How ICT Affects the Understanding of Stereometry Among University Students

2018 ◽  
Vol 13 (1) ◽  
pp. 37-49
Author(s):  
Nicholas Zaranis ◽  
George M. Exarchakos
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Control Group ◽  
Teaching Methodology ◽  
Van Hiele ◽  
Solid Geometry ◽  
Study Results ◽  
Second Year ◽  
Van Hiele Model

The purpose of this research is to compare the level of competence in stereometry of the university students taught using the authors' ICT oriented learning method based on the Van Hiele model for stereometry concepts, as opposed to traditional teaching methodology. The study deals with second year undergraduate students form the Department of Civil Engineering at Piraeus University. The sample was divided into two groups. The experimental group consisted of 99 students who were taught about basic concepts of solid geometry with the support of computers based on the Van Hiele model. Also, there were 90 students in the control group which were taught with traditional methodology using a dry erase board. The study results showed that teaching and learning through ICT is an interactive process for second year university students and has a positive effect on learning solid geometry concepts using the background of the Van Hiele model.

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

Comparing the Effectiveness of Using ICT for Teaching Geometrical Shapes in Kindergarten and the First Grade

2018 ◽  
Vol 13 (1) ◽  
pp. 50-63 ◽  
Author(s):  
Nicholas Zaranis
Keyword(s):  
Teaching And Learning ◽  
First Grade ◽  
Kindergarten Students ◽  
Information And Communications Technology ◽  
Control Group ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Geometrical Shapes ◽  
Positive Effect ◽  
Experimental Group

The purpose of this study is to investigate if information and communications technology (ICT) helps to improve first grade and kindergarten students' basic geometry achievement. The author's research compares the level of geometrical competence of the first grade students and kindergarten students taught using an ICT oriented learning method specifically targeting ‘Realistic Mathematics Education' (RME) for geometry concepts, as opposed to traditional teaching methodology. The study dealt with first grade and kindergarten students in Crete and Athens. The experimental group of the consisted of 237 students who were taught shapes with the support of computers and the control group had 247 students. The results of the study indicated that teaching and learning through ICT is an interactive process for students at the first grade and kindergarten level and has a positive effect for the learning of shapes using the background of RME theory.

scholarly journals The Impact of Cooperative Learning on University Students’ Academic Goals

2022 ◽  
Vol 12 ◽  
Author(s):  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
María-Isabel Polo-del-Río ◽  
Víctor M. López-Ramos
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Achievement Goals ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Control Group ◽  
Social Reinforcement ◽  
Academic Goals ◽  
Control Group Design ◽  
The Impact

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

scholarly journals Estratégias e Procedimentos Emergentes na Resolução de Questões de Análise Combinatória e o Ensino Exploratório de Matemática

2019 ◽  
Vol 12 (2) ◽  
pp. 221
Author(s):  
Everton José Goldoni Estevam ◽  
Celine Maria Paulek ◽  
Maria Ivete Basniak ◽  
Dirceu Scaldelai ◽  
Natali Angela Felipe
Keyword(s):  
Teacher Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Teacher Education ◽  
Systematic Evaluation ◽  
Teaching Methodology ◽  
Entrance Exams ◽  
Teaching Of Mathematics ◽  
Similarities And Differences ◽  
Second Year

