scholarly journals Developing mathematical skills and moral behavior through cultural artifacts: a study of math trail activities at Patan Durbar Square in Nepal

Revemop ◽  
2020 ◽  
Vol 2 ◽  
pp. e202013
Author(s):  
Toyanath Sharma ◽  
Trilochan Sharman ◽  
Daniel Clark Orey
Keyword(s):  
Teaching And Learning ◽  
School Context ◽  
Field Work ◽  
Vital Role ◽  
Moral Behavior ◽  
Cultural Artifacts ◽  
Instructional Activities ◽  
Design Activities ◽  
Instruction And Learning ◽  
Based Instruction

Nepalese education is often inclined towards rote memorization and teacher centered instruction and learning processes. In this regard, how can instruction be actively made more effective as a key idea as researchers take this into account when conducting research in this area. This study forms an ethnographic case study of one of the schools that is transforming itself from a traditional book-based teaching and learning approach to a curriculum specific child friendly learning process. As researchers and teacher trainers we have been involved in teacher training programs for numbers of schools in Nepal. What we have observed during the four years of involvement is that the training solely do not make changes in the school system. This program is helping teachers in making instructional activities that allows them to galvanize their work for increased student involvement. This research also indicates how moral behavior can be developed through math trail activities where students do field work in groups for different objectives. Children develop their understanding through day to day activities where the perspective of different contexts, culture and ethnic groups play a vital role. At this point, we started working on excursion-based instruction. The change in instruction forces them to design activities and projects that demand children to work in outside school context with curricular objectives. It ensured opportunities for participating in hands-on activities and experiential learning. Finally, this research supports the assumption that mathematical knowledge, skill and moral behavior can be developed through different cultural project-based instructional activities and cultural artifacts and practices are key to ensure effectiveness of learning.Keywords: Ethnomathematics. Machchhindranath Chariot. School Mathematics. Cultural Artifacts. Math Trail.Desarrollando de habilidades matemáticas y comportamiento moral a través de artefactos culturales: un estudio de actividades matemáticas experimentales en la plaza Patan Durbar en NepalLa educación nepalí a menudo se inclina hacia en las rutas de memorización y la instrucción centrada en el maestro y los procesos de aprendizaje. En este sentido, ¿cómo se puede hacer que la instrucción sea más efectiva como idea clave ya que los investigadores tienen esto en cuenta al realizar investigaciones en esta área? Este estudio constituye un estudio de caso etnográfico de una de las escuelas que se está transformando de un enfoque tradicional de enseñanza y aprendizaje basado en libros a un proceso de aprendizaje específico para el currículo específico para niños. Como investigadores y formadores de docentes, hemos participado en programas de formación de docentes para numerosas escuelas en Nepal. Lo que hemos observado durante los cuatro años de participación es que la capacitación únicamente no hace cambios en el sistema escolar. Por lo tanto, este programa está ayudando a los maestros a realizar actividades de instrucción que les permitan impulsar su trabajo para una mayor participación de los estudiantes. Esta investigación también indica cómo se puede desarrollar el comportamiento moral a través de actividades de seguimiento matemático donde los estudiantes realizan trabajo de campo en grupos para promover diferentes objetivos. Los niños desarrollan su comprensión a través de actividades cotidianas donde la perspectiva de diferentes contextos, cultura y grupos étnicos juegan un papel vital. En este punto, comenzamos a trabajar en la instrucción basada en excursiones. El cambio en la instrucción los obliga a diseñar actividades y proyectos que exigen que los niños trabajen fuera del contexto escolar con objetivos curriculares. Este proyecto aseguró oportunidades para participar en actividades prácticas y aprendizaje experimental. Finalmente, esta investigación apoya la suposición de que el conocimiento matemático, la habilidad y el comportamiento moral pueden desarrollarse a través de diferentes actividades de instrucción basadas en proyectos culturales y los artefactos y prácticas culturales son clave para garantizar la efectividad del aprendizaje de los estudiantes.Palabras clave: Etnomatemáticas. Carruajte Machchhindranath. Matemática Escolar. Artefactos Culturales. Sendero de Matemáticas.Desenvolvendo habilidades matemáticas e comportamento moral por meio de artefatos culturais: um estudo de atividades matemáticas experimentais na Praça Patan Durbar no NepalA educação nepalesa é frequentemente direcionada para a memorização mecânica e para os processos de ensino e aprendizagem centrados no professor. Nesse sentido, a instrução pode se tornar ativamente mais eficaz como uma ideia-chave quando os pesquisadores consideram esses processos ao realizarem pesquisas nessa área. Essa pesquisa é um estudo de caso etnográfico realizado em uma das escolas que está se transformando de uma abordagem tradicional de ensino e aprendizagem baseada em livros para um processo de aprendizagem baseado em um currículo específico favorável para as crianças. Como pesquisadores e formadores de professores, participamos de programas de treinamento de professores para várias escolas no Nepal. O que observamos durante os quatro anos de envolvimento é que apenas o treinamento não propicia mudanças no sistema escolar. Assim, esse programa está auxiliando os professores na elaboração de atividades instrucionais que lhes permitam galvanizar o seu trabalho para aumentar o envolvimento dos alunos. Essa pesquisa também indica como o comportamento moral pode ser desenvolvido por meio de atividades matemáticas nas quais os alunos realizam trabalhos de campo, em grupos, para promoverem diferentes objetivos. As crianças desenvolvem a sua compreensão por meio de atividades cotidianas, nas quais a perspectiva de diferentes contextos, culturas e grupos étnicos desempenha um papel vital. Nesse ponto, começamos a trabalhar com a instrução baseada em excursões. A mudança na instrução conduz os professores a elaborarem atividades e projetos que exijam que as crianças trabalhem fora do contexto escolar com objetivos curriculares. Esse projeto assegurou oportunidades de participação em atividades práticas e aprendizado experimental. Finalmente, essa pesquisa apoia a suposição de que o conhecimento matemático, a habilidade e o comportamento moral podem ser desenvolvidos por meio de atividades instrucionais diferenciadas baseadas em projetos, artefatos e práticas culturais, que são essenciais para garantir a eficácia do aprendizado dos alunos.Palavras-chave: Etnomatemática. Carruagem Machchhindranath. Matemática Escolar. Artefatos Culturais. Trilhas de Matemática.

