) ◽  
pp. 2951-2965
Author(s):  
Massimiliano Cardinale ◽  
Marian Viola ◽  
Elisangela Miceli ◽  
Teresa Faddetta ◽  
Anna Maria Puglia ◽  
...  
Keyword(s):  
Respiratory Infections ◽  
Active Role ◽  
Echinacea Purpurea ◽  
Endophytic Microorganisms ◽  
Host Membrane ◽  
Key Points ◽  
Endophytic Bacterial Community ◽  
Pharmaceutical Properties ◽  
Stimulation Of

AbstractEchinacea purpurea is a plant cultivated worldwide for its pharmaceutical properties, mainly related to the stimulation of the immune system in the treatment of respiratory infections. The cypselas (fruits) of E. purpurea were examined in order to investigate the presence, localization and potential function(s) of endophytic microorganisms. Electron and confocal microscopy observations showed that three different components of microorganisms were associated to cypselas of E. purpurea: (i) one endocellular bacterial component in the cotyledons, enclosed within the host membrane; (ii) another more generic bacterial component adhering to the external side of the perianth; and (iii) a fungal component inside the porous layer of the perianth, the woody and porous modified residual of the flower, in the form of numerous hyphae able to cross the wall between adjacent cells. Isolated bacteria were affiliated to the genera Paenibacillus, Pantoea, and Sanguibacter. Plate tests showed a general resistance to six different antibiotics and also to an antimicrobial-producing Rheinheimera sp. test strain. Finally, microbiome-deprived E. purpurea seeds showed a reduced ability to germinate, suggesting an active role of the microbiome in the plant vitality. Our results suggest that the endophytic bacterial community of E. purpurea, previously found in roots and stem/leaves, might be already carried at the seed stage, hosted by the cotyledons. A further microbial fungal component is transported together with the seed in the perianth of the cypsela, whose remarkable structure may be considered as an adaptation for fungal transportation, and could influence the capability of the seed to germinate in the soil.Key Points• The fruit of Echinacea purpurea contains fungi not causing any damage to the plant.• The seed cotyledons contain endocellular bacteria.• Seed/fruit deprived of the microbiome showed a reduced ability to germinate.

Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching

2016 ◽  
Vol 68 (1) ◽  
pp. 9-27 ◽  
Author(s):  
Claire Sinnema ◽  
Frauke Meyer ◽  
Graeme Aitken
Keyword(s):  
Teaching And Learning ◽  
Theory And Practice ◽  
Discrete Elements ◽  
Policy Makers ◽  
Teaching Standards ◽  
Alternative Approach ◽  
Widespread Acceptance ◽  
Active Nature ◽  
Nature Of Teaching

Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our purpose here is to propose a model of Teaching for Better Learning ( TBL) that responds to those critiques and that captures the complexity of teaching rather than focusing on discrete elements. Our model foregrounds the salience of teachers’ own situations and the active nature of teachers’ practice in a way that integrates practice with relevant theory. We outline how the TBL model can be used to derive inquiry-oriented teaching standards, an alternative approach that challenges widely accepted conventions for the design of standards and, we argue, might better support the improvement of teaching and learning.

scholarly journals Remembering Why: The Role of Story in Educational Research

in education ◽  
2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Marni Binder
Keyword(s):  
Inner City ◽  
Educational Research ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Research Community ◽  
Research Tool ◽  
Theory And Practice ◽  
Teaching And Research ◽  
Powerful Research Tool

This paper examines the role of story in educational research as an empowering method of inquiry. By stepping back and remembering why, the author retells a professional story of practice between her and a colleague, exploring Vivian Gussin Paley’s story play in a Grade 1/2 inner city classroom. Moving in and through past and present experiences illustrates the need for story in researching professional practice, the significance of story as a powerful research tool, and the profound understanding of teaching and learning that unfolds as a result of such collaborations. Story creates an ethos in the teaching and research community, uniting theory and practice into a visible partnership.Keywords: story; educational research; theory and practice

scholarly journals Doctoral Students’ Academic Supervision: A Systematic Review of Approaches to Conceptualization and Empirical Analysis