Este artigo analisa as resoluções de duas questões de matemática adaptadas do Exame Nacional do Ensino Médio (ENEM) e de vestibulares, envolvendo combinatória, com o intuito de investigar semelhanças e diferenças entre as estratégias de resolução empregadas por alunos que experienciaram o Ensino Exploratório de Matemática (EEM) e aqueles que não vivenciaram formalmente esta perspectiva de ensino. Para tanto, é realizada uma análise qualitativa de 24 resoluções de dois grupos de alunos do segundo ano de dois cursos de licenciatura em Matemática: 14 com experiências no EEM e 10 sem este tipo de experiência. Os resultados evidenciam que, além de um maior percentual de acertos, os alunos com experiência no EEM apresentam maior variedade de estratégias, envolvendo justificativas e articulações que esclarecem os raciocínios empregados e a relação entre suas (re)soluções e o contexto da questão. Assim, o estudo sugere que a perspectiva do EEM pode configurar um panorama promissor para o ensino e a aprendizagem da Matemática, inclusive no que se refere à resolução de questões de avaliações sistemáticas, bem como a limitação de processos avaliativos alicerçados exclusivamente na solução final.Palavras-chave: Metodologia de Ensino. Ensino de Matemática. Resoluções de Tarefas.AbstractThis article analyzes the resolutions of two mathematic questions adapted from the National High School Examination (ENEM) and the entrance exams, involving combinatorial analysis, in order to investigate similarities and differences among the strategies by students who have experienced the Exploratory Mathematics Teaching (EMT) and those who did not formally experienced this teaching perspective. Thereunto, a qualitative analysis of 24 resolutions of two groups of second year students of two undergraduate courses in Mathematics teacher education is performed: 14 with EMT and 10 without this type of experience. The findings evidence that, further a higher percentage of hits, students with EEM experience presented greater variety of strategies involving justifications and articulation to clarify the reasoning used and the relation among their solutions and the question context. Then, the study suggests the EEM perspective may configure a scenery of teaching and learning of Mathematics regarding to the solving questions of systematic evaluation, as well as the limitation of evaluation processes based exclusively on the final solution.Keywords: Teaching Methodology. Teaching of Mathematics. Task Resolutions.

scholarly journals Assessment of knowledge of pharmacotherapeutics amongst medical undergraduates of a tertiary care teaching hospital of Chhattisgarh, India: a questionnaire based study

2018 ◽  
Vol 7 (12) ◽  
pp. 2405
Author(s):  
Ahmed Tabish ◽  
Kaikade Swapnil ◽  
Khan Tanveer A. ◽  
Chandel N. B. ◽  
Rao Anand ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Tertiary Care ◽  
Teaching Methodology ◽  
Medical College ◽  
Essential Drug List ◽  
Methodical Approach ◽  
Practice Teaching ◽  
Medical Undergraduates ◽  
Second Year

Background: Knowledge of pharmacology forms the basis of rational pharmacotherapy practice. Teaching the medical students about systematic application of pharmacology in patients’ care forms an essential component. It facilitates the medical students to develop a methodical approach in solving patients’ clinical problems.Methods: A questionnaire-based study was conducted, at Government Medical College Rajnandgaon involving second year MBBS students. Total 100 students participated in the study.Results: Hundred percent of the students responded that pharmacology was presently taught to them, seventy nine percent of them agreed with the fact that pharmacology was preferred to pass the MBBS, eighty eight percent of them responded that in pharmacokinetics was the least preferred topic, ninety seven of them were not aware of the essential drug list. Their suggestions regarding the change in teaching methodology was recorded.Conclusions: This study concludes that efforts are needed to develop a curriculum that encompasses important aspects of clinical pharmacology and therapeutics along with incorporation of the useful suggestions by the undergraduate students.

scholarly journals Active Learning as a Beyond-the-Classroom Strategy to Improve University Students’ Career Adaptability

2021 ◽  
Vol 13 (11) ◽  
pp. 6246
Author(s):  
Tracy Hui ◽  
Sam S. S. Lau ◽  
Mantak Yuen
Keyword(s):  
Active Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Meaning In Life ◽  
Human Resources Management ◽  
Self Esteem ◽  
Control Group ◽  
Career Adaptability ◽  
Learning Program ◽  
The Impact

Geopolitical changes worldwide, together with rapid advances in technology, have created a situation where an individual’s working life can present many new challenges. Helping students develop the attitudes and skills necessary to adapt to constant change along a career path has become a priority in education. Developing this career adaptability is becoming increasingly important to the sustainability of democracy, the economy, justice, human values, and equality. The authors of this paper argue that to improve the quality of our education system in universities, active learning should play a more important role to enrich the typical lecturing–learning processes. The aim of the study reported here was to examine the impact from implementing a 3-month active learning program that took university students beyond the classroom to increase their career adaptability and self-esteem and to strengthen their meaning in life. A mixed-method approach was adopted and conducted in two phases with 119 undergraduate students in human resources management at a university in Hong Kong. Findings suggested a significant improvement in career adaptability of the students after participating in the program when compared to a control group. However, data did not indicate any significant change in self-esteem and meaning in life in the training group. The findings support the valuable role of active learning as a strategy to enhance students’ career adaptability in a changing but sustainable world of employment.