What Does Learning Look Like?

2015 ◽  
pp. 494-514
Author(s):  
Pamela G. Taylor
Keyword(s):  
Data Mining ◽  
Student Learning ◽  
Visual Arts ◽  
Teaching And Learning ◽  
Howard Gardner ◽  
Embedded Assessment ◽  
Grade Levels ◽  
Instruction And Learning ◽  
Based Instruction ◽  
Viable Approach

Drawing upon the data visualization work of Lev Manovich and Manuel Lima, in this chapter the author discusses ways for envisioning and representing the complex teaching and learning that is associated with the visual arts. Experiences and examples are shared that use new and old technologies to create and make connections among critically reflective collections of student learning artifacts such as research, journals, preliminary sketches, work in other classes, and realms of experience outside of school. Instead of relying on one final art product, the author explores embedded data mining and visualization as a viable approach to gauging student learning. Following the lead education notables Elliot Eisner (2002, 2004), John Dewey (1934), and Howard Gardner (1985), this research positions the visual arts as a common thread throughout disciplines. Such inherent and fundamental visual arts practices as portfolios, project-based instruction, and exhibition continue to expand instruction and learning in such classes as English, math, science, and history. The implications include the possibility that art education will lead the way to implementing authentic embedded assessment processes across education disciplines and grade levels.

What Does Learning Look Like?

