scholarly journals Teaching and Learning Floating and Sinking: Didactic Transformation in a Density-Based Approach

Fluids ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 158
Author(s):  
Anastasios Zoupidis ◽  
Anna Spyrtou ◽  
Dimitrios Pnevmatikos ◽  
Petros Kariotoglou
Keyword(s):  
Teaching And Learning ◽  
Materials Science ◽  
Iteration Process ◽  
Transformation Process ◽  
Design Development ◽  
Learning Sequence ◽  
Knowledge Transformation ◽  
The Many ◽  
Teaching Learning ◽  
Reference Knowledge

This essay synthesizes more than a decade of research, most of which has been published, on the teaching and learning of floating and sinking (FS) phenomena. The research is comprised of the iterative design, development, implementation and evaluation of a Teaching-Learning sequence (TLS) for the teaching and learning of density within FS phenomena. It was initiated within the frame of the European Community supported “Materials Science” project. Due to the many, different aspects of the project, each publication has focused on a particular part of the study (e.g., effectiveness and the iteration process). The didactic transformation for the teaching of FS phenomena is presented and discussed here. In doing so, it is essential to mention: (a) the students’ ideas as the main cause of the scientific knowledge transformation, (b) the scientific/reference knowledge, and (c) the knowledge to be taught and its limitations. Thus, we intend to describe and justify the didactic transformation process and briefly synthesize the published (from previous papers) and unpublished results to show its effectiveness.

Teaching, Learning, and Assessment Resources for Introductory Materials Science and Engineering Courses

2011 ◽  
Vol 1364 ◽  
Author(s):  
Stephen Krause ◽  
Jacquelyn Kelly
Keyword(s):  
Prior Knowledge ◽  
Teaching And Learning ◽  
Materials Science ◽  
Learning Goals ◽  
Student Interest ◽  
Student Centered ◽  
Content Understanding ◽  
Teaching Learning ◽  
New Applications ◽  
Effective Teaching And Learning

ABSTRACTIn order to make innovative curriculum materials more accessible to instructors, a set of teaching, learning, and assessment resources have been created to implement more student-centered pedagogy for many topics in an introductory materials course. The resource development has been based on major principles for effective learning described in the book, How People Learn. The book states that, for more effective teaching and learning, instructors need pay attention to three major principles. One is that they should be aware of students’ prior knowledge and experience and misconceptions in order to inform classroom instruction and materials. As such, we have created tools to assess prior knowledge including the Materials Concept Inventory and Pre-Post Topical Concept Question Sets. Eliciting such information is critical in informing creation of innovative and misconception-informed teaching materials. A second principle is that instructors should create opportunities for student engagement with one another in order to promote conceptual change with deeper content understanding. This will help students build a conceptual framework that facilitates recall and transfer of concepts to new applications. As such, we have created visually-rich, contextualized content to promote student interest and link abstract concepts to concrete applications. The constructivist materials and activities that have been created include: Misconception-Informed Mini-Lecture Slide Sets, topical concept-context maps, a variety of classroom engagement activities, and homework that includes just-in-time preview problems to prepare students for the next class. A third principle is that instructors should promote student reflection so they become more metacognitive learners who can develop their own expertise by defining learning goals and monitoring their own progress. This need was addressed with a Daily Reflection Points sheet that requested students to write down their own class Points of Interest, Muddiness, and Learning. Most of these resources are available on the web at http://concept.asu.edu/. Assessment results showed significant gains on specific course topics using the innovative materials and an increase in persistence of students completing the class that rose from 85% to 95% compared with earlier lecture-based classes.

scholarly journals You Can’t Fix What Is Not Broken: Contextualizing the Imbalance of Perceptions About Heritage Language Bilingualism

2021 ◽  
Vol 6 ◽  
Author(s):  
Fatih Bayram ◽  
Maki Kubota ◽  
Alicia Luque ◽  
Diego Pascual y Cabo ◽  
Jason Rothman
Keyword(s):  
Teaching And Learning ◽  
Heritage Language ◽  
Direct Influence ◽  
Heritage Speakers ◽  
Basic Understanding ◽  
Common Goals ◽  
State Of Affairs ◽  
The Many ◽  
Teaching Learning

