Mathematics Teachers Assess Instructional Methods Supporting Knowledge Processes

2019 ◽  
Vol 4 (2) ◽  
pp. 76-86
Author(s):  
Andreas M. Zendler ◽  
Cornelia Seitz ◽  
Dieter Klaudt
Keyword(s):  
Mathematics Education ◽  
General Education ◽  
Mathematics Teachers ◽  
Instructional Methods ◽  
Problem Based Learning ◽  
Discovery Learning ◽  
Project Work ◽  
Empirical Examination ◽  
Knowledge Processes ◽  
Learning Tasks

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which mathematics teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for mathematics education: problem-based learning, direct instruction, learning at stations, learning tasks, project work and discovery learning

scholarly journals English Teachers Assess Instructional Methods Supporting Knowledge Processes

2018 ◽  
Vol 6 (1) ◽  
pp. 68
Author(s):  
Andreas Zendle
Keyword(s):  
General Education ◽  
Instructional Methods ◽  
English Teachers ◽  
Discovery Learning ◽  
Project Work ◽  
Empirical Examination ◽  
Learning By Teaching ◽  
Knowledge Processes ◽  
Learning Tasks ◽  
English Classroom

Answers to the questions of which instructional methods are suitable for school, which instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which English teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for the English classroom: project work, jigsaw, problem-based learning, learning tasks, learning stations, presentation, learning by teaching, discovery learning, and role-play.

scholarly journals Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education

2019 ◽  
Vol 1 (2) ◽  
pp. 91-98
Author(s):  
Andreas Zendler ◽  
Manuel Gohl
Keyword(s):  
Computer Simulation ◽  
General Education ◽  
Engineering Education ◽  
Direct Instruction ◽  
Instructional Methods ◽  
Learning Outcome ◽  
Empirical Examination ◽  
Context Learning ◽  
Material Usage ◽  
Class Context

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assessed with reference to the optics of bridge and the material usage for the bridge. The empirical findings show that learning with direct instruction was superior to computer simulation. 

Instructional methods in computing education judged by computer science teachers and educational experts

2018 ◽  
Vol 60 (2) ◽  
pp. 79-90
Author(s):  
Andreas Zendler
Keyword(s):  
Science Education ◽  
General Education ◽  
Computer Science ◽  
Science Teachers ◽  
Computer Science Education ◽  
Instructional Methods ◽  
Constructivist Learning ◽  
Learning Theories ◽  
Computing Education ◽  
Knowledge Processes

Abstract Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on empirical examinations of instructional methods for computer science education supporting knowledge processes in the act of learning and their integration into the context of significant learning theories. The results of this article show that certain instructional methods are especially predestined for computer science education. They can also be attributed to behavioristic, cognitivist and constructivist learning theories; they are thereby localized and can profit from the empirical findings of the learning theories, especially in practical use on teaching computer science.

RELEVANSI PEMBELAJARAN IPA DAN PAI HUMANIS

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13-21
Author(s):  
Subyanto ◽  
Kurniyatul Faizah
Keyword(s):  
Social Interaction ◽  
Real Life ◽  
Problem Based Learning ◽  
Role Playing ◽  
Natural Sciences ◽  
Discovery Learning ◽  
Islamic Education ◽  
Transfer Of Knowledge ◽  
The Real ◽  
Team Research

In Natural Sciences (IPA) there are three aspects of learning, they arenatural sciences as product, process, and strengthening attitudes. This natural sciences learning classification found relevance with Islamic education learning in the aspect of fiqh, theseare fiqh as a product and fiqh as a process. The types of humanistlearning arelearning other than as a product, because this learning is not just transfer of knowledge without rationality, so that the lesson is not able to take part in the real life of humanity. In the implementation, humanist learning can be carried out using several scientific approaches such as problem based learning, discovery learning, social interaction, role playing, team research, and other forms that are oriented to students involvementdirectly.

