scholarly journals The Status of Natural Scientific Education and its Relationship with Exam Systems

2020 ◽  
Vol 10 (5) ◽  
pp. 77
Author(s):  
Istvan Simonics ◽  
Andrea Hetzl
Keyword(s):  
Natural Science ◽  
Core Curriculum ◽  
Promising Result ◽  
Final Examination ◽  
Examination System ◽  
Final Exam ◽  
Student Centered ◽  
Advanced Level ◽  
Teaching Learning ◽  
High Level

According to international surveys (PISA, TIMSS), the mathematical and natural science test results of the Hungarian students have been steadily declining. The number of those who are affected by school dropouts is high. The present educational methods are not able to prepare the students properly for measures requiring application-oriented knowledge. In the hierarchy, natural science subjects are considered to be the least popular and significant ones among students. Compared to the 1970s and 80s, the natural sciences have become the ’great losing side’ due to the lessons’ number changes of the consecutive Nation-al Core Curriculum. The low lesson number is not in balance with the huge amount of educational material to be learned. There is not enough time to perform experiments, to deepen knowledge, to have student-centered methods. Based upon the core points of the new National Core Curriculum, a piece of extensive scientific knowledge and being able to solve problems are the most fundamental skills to be developed, however, the viability of the implementations have not begun to take shape. The Final exam is the most influential output element in our examination system. Presently only a few students tend to choose science subjects for their Final ex-amination, moreover few people take an advanced level ex-am in these fields. Fortunately, from this year it is compulsory to take an advanced level examination of the minimum one subject for entry to higher education. Nowadays there are not any obligatory science subjects for the Final examination, however, their introduction is a prevalent topic among professionals. Several people hope that by the new examination, the level of students' motivation for the subject and the general knowledge of the society could be increased. In 2019 the authors made the survey. They elaborated questionnaires for teachers and students about the effect of the exam on students’ motivation and knowledge. They expected a high level of acceptance of an introduction of compulsory science subjects for the Final examination. It is a promising result that the majority of students and teachers find science knowledge important. Unfortunately, the popularity index of these subjects is still bad; this means that we have to find a solution for improving the teaching-learning process.

scholarly journals The gamification of philosophy for meaningful learning in higher education

2021 ◽  
Vol 10 (3) ◽  
pp. 162-171
Author(s):  
Juan Carlos Zepeda ◽  
Melvin Alexander Cantarero
Keyword(s):  
Higher Education ◽  
Meaningful Learning ◽  
Class Discussion ◽  
Development Environment ◽  
Student Centered ◽  
Leading Role ◽  
The Face ◽  
Teaching Learning ◽  
High Level ◽  
The Impact

Introduction. With the impact of the COVID-19 pandemic, higher education institutions had to become more dynamic, to transform the face-to-face course in its traditional model towards an online course or distance mode, without changing the student-centered pedagogical model. This article documents the gamification of the philosophy course to get meaningful learning proposed by David Ausubel. Presentation of experience. It is implemented from a game program where the user interacts and plays while learning about the concepts found in each of the levels of the game. The software was developed using the Programming language (high level) C ++ version C ++ 17, using Visual Studio 2019 as an integrated development environment “IDE” in the epistemological unit of the philosophy class. Discussion. To implement the gamification of philosophy, collaboration between the engineering faculty with the Programming Lab III class and the administrative and social sciences faculty with the General Philosophy class is required. Conclusion. The gamification of a course implemented in tele-teaching contributes to meaningful student learning. Collaboration between faculties favors the interdisciplinarity of the teaching-learning process. A student-centered type of teaching arouses greater assimilation and interest, as the student transitions from a passive role to a leading role. The students show greater interest and importance of the pedagogical space, such as the development of competences, among others, the capacity for analysis and critical thinking.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

scholarly journals Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -

2016 ◽  
Vol 22 (2) ◽  
pp. 407-412
Author(s):  
Simona Boştină-Bratu ◽  
Alina Negoescu
Keyword(s):  
Foreign Language ◽  
Differentiated Instruction ◽  
Educational Background ◽  
Team Work ◽  
Learning Needs ◽  
Skill Levels ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Teaching Learning ◽  
Instruction Strategies

Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.