Big Data ◽  
2016 ◽  
pp. 1896-1916
Author(s):  
Pamela G. Taylor
Keyword(s):  
Data Mining ◽  
Student Learning ◽  
Visual Arts ◽  
Teaching And Learning ◽  
Howard Gardner ◽  
Embedded Assessment ◽  
Grade Levels ◽  
Instruction And Learning ◽  
Based Instruction ◽  
Viable Approach

Drawing upon the data visualization work of Lev Manovich and Manuel Lima, in this chapter the author discusses ways for envisioning and representing the complex teaching and learning that is associated with the visual arts. Experiences and examples are shared that use new and old technologies to create and make connections among critically reflective collections of student learning artifacts such as research, journals, preliminary sketches, work in other classes, and realms of experience outside of school. Instead of relying on one final art product, the author explores embedded data mining and visualization as a viable approach to gauging student learning. Following the lead education notables Elliot Eisner (2002, 2004), John Dewey (1934), and Howard Gardner (1985), this research positions the visual arts as a common thread throughout disciplines. Such inherent and fundamental visual arts practices as portfolios, project-based instruction, and exhibition continue to expand instruction and learning in such classes as English, math, science, and history. The implications include the possibility that art education will lead the way to implementing authentic embedded assessment processes across education disciplines and grade levels.

scholarly journals Effect of student engagement on multimedia-assisted instruction

2012 ◽  
pp. 346-358
Keyword(s):  
Teaching And Learning ◽  
Technological Development ◽  
Cultural Backgrounds ◽  
Industrial Transformation ◽  
Engineering And Technology ◽  
Students Attitudes ◽  
Instruction And Learning ◽  
Based Instruction ◽  
Almost All ◽  
Assisted Instruction

This study applied multimedia in a general engineering and technology course in Taiwan and evaluated the effectiveness of multimedia-assisted instruction and learning. The course presented trends in technological development and the achievements of Taiwanese industries and research institutes from a historical perspective, and overviewed the technology industries and industrial transformation development in Taiwan. The course units adopted multimedia to support class teaching and student learning, and a survey was conducted to collect students’ attitudes and perception toward multimedia-assisted instruction and learning in the course. Research data were collected from 45 male and 9 female students with varied academic and cultural backgrounds. Results showed that multimedia videos help raise students’ awareness of learning issues, improve their understanding of content, and increase the depth of their learning. Almost all students liked the approach of using multimedia to assist teaching and learning, preferring this approach over traditional lecture-based instruction. They also would recommend this course to their peers. This study also found that the degree of students’ engagement caused variance in the students’ perception of multimedia helpfulness in assisting their learning. Finally, this study further proposes suggestions in both design and research on applications of multimedia-enhanced learning in engineering and technology education.

IMPROVE THE INTERETATION OF STUDY SUBJECTS PANCASILA AND CITIZENSHIP EDUCATION BY APPLYING KONSTEXTUAL LEARNING MODEL BERBASIS A TASK IN CLASS INFORMATICS XI SMK BINA ECLECTUS ACADEMIC YEAR 2015/2016

EDUKASI ◽  
2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Hasanudin S. Usman
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Positive Influence ◽  
Motivation To Learn ◽  
Test Results ◽  
Applied Learning ◽  
Know How ◽  
Design Activities ◽  
The Subject ◽  
Academic Year

The purpose of this research is to know how to incerease the students’ learning achievement that has been applied learning contextual task-based learning model and to know the influence of contextual learning in  the task-based teaching model to improve achievemen and motivation to learn the material pe civis lesson.   This research is an action research by theree rounds. Each round consists of four phases. Design activities are observation, and revesion. The subject of the research is XI grade students of Bina Informatika Ternate accademic year 2015/2016. Data obtained in the form of a formative test results, observation sheet teaching and learning activities. The results of the research showed that students’ achivement increased from round I to III that the round 1, (70.00 % ), (92,50 %)  3 cycles, conclusions of this research is the method of cooperatif learning can be a positive influence on students motivation and achievement in material udaya politics in Indonesia. It means that this model can be used as one of the alternative learning for Pkn.            Kata  kunci: PKn, cooperative learning method

Identifying The Competencies Possessed By The Engineering College Faculty In India