In this article, we discuss the perceptions of researchers who work on heritage language bilingualism (HLB), educators who teach heritage speakers (HSs), and, crucially, HSs themselves regarding the nature of bilingualism in general as well as HLB specifically. Despite the fact that all groups are invested in HLB and that researchers and educators tend to have a similar basic understanding of HLB development and share common goals regarding heritage language (HL) teaching and learning, there are non-trivial differences and disconnects between them. In our view, beyond the various aspects of the societal milieu that significantly contribute to this state of affairs, we maintain that these differences also reflect unfortunate miscommunication regarding how the object and outcomes of HLB research is packaged, contextualized and communicated to HSs and teachers who have direct influence over their education. Considering this, the main goal and contribution of the present work is to provide a forum in which the many voices involved in HL research/teaching/learning are acknowledged and the knock-on effects of such acknowledgement are meaningfully considered.

scholarly journals Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Eileen M Herteis
Keyword(s):  
Liberal Arts ◽  
Teaching And Learning ◽  
Undergraduate Teaching ◽  
Teaching Innovation ◽  
Cocurricular Activities ◽  
University Culture ◽  
Premier Cycle ◽  
The Many ◽  
Teaching Learning ◽  
Senior Students

Mount Allison University, with about 2,400 students, is a small, undergraduate Liberal Arts and Science university with a long history of faculty-student collaboration in both research and cocurricular activities. In 2005, Mount Allison introduced the Undergraduate Teaching Internship Program in which professors and senior students collaborate in instruction. The program has quickly become for its faculty participants an important springboard for teaching innovation and scholarship. Almost immediately after its introduction, it became clear that the Undergraduate Teaching Internship Program addressed two distinct but overlapping needs—the first was predictable, the second less so: (a) it presented opportunities for senior students to develop skills, knowledge and values that transcend those normally associated with undergraduate education; and (b) it provided a mechanism whereby faculty could engage in scholarly reflection on teaching and Scholarship of Teaching and Learning projects. In the 5 years since its inception, internship has become not simply a peripheral program but a strong thread woven into the fabric of the university culture. While outlining some constraints of the program, this descriptive paper explains the many ways in which internship has resulted in productive, mutually beneficial collaborations between interns and their supervising professors, encouraging an even more pervasive dialogue about teaching. L’Université Mount Allisson est un petit établissement qui offre des cours dans les domaines des arts et des sciences à environ 2400 étudiants de premier cycle. Son personnel enseignant et ses étudiants collaborent depuis longtemps aux activités de recherche et aux activités parallèles au programme. En 2005, l’Université a mis sur pied le programme de stages en enseignement au premier cycle où les professeurs et les étudiants qui en sont à leur dernière année d’étude collaborent à l’enseignement. Ce programme est rapidement devenu un tremplin important en matière d’innovation et d’érudition pédagogique pour le corps enseignant qui y participe. Pratiquement dès sa création, il est devenu évident que le programme comblait deux besoins distincts qui se chevauchaient. Le premier était prévisible, le deuxième l’était moins : a) il fournissait des occasions aux étudiants qui termine leur parcours d’apprentissage d’acquérir des compétences, des connaissances et des valeurs qui transcendent celles normalement associées aux études de premier cycle et b) il constituait un mécanisme permettant aux membres du corps enseignant de réfléchir aux questions pédagogiques et aux projets relatifs à l’avancement des connaissances en enseignement et en apprentissage. Au cours des cinq premières années, le programme de stages n’est pas simplement devenu un programme marginal, mais plutôt un fil solide tissé dans la trame de la culture de cette université. Tout en soulignant certaines contraintes du programme, cet article descriptif explique les nombreuses façons dont les stages se sont traduits par une collaboration productive et mutuellement bénéfique entre les stagiaires et les professeurs qui les supervisaient. L’article illustre également comment les stages ont favorisé un dialogue sur l’enseignement encore plus omniprésent qu’avant.

A European Project on Materials Science: The Case of Thermal Conductivity Teaching—Learning Sequence

2010 ◽  
Author(s):  
A. Molohides ◽  
E. Hatzikraniotis ◽  
M. Kallery ◽  
D. Psillos ◽  
Angelos Angelopoulos ◽  
...  
Keyword(s):  
Thermal Conductivity ◽  
Materials Science ◽  
Learning Sequence ◽  
European Project ◽  
Teaching Learning

scholarly journals Literature review as a didactical content analysis: Sustainable magnetic lubricants based on ionic liquids

2021 ◽  
Vol 2098 (1) ◽  
pp. 012033
Author(s):  
S A A Jalil ◽  
A Mudzakir ◽  
Hernani
Keyword(s):  
Content Analysis ◽  
Ionic Liquids ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Concept Map ◽  
Descriptive Analysis ◽  
Molecular Engineering ◽  
Learning Sequence ◽  
Teaching Learning ◽  
The Relationship