2021 ◽  
Vol 25 (1) ◽  
pp. 49-61
Author(s):  
A. V. Grigoryeva ◽  
E. A. Terentev
Keyword(s):  
Systematic Review ◽  
Doctoral Students ◽  
Doctoral Student ◽  
Active Role ◽  
Educational Process ◽  
Distributed Model ◽  
Academic World ◽  
Student Centered ◽  
Key Points

The article presents a systematic review of theoretical and methodological approaches to the conceptualization and empirical study of doctoral students’ supervision. Three approaches (mentoring, doctoral student-centered, and environmental) are distinguished depending on the main responsibility for the result. The mentoring approach attributes the responsibility for the result to the supervisor. This approach is generally associated with the so-called «apprentice model», which understands the doctoral student as a «neophyte» introduced to the academic world by the supervisor. The doctoral student-centered approach is characterized by imposing the responsibility mainly on the doctoral student. This approach assumes a more active role of the doctoral student and goes back to the models of student-centered pedagogy. The environmental approach focuses on studying the role of the environment and on the issues related to the academic and social integration of doctoral students. All these approaches notably have a number of limitations due to their concentration on certain factors of the educational process and less attention to the dynamic and relative nature of various aspects of academic supervision and its relationship with the effectiveness of doctoral training. There is substantiated the importance of developing a relational approach, which would synthesize the key points of the three approaches considered, and assume a distributed model of responsibility within the academic supervision. As it understands «learning alliances» more broadly than pairs or teams of scientific supervisors and graduate students, this approach focuses not only on the activity of individual actors, but also on the system of relationships between them.

scholarly journals Peningkatan Peran Aktif Mahasiswa Pada Kalkulus Integral Menggunakan Metode Pembelajaran Kooperatif Tipe Student Teams-Achievement Division

2013 ◽  
Vol 2 (1) ◽  
pp. 27
Author(s):  
Sumargiyani Sumargiyani
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Active Role ◽  
Integral Calculus ◽  
Student Teams ◽  
Qualitative Descriptive ◽  
Field Notes ◽  
Education Courses ◽  
Academic Year

Problems in teaching integral calculus that requires attention in the motivation of learning alongside students is the active role of the student. The active role of the student during the teaching and learning process will affect on the results of his studies. As for the purpose of this research is to improve the students ' active role by using cooperative learning method type STAD.  The subject of research as many as 20 students PGMIPA education courses Math UAD who take Courses Integral Calculus semester three academic year 2012/2013. The cycle is done as much as 3 times the cycle. Data collection is done using sheets of observation, interviewing, documentation, diagnostic tests and field notes. Furthermore the data analyzed by qualitative descriptive.   Based on the results of data analysis revealed that the use of cooperative learning methods type STAD can enhance the active role of students in cycle I of 48.53% in category enough, cycle II increased by 59.21% in the category of pretty and cycle III increased by 71.76% in both categories.

scholarly journals Digital Entrepreneurship Education - The Role of MOOCs

2019 ◽  
Vol 9 (3) ◽  
pp. 99
Author(s):  
Stefan Vorbach ◽  
Elisabeth Poandl ◽  
Ines Korajman
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Time And Space ◽  
Univer Sity ◽  
Digital Entrepreneurship

Digital entrepreneurship has gained more attention in theory and practice in recent years. Among other forms of digital entrepreneurship education, MOOCs (mas-sive open online courses) are one of the strongest trends and influence the content and flow of teaching and learning. The paper contributes to a better understanding of the necessary skills, opportunities and risks arising from the use of MOOCs as a new way of teaching entrepreneurship. It empirically examines challenges and drivers for the use of MOOCs as a novel pedagogical concept. The results show that a lack of self-discipline to complete a MOOC and a lack of interaction with others are the main obstacles compared to lectures with compulsory univer-sity attendance. However, the results also show that MOOCs are flexible in time and space and can thus facilitate the accessibility of education, especially entre-preneurial education.