2019 ◽  
Vol 118 (4) ◽  
pp. 68-71
Author(s):  
Mohanakumari. D ◽  
R. Magesh
Keyword(s):  
Domain Knowledge ◽  
Teaching And Learning ◽  
Vital Role ◽  
Faculty Members ◽  
Approaches To Teaching ◽  
Global Workforce ◽  
Content Domain ◽  
Technology Changes ◽  
Education In India ◽  
Pre Service Teacher

The main intention of the Paper is identifying the competencies possessed by the faculty in engineering college and adequate skills of all the disciplines required and that plays a vital role in educational institutions.In this era, engineering education in India faces major challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have created some universally desired, yet challenging skills for global workforce. Nowadays, technology changes rapidly, so we have to update our self-according to the changing world, i.e., infrastructure, content/domain knowledge, educators/HR trainers. Thus, our technical faculty members should necessary to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is right time now to redesign our curriculam, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.

scholarly journals A Comprehensive Analysis of High School Genetics Standards: Are States Keeping Pace with Modern Genetics?

2011 ◽  
Vol 10 (3) ◽  
pp. 318-327 ◽  
Author(s):  
M.J. Dougherty ◽  
C. Pleasants ◽  
L. Solow ◽  
A. Wong ◽  
H. Zhang
Keyword(s):  
No Child Left Behind ◽  
Teaching And Learning ◽  
Human Genetics ◽  
The United States ◽  
Genetic Literacy ◽  
Left Behind ◽  
Genetic Complexity ◽  
Core Concepts ◽  
Instruction And Learning ◽  
American Society

Science education in the United States will increasingly be driven by testing and accountability requirements, such as those mandated by the No Child Left Behind Act, which rely heavily on learning outcomes, or “standards,” that are currently developed on a state-by-state basis. Those standards, in turn, drive curriculum and instruction. Given the importance of standards to teaching and learning, we investigated the quality of life sciences/biology standards with respect to genetics for all 50 states and the District of Columbia, using core concepts developed by the American Society of Human Genetics as normative benchmarks. Our results indicate that the states’ genetics standards, in general, are poor, with more than 85% of the states receiving overall scores of Inadequate. In particular, the standards in virtually every state have failed to keep pace with changes in the discipline as it has become genomic in scope, omitting concepts related to genetic complexity, the importance of environment to phenotypic variation, differential gene expression, and the differences between inherited and somatic genetic disease. Clearer, more comprehensive genetics standards are likely to benefit genetics instruction and learning, help prepare future genetics researchers, and contribute to the genetic literacy of the U.S. citizenry.

Using social robots to create inclusive classroom experiences for children with mixed visual abilities

2021 ◽  
pp. 1-6
Author(s):  
Isabel Neto
Keyword(s):  
Social Engagement ◽  
Field Work ◽  
School Community ◽  
Social Robots ◽  
Inclusive Classroom ◽  
Classroom Experiences ◽  
Special Schools ◽  
Challenges And Opportunities ◽  
Design Activities ◽  
Group Interviews

Visually impaired children are increasingly educated in mainstream schools rather than special schools. However, even though being included with their sighted peers, previous research reveals concerns with classroom participation, lack of collaborative learning, reduced social engagement, and potential for isolation. My dissertation explores designing and building interactive social robots to promote inclusive classroom experiences and social engagement between children with mixed visual abilities. Social robots have the potential to foster engagement, participation, and collaboration due to their unique multi-sensory capabilities, actuators, and agency. Situated in a local mainstream school, I conducted extensive field work that involved engaging with the school community, including children, teachers, therapists, and parents through ethnographic observations, contextual inquiry, group interviews, and design activities. The identified challenges and opportunities will guide the design of social robots capable of supporting inclusive classroom experiences and sustaining long-term social engagement between mixed visual abilities' pupils. I will explore opportunities for off-the-shelf and custom-built robots to address existing challenges by following a user-centred methodology to design prototype, and evaluate solution with the school community.