Abstract Magnetic lubricants are usually petroleum-based, but not renewable and cannot be environmentally degraded. It can cause the environmental problems. Magnetic lubricants based on ionic liquids can be environmental friendly. The ionic liquid lubricants are synthesized from vegetable oil fatty acids, which is a locally sustainable and renewable sources. This molecular engineering can be used to integrate the concept of sustainability into teaching and learning. This study aimed to obtain the concept map and teaching learning sequence (TLS) from the scientist’s conception. The method used is a qualitative content analysis (literature analysis type), using an instrument in the form of a content analysis format. The first phase begins with collecting literatures in the form of textbooks, monographs, review results and research articles. The next phase is descriptive analysis, selecting categories, and evaluating the material didactically. This research produces the concept map, TLS and clarified chemical concepts. The scientist’s conception obtained is the application, function, characteristics of media magnetic lubricants, ionic liquids and examples of magnetic lubricants based on ionic liquids. Concept map and TLS can illustrate the relationship between one concept and another. They also show the relationship between science, technology and engineering. The results can be used as the basis for the preparation of teaching materials and didactical designs for teaching and learning.

Peran Bahan Ajar Berbasis Karakter pada Pembelajaran Pendidikan Kependudukan dan Lingkungan Hidup di Tingkat Perguruan Tinggi

2021 ◽  
Vol 5 (5) ◽  
pp. 3755-3764
Author(s):  
Sepni Wita ◽  
Wage Ummami
Keyword(s):  
Teaching And Learning ◽  
Design Development ◽  
Analysis Design ◽  
Teaching Learning

Latar belakang penelitian ini adalah rendahnya karakter di kalangan pelajar, termasuk tingkat perguruan tinggi, khususnya masalah tentang kependudukan dan lingkungan hidup. Pembelajaran berkmakna perlu diwujudkan dalam proses belajar dan pembelajaran. Salah satunya dengan menerapkan pembelajaran berbasis karakter. Sehingga, tujuan penelitian ini adalah untuk mengembangkan bahan ajar dengan mengintegrasikan nilai-nilai karakter dalam setiap materi. Tujuan Akhir dari penelitian ini adalah menciptakan bahan ajar berbasis karakter yang valid, praktis, dan efektif. Model pembelajaran yang digunakan adalah model pembelajaran Quantum Teaching and Learning. Jenis penelitian menggunakan mode pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Sampel penelitian ini adalah mahasiswa program studi pendidikan ekonomi. Objek penelitian adalah mahasiswa Pendidikan Ekonomi di STKIP Nasional yang mengambil mata kuliah Pendidikan Kependudukan dan Lingkungan Hidup (PKLH). Data diambil melalui lembaran observasi dan dianalisis secara statistik deskriptif. Hasil penelitian membuktikan bahwa adanya peningkatan karakter mahasiswa melalui model pembelajaran Quantum Teaching Learning, sehingga bahan ajar yang dikembangkan telah memenuhi tingkat valid, praktis, dan efektif dalam meningkatkan karakter mahasiswa.

Design, Development and Refinement of a Teaching-Learning Sequence on the Electromagnetic Properties of Materials

2016 ◽  
pp. 331-369
Author(s):  
Nicos Papadouris ◽  
Costas Constantinou ◽  
Marios Papaevripidou ◽  
Michalis Livitziis ◽  
Argyro Scholinaki ◽  
...  
Keyword(s):  
Electromagnetic Properties ◽  
Design Development ◽  
Learning Sequence ◽  
Properties Of Materials ◽  
Teaching Learning

scholarly journals Pengembangan Blog Pembelajaran Kimia Berbasis Contextual Teaching Learning (CTL) Materi Reaksi Oksidasi-Reduksi

2019 ◽  
Vol 1 (1) ◽  
pp. 44
Author(s):  
Yeni Sulistyani ◽  
Ratih Rizqi Nirwana
Keyword(s):  
Research And Development ◽  
Teaching And Learning ◽  
Design Development ◽  
Analysis Design ◽  
Contextual Teaching ◽  
Teaching Learning