scholarly journals Upaya Guru Mata Pelajaran IPS dalam Menanamkan Karakter Disiplin dan Tanggung Jawab Siswa

2021 ◽  
Vol 2 (1) ◽  
pp. 101-116
Author(s):  
Amiruddin Amiruddin ◽  
Muhammad Widda Djuhan
Keyword(s):  
Social Studies ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Active Role ◽  
Social Studies Teachers ◽  
Analytical Technique ◽  
Analysis Technique ◽  
Class Viii ◽  
October 17

The background of this research begins with the finding of a lack of discipline and responsibility in class VIII C students of SMP Negeri 1 Jenangan. From the results of observations carried out by researchers on October 17 and October 24, 2020, it was found that 53% of students from class VIII C, namely 30 students did not do assignments in Integrated Social Studies subjects. This study aims to identify and analyze the efforts of social studies teachers in instilling the character of discipline and responsibility in students through integrated social studies learning in class VIII C of SMP Negeri 1 Jenangan. This study used qualitative research methods. The analytical technique used in this research is descriptive analysis technique. The results of the study found that the efforts of social studies teachers in instilling the character of discipline and responsibility were through the principle of Contextual Teaching and Learning (CTL) in which the teacher linked the material he studied with students' real world situations. Some of the obstacles in inculcating the character of discipline and responsibility, which include a) family factors, b) environmental factors, c) online learning, d) factors from students. While the solution to the obstacles in planting the character of discipline and responsibility is through, a) Control from the principal, b) Active role of teachers.

scholarly journals INNOVATIVE CONSTRUCTIVISTIC APPROACH OF TEACHING AND LEARNING

2016 ◽  
Vol 4 (6(SE)) ◽  
pp. 53-56
Author(s):  
M. Chellammal
Keyword(s):  
Prior Knowledge ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Active Role ◽  
Constructivist Approach ◽  
Curriculum Framework ◽  
New Knowledge ◽  
Role Of Teachers

In the present scenario educational curriculum and instructional methods are changing to the challenging needs of the learners. The most important component of the current redevelopment of all subjects’ area curricula is the change in focus of instruction from the transmission curriculum to a transactional curriculum. National Curriculum Framework (NCF 2005) recommends that curriculum should help learners to become constructors of knowledge and emphasizes the active role of teachers in relation to the process of knowledge construction. This paper highlights that the Constructivist approach of teaching and learning fosters critical thinking, interactive and reflective attitude, collaborative and inquiry based knowledge among the learners. In the constructivist approach, learners construct their own knowledge by testing ideas and approaches based on their prior knowledge and experience, applying them to new situations and integrating new knowledge gained with preexisting intellectual constructs. It frees teachers to make decisions that enhance and enrich learners' development in all areas.

scholarly journals Constructivism and Its Perspectives Related to Teaching And Learning Process In The Classroom : A Conceptual Framework

2017 ◽  
Vol 4 (1) ◽  
pp. 117-143
Author(s):  
Welly Ardiansyah ◽  
Murwani Ujihanti
Keyword(s):  
Teaching And Learning ◽  
Active Role ◽  
Constructivist Theory ◽  
Constructivist Teaching ◽  
Previous Knowledge ◽  
Construction Of Knowledge ◽  
Making Sense ◽  
Learner Centered ◽  
Depth Analysis

Constructivism is a view that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner centered where students are actively involved in knowledge construction rather than mere passive listeners. Constructivists‟ views can be organized in two forms: psychological and social. In constructivists‟ view such as Piaget, students construct knowledge by transforming, organizing, reorganizing previous knowledge whereas in social constructivists‟ view such as Vygotsky, opportunities are provided to students to learn through social interaction in construction of knowledge and understanding. The paper is an attempt toexamine constructivist teaching and learning by providing in-depth analysis of features of constructivist theory and its two forms (psychological and social) and the organization of a constructivist classroom.

scholarly journals A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Sanju Choudhary
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

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