scholarly journals Jogos educativos como agente facilitador no processo de aprendizagem de Química

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00839
Author(s):  
Eliane Cristina de Resende ◽  
Priscila Ferreira de Sales Amaral ◽  
Vássia Carvalho Soares ◽  
Meryene de Carvalho Teixeira ◽  
Claudimar Junker Duarte
Keyword(s):  
Social Relationships ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Games ◽  
Minas Gerais ◽  
Chemical Transformations ◽  
Pedagogical Tool ◽  
Federal Institute ◽  
Chemistry Learning ◽  
Activity Integration

Este trabalho é um relato de experiência sobre o uso de jogos educativos como facilitador do processo de ensino e de aprendizagem em Química, que teve como objetivo despertar o interesse dos estudantes e encontrar alternativas capazes de ajudá-los a compreender as transformações Químicas que ocorrem no mundo de forma abrangente e integrada. Para tanto, discentes dos cursos técnicos integrados e superiores do Instituto Federal de Minas Gerais – Campus Bambuí elaboraram jogos educativos abordando conceitos de Química. Uma banca de jurados, composta por servidores de diversas áreas do Instituto, avaliou de forma criteriosa os jogos educativos. Ao final, os estudantes responderam um questionário, para avaliar de forma qualitativa a percepção dos mesmos, quanto ao aprendizado dos conceitos abordados e dificuldades durante o processo. Observou-se que a elaboração dos jogos educativos contribuiu para o aprendizado dos conteúdos abordados e mostrou-se importante para estimular as relações cognitivas, afetivas e sociais dos estudantes. Palavras-chave: Atividade lúdica. Integração. Ferramenta pedagógica.   Educational games as a facilitating agent in the chemistry learning process Abstract This work is an experience report on the use of educational games as a facilitator of the teaching and learning process in Chemistry, which aimed to arouse the interest of students and find alternatives capable of helping them to understand the chemical transformations that occur in the world in a comprehensive and integrated way. In order to achieve this, students from integrated technical courses and college at the Federal Institute of Minas Gerais - Campus Bambuí developed educational games addressing Chemistry concepts. A panel of judges, composed of colleagues from different areas of the Institute, carefully, evaluated the educational games. At the end, students answered a questionnaire to qualitatively assess their perception, regarding the learning of the concepts addressed and difficulties during the process. It was observed that the elaboration of educational games contributed to the learning of the contents covered and proved to be important to stimulate students' cognitive, affective and social relationships. Keywords: Ludic activity. Integration. Pedagogical tool.

scholarly journals Qualitative Development of Construction Student’s Attitude in Ecological Teaching and Learning Process

2015 ◽  
Vol 1 ◽  
pp. 217
Author(s):  
Andris Bērziņš
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Ecological Education ◽  
Pedagogical Tool ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Teaching Content ◽  
The Impact ◽  
Student’S Attitude

<p>The publication reflects the qualitative development of construction students' ecological attitude in learning and teaching process in a vocational school. By facilitating the teaching and learning process, developing the content of education, introducing in teaching ecologically-oriented forms of work, methods, approaches and instruments; using the environment as a pedagogical tool and highlighting the important role of teacher as an ecological person in the accentuation of teaching content as students understand it. The author emphasizes the impact of the components of ecological education in the promotion of the reflection on the most essential attitude criteria – knowledge, skills and behaviour. Applying quantitative and qualitative research, the author sums up the experimantally obtained results showing that by the introduction of the components of ecological education, it is possible to foster the development of an ecological person.</p>

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2019 ◽  
pp. 127-169
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2022 ◽  
pp. 1803-1846
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

scholarly journals THE EFFECTS OF PROBLEM-BASED LEARNING METHOD ON STUDENTS’ LEARNING INDEPENDENCE OF CHEMISTRY LEARNING IN HIGH SCHOOL

2019 ◽  
Vol 3 (2) ◽  
pp. 187-193
Author(s):  
Suyanta Suyanta ◽  
Endang W. Laksono ◽  
Novia Fitri Fadhilah ◽  
Ihwan Rizky
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Control Method ◽  
Problem Based Learning ◽  
Learning Method ◽  
Base Solution ◽  
Chemistry Learning ◽  
Teaching Learning ◽  
Motivation And Confidence