Pelaksanaan pembelajaran harus mampu menyesuaikan diri agar tujuan pendidikan dapat <em>tercapai. Kegiatan pembelajaran peserta didik tidak hanya dapat dilakukan di sekolah dan pada jam pelajaran saja. Kemudahan akses internet seharusnya dapat dimanfaatkan peserta didik sebagai salah satu sumber belajar. Saat ini sudah tersedia banyak situs yang menampilkan materi-materi pelajaran, namun masih banyak informasi yang tidak sesuai. Sehingga diperlukan pengembangan secara optimal agar bahan ajar yang diakses siswa tepat. Penggunaan blog sebagai media  diharapkan dapat memudahkan peserta didik untuk mengakses materi pelajaran. Materi konsep reaksi oksidasi reduksi merupakan salah satu materi yang dianggap sulit peserta didik. Pengembangan blog pembelajaran ini diharapkan mampu meningkatkan pemahaman peserta didik mengenai konsep reaksi oksidasi reduksi. Penelitian ini menggunakan metode pengembangan Research and Development (R n D), dengan model Reisser dan Molenda (1990-an) yaitu model ADDIE yang meliputi analysis, design, development, implementation, dan evaluation. Blog pembelajaran yang telah dikembangkan mempunyai kategori sangat tinggi atau sangat efektif berdasarkan hasil belajar peserta didik yang meliputi kognitif sebesar 80,04%, afektif sebesar 85,8 %, psikomotorik sebesar 84%, dan tanggapan peserta didik sebesar 85,83 %.  Blog pembelajaran ini layak digunakan sebagai media pembelajaran penunjang</em><em> pembelajaran kimia berbasis contextual teaching and learning pada materi konsep reaksi oksidasi-reduksi</em>

scholarly journals Designing and Implementing a Distance Education Plan: A Case Study at a School in Portugal in Pandemic Context

2021 ◽  
Vol 1 (1) ◽  
pp. 34-46
Author(s):  
Bruno Miguel F. Gonçalves
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Educational Process ◽  
Design Development ◽  
Case Study Methodology ◽  
Leading Role ◽  
Teaching Learning ◽  
Education Plan

Considering the epidemiological situation of the new coronavirus - COVID 19 in Portugal, the XXII Constitutional Government decided, in March 2020, to suspend all classroom teaching and non-teaching activities in all educational establishments in the national territory. Consequently, all Portuguese educational institutions had to adapt to the new educational reality, where technologies play a leading role in ensuring communication, interaction and collaboration between all stakeholders in the teaching-learning process. Naturally, this adaptation took time and was accompanied by several opinions and guidelines issued by the Ministry of Education and other responsible entities. In general, these guidelines aimed to ensure that all students continue to learn in a pandemic context, regardless of geographical and temporal barriers. One of the guidelines issued was the design, development and implementation of a Distance Learning Plan in each of the Portuguese schools. Thus, based on the case study methodology, we intend to demonstrate the process of designing and implementing a distance education plan in a school in Portugal. The plan was categorized into three main areas - technology, pedagogy, and content - and arise from the theoretical model Technological, Pedagogical and Content Knowledge (TPACK). This plan was developed based on the consultation of all educational agents in that school, but, in a special way, of the students and teachers who were the protagonists in the educational process. Participant observation, recorded in the researcher's diary, was also another instrument used that contributed to the design of the distance education plan. The results of the study suggest that the plan designed, despite the improvements that it naturally had to have during its implementation, was adequate for the realization of the process of teaching and learning at a distance in times of pandemic.

scholarly journals Contrasting Learning Psychology Theories Applied to the Teaching-Learning-Training Process of Tactics in Soccer

2021 ◽  
Vol 12 ◽  
Author(s):  
Grégory Hallé Petiot ◽  
Rodrigo Aquino ◽  
Davi Correia da Silva ◽  
Daniel Vieira Barreira ◽  
Markus Raab
Keyword(s):  
Teaching And Learning ◽  
Team Sports ◽  
Learning Theories ◽  
Teaching Approaches ◽  
Training Process ◽  
Sport Pedagogy ◽  
The Many ◽  
The One ◽  
The Individual ◽  
Teaching Learning

Research in sport pedagogy and its applied recommendations are still characterized by a contrast between the different learning theories from psychology. Traditional theories and their corresponding approaches to the specific case of teaching and learning “how to play [team sports like soccer]” are subject to compatibilities and incompatibilities. We discuss how behaviorism as an approach to teaching the game shows more incompatibilities with the nature of tactical actions when compared to constructivism. As coaches strive to teach the game and make their players and team perform, we argue that teaching the game requires teaching approaches that will help develop their way to play (i.e., tactical behavior) without taking away their autonomy and adaptiveness. The teaching-learning-training process for playing the game should then be conducted to harmonize the characteristics of the contents, the context, and the individual(s) at hand. We provide two illustrated examples and portray how the recommended approaches fit key contents of the game that are observed in the tactical behavior. We finally argue that the coherent design of games provides minimal conditions to teaching approaches, and that such a design should be a priority when elaborating the learning activities along the player development process. As a conclusion, the interactionist theory is the one that best serves the teaching of the game and the development of tactical behavior. We therefore defend that its principles can help coaches tailor their own strategy to teach the game with the many tools.

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