Preservice Teachers Learning about Students and the Teaching-Learning Process

2000 ◽  
Vol 20 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Marianne Woods ◽  
Grace Goc Karp ◽  
Elizabeth Escamilla
Keyword(s):  
Preservice Teachers ◽  
Teacher Research ◽  
Field Experience ◽  
Peer Interactions ◽  
Research Process ◽  
Early Field Experience ◽  
Student Centered ◽  
Curriculum Instruction ◽  
Teaching Learning ◽  
Secondary Methods

This study engaged 26 preservice teachers (PTs) in research focused on students in a secondary methods course who had early field experience (EFE). The purposes of the study were (a) to determine what PTs learned about students in an early field experience (EFE) that engaged them in a structured teacher research project and (b) to examine how the teacher research process was used by PTs. Results indicated that questions about students became more refined and focused through the research process and that there were fluctuations between student-centered and teacher-centered questions during the EFE. The prevailing themes indicated that PTs came to know more about student motivation and interests, characteristics, and peer interactions. More importantly, much of their data challenged previous beliefs and assumptions about students, as PTs began making connections between their newfound knowledge of students and its implications for curriculum, instruction, and management decisions.

Research and Application of Artificial Intelligence Based Integrated Teaching-Learning Modular Approach in Colleges and Universities

2021 ◽  
Author(s):  
Lingchong Jia ◽  
B. Santhosh Kumar ◽  
R. Parthasarathy
Keyword(s):  
Artificial Intelligence ◽  
Student Development ◽  
Naive Bayes ◽  
Naïve Bayes ◽  
Learning Performance ◽  
Barriers To Entry ◽  
Final Exam ◽  
Artificial Intelligence Technology ◽  
Bayes Algorithm ◽  
Teaching Learning

Nowadays, in various educational institutions, artificial intelligence technology is applied effectively and successfully. This artificial intelligence improves learning and student development in academic performance. Challenges of the conventional education approach, students’ dependence on teachers in all resources for study, unavailability of professional instructors, and a greater focus on conditioning learning than practical usefulness lead to lower learning performance. In this paper integrated teaching-learning model approach has been proposed using artificial intelligence in student education. It involves speeding up fulfilling education targets by reducing barriers to entry, automating management processes, and maximizing learning performance. The proposed ITLMA method used the naive Bayes algorithm to evaluate the student ranking using a class score, task, project score, and final exam. The result of artificial intelligence-based ITLMA and naive Bayes algorithm hasa high accuracy ratio of 80.1% with less error ratio of 15.7%, high prediction 88.2%, precision 98.2%, and improves student and teacher interaction compared to other existing methods.

scholarly journals Performance Assesment of Bauchi Polytechnics and Technical Colleges Using Quality Assurance Indicators in Nigeria Qualification Framework

2016 ◽  
Vol 4 (2) ◽  
pp. 17-26
Author(s):  
Idris Adamu
Keyword(s):  
Quality Assurance ◽  
Vocational Education ◽  
Skill Acquisition ◽  
High Performance ◽  
Technical Colleges ◽  
College Of Education ◽  
Academic Goals ◽  
Medium Level ◽  
Teaching Learning ◽  
High Level

Technical and Vocational Education emphases skill acquisition, Quality Assurance in vocational education is concept that is concerned with high performance involved activities with vocational education such as teaching, learning, infrastructures, student’s behavior and entire academic process. Good quality education is very necessary in the total development of staff and students which ensures proper development, job prospects and the realization of academic goals and objects. Enhanced and sustained to ensure accountability and improve performance. Higher educational institutions in Nigeria continue to experience carelessly attitude about the use of Quality Assurance to understand the risk they are exposed to poor standard. To address these issues, the study embarked upon to determine the level of performance and difference usability of Quality Assurance in Polytechnics and Technical Colleges in Bauchi state. Quantitative method technique was employed using survey questionnaires, 60 staff both senior and junior within these institutions were selected and a questionnaire distributed for their responses. The data were analysed using SPSS software. The result reveals that Federal Polytechnic Bauchi and State Polytechnic Bauchi has high level of Performance about Quality Assurance indicators while College of Education Azare has medium level of Performance. College of education Azare has highest mean rank of 29.87 and percentage of 31.8% obtained from the output result indicated that it has high usability to Quality Assurance, followed by Federal Polytechnic Bauchi with medium usability then State Polytechnic Bauchi has low usability to Quality Assurance. The study concluded by Quality Assurance Unit be made aware to each institution staff to enable recognize the benefits of it. Federal government should give more funding and employ staff to cater the need of Quality Assurance Unit in every institution so that it will help the students to develop their potentialities.