Chemistry learning in high school that trains and develops students’ self-sufficiency and independence has not been done optimally because learners still depend on getting information and knowledge from teachers. Problem-based learning method used in the teaching and learning process is expected to facilitate students’ with self-reliance and learning independence. This method is a problem-oriented learning method that makes students be accustomed to solving problems in order to train their ability in discoveringa concept in the learning process. Teaching learning process with PBL model is done for the subject matter of acid & base solution and electrolyte & non electrolyte solution. Learning independence assessed in this study were self-management, motivation, and confidence. The data of the study were in the form of descriptive quantitative data and analyzed using Anava / Anacova test. The research findings showed that there was a difference of students’ learning independence through the application of problem-based learning method and control method in teaching and learning process. 

Collaborative Learning as a Pedagogical Tool to Improve Students' Learning

2018 ◽  
pp. 118-134 ◽  
Author(s):  
Emmanuel Adjei-Boateng ◽  
Ernest Ampadu
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Active Engagement ◽  
Pedagogical Tool ◽  
Inductive Approach ◽  
Learning Techniques ◽  
Approach To Teaching ◽  
Teaching Learning

There are many approaches to teaching and learning available to teachers. However, educators and educational researchers have focused attention on approaches that ensure active learning of students and social interaction in the teaching-learning process. One of the approaches that promote students learning through active engagement and social interaction is collaborative learning. The chapter attempts to help teachers and pre-service teachers to understand collaborative learning as an inductive approach to teaching and learning. It examines important issues like meaning and elements of collaborative learning; collaboration and cooperation; advantages and challenges with implementation of collaborative learning. Teachers' role in the implementation of collaboration learning as well as collaborative learning techniques is also covered.

scholarly journals Abordagem química da experiência “quase uma lâmpada de lava”: a consolidação do processo de ensino-aprendizagem em uma feira de ciências

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00817
Author(s):  
Priscila Ferreira de Sales ◽  
Pedro Augusto Pereira Gomes ◽  
Laíne de Cássia Teixeira ◽  
Dânica Monique Alves Mendes ◽  
Geovanna Vieira de Moura
Keyword(s):  
Learning Process ◽  
Minas Gerais ◽  
Pedagogical Practice ◽  
Science Fair ◽  
Chemistry Teaching ◽  
Federal Institute ◽  
National Science ◽  
Chemical Concepts ◽  
Teaching Learning ◽  
Chemistry Experiment

Este trabalho apresenta um relato de experiência que contemplou o processo de ensino-aprendizagem de conceitos relacionados à miscibilidade de substâncias, densidade, definições de reações químicas e suas evidências, os quais são abordados nas disciplinas de Química e de Ciências. A metodologia adotada consistiu em apresentar uma experiência intitulada “Quase uma lâmpada de lava”, que envolveu a exposição e explicação do trabalho pelos estudantes do segundo período do curso de Engenharia de Produção, orientados por uma docente da disciplina de Química. A mostra foi trabalhada na VIII Feira de Ciências do Instituto Federal de Minas Gerais – Campus Bambuí, como parte integrante da Semana Nacional de Ciência e Tecnologia. A avaliação foi realizada por meio da observação do comportamento e relatos da equipe envolvida na organização e execução da experiência, bem como pela manifestação escrita e voluntária dos visitantes da Feira de Ciências, os quais descreveram opiniões acerca do conteúdo abordado e da metodologia aplicada. Os resultados revelaram que a experiência utilizada proporcionou maior facilidade para a compreensão dos assuntos trabalhados, sendo também considerada como satisfatória por grande parte dos participantes. Tais resultados permitem inferir que a experiência “Quase uma lâmpada de lava” pode ser considerada uma ferramenta adequada na prática pedagógica de conceitos químicos cotidianos, já que envolve a consolidação do processo de ensino-aprendizagem em espaços não formais. Palavras-chave: Feira de Ciências. Química. Ensino-aprendizagem.   The chemical approach of the experiment “almost a lava lamp”: the consolidation of the teaching-learning process in a science fair Abstract This work presents a chemistry experiment report that contemplated the teaching-learning process of chemical concepts related to the miscibility of substances, density, definitions of chemical reactions and their evidence, which are approached in the disciplines of Chemistry and Science. The methodology adopted consisted of presenting an experience entitled “Almost a lava lamp” that involved the exposition and explanation of the work by the students of an upper course, being guided by a professor of the discipline of Chemistry. The exhibition was worked at the VIII Science Fair of the Federal Institute of Minas Gerais- Bambuí, as an integral part of National Science and Technology Week. The evaluation was carried out by observation the behavior and reports of the team involved in the organization and execution of the experiment, as well as the written and voluntary manifestation of the visitors of the Science Fair, who described opinions about the content addressed and the applied methodology. The results showed that the experience used provided a greater easiness for the undestanding of the subjects studied and being considered satisfactory by most participants. These results allow to infer that the experience “Almost a lava lamp” can be considered a suitable tool efficient in the pedagogical practice of interdisciplinary chemical concepts, since it involves the consolidation of the teaching-learning process in non-formal teaching spaces. Keywords: Science fair. Chemistry. Teaching-learning.