Medical Informatics and Problem-based Learning

2001 ◽  
Vol 40 (02) ◽  
pp. 78-82 ◽  
Author(s):  
A. Hasman ◽  
H. P. A. Boshuizen
Keyword(s):  
Medical Informatics ◽  
Instructional Methods ◽  
Problem Based Learning ◽  
Background Knowledge ◽  
Educational Method ◽  
Approach To Teaching ◽  
Traditional Discipline

AbstractProblem-based learning (PBL) is an educational method that can be considered as an alternative to the traditional, discipline-based, approach to teaching. In this paper the characteristics of both approaches are discussed and compared. Some background knowledge concerning the principles that determine the success of instructional methods is presented. Finally, it is discussed how medical informatics can be taught in a PBL environment.

scholarly journals From projects to problems

2006 ◽  
pp. 81-83
Author(s):  
Derek Raine
Keyword(s):  
Group Work ◽  
Problem Based Learning ◽  
Theoretical Work ◽  
The Other ◽  
Project Work ◽  
Work Skills ◽  
Other Hand ◽  
Group Projects ◽  
Second Year ◽  
Teaching Physics

Projects are a familiar feature of physics curricula and many courses include one or more group projects as a way of developing group work skills, if not for teaching physics. Problem-based learning on the other hand, which is designed primarily to teach physics while enhancing group work skills, is not so familiar. In this article we shall show how project work can be developed rather simply into problem-based learning by contextualising the project in terms of a problem and a viewpoint. The examples given will be based on developments of first and second year courses at Leicester to integrate practical, computational and theoretical work within the programme of specialist options. The benefits to staff and students will be discussed.

scholarly journals FLAWS IN PROOF CONSTRUCTIONS OF POSTGRADUATE MATHEMATICS EDUCATION STUDENT TEACHERS

2019 ◽  
Vol 10 (3) ◽  
pp. 379-396
Author(s):  
Zakaria Ndemo
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematical Proof ◽  
Education Student ◽  
Written Responses ◽  
Induction Strategy ◽  
Proof Comprehension ◽  
Analytic Induction

Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.

What Mathematics Education Might Learn from the Work of Well-Respected African American Mathematics Teachers in Urban Schools

2013 ◽  
Vol 115 (2) ◽  
pp. 1-40 ◽  
Author(s):  
Daniel Chazan ◽  
Andrew Brantlinger ◽  
Lawrence M. Clark ◽  
Ann R. Edwards
Keyword(s):  
African American ◽  
Mathematics Education ◽  
Urban Schools ◽  
Mathematics Teachers ◽  
Large Scale ◽  
The United States ◽  
The Other ◽  
African American Student ◽  
Special Issue ◽  
African American Teachers

Background/Context This opening article, like the other articles in this special issue, is situated in scholarship that attempts to understand the racialized nature of mathematics education in the United States and to examine the racial identities of students and teachers in the context of school mathematics. It is designed to respond to the current (mathematics) education policy context that largely ignores teachers’ experiential and cultural knowledge while stressing the importance of teachers’ content knowledge and academic achievement. Purpose/Objective/Research Question/Focus of Study This article presents theoretical perspectives and research questions concerning the knowledge and other resources that African American teachers bring to teaching mathematics, perspectives and questions that are taken up in the five subsequent articles in this special issue. Setting The cases developed in this special issue were developed from observations of the introductory algebra classes of, and interviews with, two well-respected African American teachers in one neighborhood high school in a large urban school district that serves a predominantly African American student population. Research Design This opening article frames two case study papers and two analysis papers that report on findings from a large-scale qualitative study of the racialized identity and instructional approaches of two of the six African American mathematics teachers studied in the Mid-Atlantic Center for Mathematics Teaching and Learning Algebra 1 Case Studies Project. Conclusions/Recommendations Together with the other articles in this special issue, this work contributes to the development of more sophisticated attempts to integrate understandings of race into the work of the mathematics education community. It challenges taken-for-granted notions of the knowledge base and resources needed to be an effective mathematics teacher of African American students in underresourced large urban schools.

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