Ubiquitous Multi-Agent Context-Aware System for Enhancing Teaching-Learning Processes Adapted to Student Profile

2014 ◽  
pp. 237-253
Author(s):  
Demetrio Ovalle ◽  
Oscar Salazar ◽  
Néstor Duque
Keyword(s):  
Learning Objects ◽  
Learning Systems ◽  
Mobile Technologies ◽  
Context Aware ◽  
Student Centered ◽  
Student Profile ◽  
Multi Agent ◽  
Use Of The Internet ◽  
Context Aware System ◽  
Teaching Learning

The need for ubiquitous systems that allow access to computer systems from anywhere at anytime and the massive use of the Internet has prompted the creation of e-learning systems that can be accessed from mobile smart phones, PDA, or tablets, taking advantage of the current growth of mobile technologies. The aim of this chapter is to present the advantages brought by the integration of ubiquitous computing-oriented along with distributed artificial intelligence techniques in order to build student-centered context-aware learning systems. Based on this model, the authors propose a multi-agent context-aware u-learning system that offers several functionalities such as context-aware learning planning, personalized course evaluation, selection of learning objects according to student’s profile, search of learning objects in repository federations, search of thematic learning assistants, and access of current context-aware collaborative learning activities involved. Finally, the authors present some solutions considering the functionalities that a u-learning multi-agent context-aware system should exhibit.

Evaluation Guide for the Institutional Academic Management of an Educational Hospitality Program Based on the Soft System Methodology (SSM)

2015 ◽  
pp. 217-248
Author(s):  
Edgar Oliver Cardoso Espinosa ◽  
María Trinidad Cerecedo Mercado ◽  
José Roberto Ramos Mendoza
Keyword(s):  
Soft Systems Methodology ◽  
Systems Methodology ◽  
Soft Systems ◽  
Academic Management ◽  
Teacher Work ◽  
The Subject ◽  
Transformative Approach ◽  
Teaching Learning ◽  
High Level ◽  
System Methodology

The chapter looks at the Soft Systems Methodology (SSM) as an alternative that is oriented to analyzing the subject of the study in situations with a high level of human involvement, such as education and hospitality, with the aim of evaluating them with a transformative approach and a holistic foundation. Based on the use of this methodology, furthermore, the chapter focuses on a proposed evaluation guide on the academic and administrative management of institutions that educate in the field of hospitality considering the following components: a) academic profile – teacher work program; b) teaching – learning process; c) supporting infrastructure and equipment; d) director management; e) students; f) entailment to the labor sector; g) efficiency terminal; and h) recognition program.

Teaching, Learning and Multimedia

2005 ◽  
pp. 60-72 ◽  
Author(s):  
Loreen M. Butcher-Powell
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Streaming Video ◽  
Internet Research ◽  
The Internet ◽  
Student Centered ◽  
Web Based ◽  
Teaching Learning ◽  
Almost All

“We must not forget that almost all teaching is Multimedia” (Schramm, p.37). Today, the magnetism of multimedia is clearly oblivious via the use of streaming video, audio clips, and the Internet. Research has shown that the use of multimedia can aid in the comprehension and retention of student learning (Cronin & Myers, 1997; Large Behesti, Breulex & Renaud, 1996; Tennenbaum, 1998). As a result, more educators are utilizing Web-based multimedia materials to augment instruction online and in the classroom. This chapter provides a theoretical framework for transforming Student Centered Discussion (SCD), a traditional based pedagogy strategy, to a new multimedia pedagogy SCD strategy. The new multimedia SCD pedagogy represents a new way of teaching and learning. As a result, positive responses and feedback have been collected from students in their ability to interpret facts, compare and contract material, and make inferences based on recall of information previously presented or assigned in article readings.

Dino Lab

2021 ◽  
pp. 395-428
Author(s):  
Kirsten R. Butcher ◽  
Madlyn Runburg ◽  
Roger Altizer
Keyword(s):  
Critical Thinking ◽  
Student Centered ◽  
History Museum ◽  
University Of Utah ◽  
Domain Specific ◽  
Simulation Based ◽  
Teachers And Students ◽  
Specific Rule ◽  
High Level ◽  
The University

Dino Lab is a serious game designed to explore the potential of using games in scientific domains to support critical thinking. Through collaborations with educators and scientists at the Natural History Museum of Utah (NHMU), game designers and learning scientists at the University of Utah, and Title I middle school teachers and students, the authors have developed a beta version of Dino Lab that supports critical thinking through engagement in a simulation-based game. Dino Lab is organized around four key game stages that incorporate high-level goals, domain-specific rule algorithms that govern legal plays and resulting outcomes, embedded reflection questions, and built-in motivational features. Initial play testing has shown positive results, with students highly engaged in strategic game play. Overall, results suggest that games that support critical thinking have strong potential as student-centered, authentic activities that facilitate domain-based engagement and strategic analysis.

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