Instructional Strategies for Game-Based Learning

2018 ◽  
pp. 472-481
Author(s):  
Antonio Santos
Keyword(s):  
Instructional Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Games ◽  
The Other ◽  
Educational Game ◽  
Instructional Designers ◽  
Game Based Learning ◽  
Positive Effects ◽  
Motivation And Learning

Although it could be assumed that playing games lifts intrinsic motivation and that this must have an effect on the cognitive processes of the player, it is still not known how to develop an educational game with the same positive effects. Thus, the challenge for GBL is rather significant in determining how to design and develop good educational games and how to integrate them into the teaching and learning process so that students' motivation and learning are qualitatively improved. This chapter's main objectives are to describe some of the current GBL models proposed by the literature used to analyze, design, and integrate games in education and, on the other, to propose and describe a methodology developed by the author to create educational games. The assumption is that this type of information could aid instructional designers and educators—and even commercial game designers—interested in developing good GBL experiences.

scholarly journals Integrating Educational Games into College English Learning

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Ming Li ◽  
Qi Zhang ◽  
Zhonggen Yu
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Educational Games ◽  
English Learning ◽  
Journal Articles ◽  
College English ◽  
English Teaching ◽  
Learning Attitudes ◽  
Evidence Evaluation ◽  
Important Approach

Currently, the application of educational games is becoming a hot topic, but the application of educational games in college English learning is scarcely explored. To explore the integration of educational games into the college English teaching and learning process, this study adopted a rapid evidence evaluation review (Yu et al. 2020). Since the literature review is an important approach in qualitative sampling techniques, we have conducted a review to identify and synthesize the literature. It analyzed high-quality journal articles published internationally and nationally. We found that educational games were effective in enhancing students’ college English proficiency and learning attitudes. Meanwhile, playful experiences created by educational games could decrease cognitive loads in college English learning. This research provided some support for further implementation of educational games in the college English teaching and learning process.

Instructional Strategies for Game-Based Learning

2017 ◽  
pp. 164-173
Author(s):  
Antonio Santos
Keyword(s):  
Instructional Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Games ◽  
The Other ◽  
Educational Game ◽  
Instructional Designers ◽  
Game Based Learning ◽  
Positive Effects ◽  
Motivation And Learning

Although it could be assumed that playing games lifts intrinsic motivation and that this must have an effect on the cognitive processes of the player, it is still not known how to develop an educational game with the same positive effects. Thus, the challenge for GBL is rather significant in determining how to design and develop good educational games and how to integrate them into the teaching and learning process so that students' motivation and learning are qualitatively improved. This chapter's main objectives are to describe some of the current GBL models proposed by the literature used to analyze, design, and integrate games in education and, on the other, to propose and describe a methodology developed by the author to create educational games. The assumption is that this type of information could aid instructional designers and educators—and even commercial game designers—interested in developing good GBL experiences.

scholarly journals Application of Educational Gaming and Robotics in Teaching and Learning Process

2020 ◽  
Vol 8 (7) ◽  
pp. 18-22
Author(s):  
Dr. Stella N. Nwigbo et al.
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Gaming ◽  
And Robotics ◽  
Robotics In Education

The development of technology has resulted in the development of many assistive tools employed to facilitate education. Amongst these technologically enhanced tools developed for education are games and robots. This paper examines the application of educational games and robots through review of available literature. The areas of application of games and robots in education have been presented. The paper further highlights some challenges encountered in the deployment of games and robotics in education.

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