scholarly journals The Personalized System of Instruction: Review and Applications to Distance Education

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Lyle K. Grant ◽  
Robert E. Spencer
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Personalized System Of Instruction ◽  
History Of ◽  
Computer Based ◽  
Personalized System ◽  
Based Instruction ◽  
Basic Features ◽  
Key Terms

<P class=abstract>The present paper (a) outlines the basic features of the Personalized System of Instruction (PSI); (b) provides a brief history of PSI; and (c) describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning.</P> <P class=abstract><B>Key Terms:</B> Personalized System of Instruction, distance learning, computer-based instruction, mastery-learning, self-pacing, higher-order objectives, scholarship of teaching, proctors, tutoring.</P> <p>

scholarly journals Prediction of Confusion Attempting Algebra Homework in an Intelligent Tutoring System through Machine Learning Techniques for Educational Sustainable Development

2018 ◽  
Vol 11 (1) ◽  
pp. 105 ◽  
Author(s):  
Syed Abidi ◽  
Mushtaq Hussain ◽  
Yonglin Xu ◽  
Wu Zhang
Keyword(s):  
Machine Learning ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Performance Metrics ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Vital Role ◽  
Machine Learning Techniques ◽  
Tutoring System ◽  
Learning Techniques

Incorporating substantial, sustainable development issues into teaching and learning is the ultimate task of Education for Sustainable Development (ESD). The purpose of our study was to identify the confused students who had failed to master the skill(s) given by the tutors as homework using the Intelligent Tutoring System (ITS). We have focused ASSISTments, an ITS in this study, and scrutinized the skill-builder data using machine learning techniques and methods. We used seven candidate models including: Naïve Bayes (NB), Generalized Linear Model (GLM), Logistic Regression (LR), Deep Learning (DL), Decision Tree (DT), Random Forest (RF), and Gradient Boosted Trees (XGBoost). We trained, validated, and tested learning algorithms, performed stratified cross-validation, and measured the performance of the models through various performance metrics, i.e., ROC (Receiver Operating Characteristic), Accuracy, Precision, Recall, F-Measure, Sensitivity, and Specificity. We found RF, GLM, XGBoost, and DL were high accuracy-achieving classifiers. However, other perceptions such as detecting unexplored features that might be related to the forecasting of outputs can also boost the accuracy of the prediction model. Through machine learning methods, we identified the group of students that were confused when attempting the homework exercise, to help foster their knowledge and talent to play a vital role in environmental development.

scholarly journals Academic-related perceptions, beliefs, and strategies of undergraduate agricultural students

2020 ◽  
Vol 1 (1) ◽  
pp. 75-85
Author(s):  
Samantha Jordan ◽  
Christopher Stripling ◽  
Christopher Boyer ◽  
Carrie Stephens ◽  
Nathan Conner
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Academic Efficacy ◽  
College Of Agriculture ◽  
Traditional Lecture ◽  
Future Success ◽  
Cognitive Levels ◽  
Colleges Of Agriculture ◽  
Based Instruction ◽  
The University

Students’ academic-related perceptions, beliefs, and strategies are fundamental elements that influence teaching and learning within colleges of agriculture. This study investigated students’ academic efficacy, academic self-handicapping, and skepticism about the relevance of school for future success at the University of Tennessee’s Herbert College of Agriculture. The students were academically efficacious, rarely self-handicapped, and did not doubt the relevance of their degree. In addition, a low negative association was found between academic efficacy and self-handicapping, a negligible relationship was found between academic efficacy and skepticism about the relevance of school for future success, and a moderate relationship was found between academic self-handicapping and skepticism about the relevance of school for future success. Therefore, instructors are encouraged to move past traditional lecture-based instruction and challenge their students at higher cognitive levels, which will allow students to realistically explore the complexities of agriculture. Furthermore, academic self-handicapping may be an indicator of lower academic efficacy and/or skepticism about the relevance of a student’s degree. Future research should further explore these relationships.  

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