scholarly journals Examining the Efficacy of Co-operative Learning Strategy on Undergraduate Students’ Achievement in Mathematics

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Adeneye Olarewaju Awofala ◽  
Abisola Olusola Lawani
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Strong Support ◽  
University Education ◽  
Control Group ◽  
Control Group Design ◽  
Significant Interaction Effect ◽  
Achievement In Mathematics

<p>Evidence suggests strong support for innovative teaching approaches in mathematics intervention in universities all over the world and a robust backing has been accorded to co-operative learning pedagogy, which provides strong professional development to teachers on ways of  promoting students’ social skills and aiding them to learn in a constructivist way. There is no doubt that co-operative learning is one of the most extensively documented methods to pedagogy in mathematics but little is known about its efficacy in the Nigerian university education setting. This study investigated the effectiveness of co-operative learning strategy on the achievement in mathematics of 220 university students in Nigeria within the blueprint of quasi-experimental research of Solomon four non-equivalent control group design. It also examined the influence of gender on students’ achievement in mathematics. Achievement in mathematics was measured by the differentiation achievement test with KR-20 of 0.86 and data collected for the study were analysed by adopting the independent samples t-test and analysis of variance (ANOVA). The results showed significant main effect of co-operative learning strategy on students’ achievement in mathematics whereas no significant main influence of gender was found on the dependent measure. Also, there was no significant interaction effect of treatment and gender on students’ achievement in mathematics. Based on the positive effect of cooperative learning strategy on university students’ achievement in mathematics in this study, it is paramount to adjust cooperative learning principles to enhance the needs of universities in Nigeria. Integrating technology to enhance enactment of major pedagogical elements of cooperative learning and to differentiate teaching and learning to improve numerous needs of students may provide a leeway to optimize mathematics results for Nigerian students.</p>

scholarly journals O ensino de equilíbrio químico a partir das etapas da situação de estudo: um relato de caso vivenciado por licenciandos em formação

2020 ◽  
Vol 4 (1) ◽  
pp. 137-158
Author(s):  
Evandro Bonifácio ◽  
Ana Beatriz Da Silva ◽  
Ana Paula Hilário Gregório ◽  
Enio De Lorena Stanzani
Keyword(s):  
Undergraduate Students ◽  
Chemical Equilibrium ◽  
Teaching And Learning ◽  
Basic Education ◽  
Learning Processes ◽  
State School ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
Second Year ◽  
Attention To Students

Resumo: O presente artigo tem como objetivo analisar o desenvolvimento de uma Situação de Estudo (SE) para o ensino de Equilíbrio Químico, evidenciando as potencialidades dessa proposta para os processos de ensino e de aprendizagem na Educação Básica. A SE foi elaborada por dois licenciandos de um curso de Licenciatura em Química e desenvolvida em um colégio da rede pública com a participação de aproximadamente 30 estudantes do 2º ano do Ensino Médio. Dentre as atividades propostas na SE, os estudantes responderam questões relacionadas à situação em estudo, as quais foram coletadas para posterior análise, de acordo com os pressupostos da Análise de Conteúdo. Como resultado, destacamos o envolvimento dos estudantes nas atividades propostas, sendo possível constatar a reelaboração conceitual nas respostas dadas ao longo das aulas, embora alguns estudantes ainda apresentem dificuldades relacionadas à explicação e compreensão dos fenômenos químicos estudados com relação ao nível submicroscópico.Palavras-chave: Estágio Supervisionado; Situação de Estudo; Equilíbrio Químico. A proposition for the teaching of chemical equilibrium from the stages of a study situation: a case report experienced by undergraduate students in trainingAbstract: This study aims to analyze the development of a Study Situation (SS) for the teaching of Chemical Equilibrium, highlighting the potentiality of this proposition for teaching and learning processes in Basic Education. The SS was elaborated by two undergraduate Chemistry students and developed in a state school with the participation of approximately 30 students in their second year of High School. Among the activities proposed in the SS, students answered questions related to the situation under study. These answers were collected for further analysis, according to the assumptions of Content Analysis. As a result, we draw attention to students' involvement in the activities. Although some students still presented difficulties related to the explanation and understanding of the chemical phenomena studied in the submicroscopic level, it was possible to verify the conceptual re-elaboration in the answers given during the classes.Keywords: Supervised Internship; Study Situation; Chemical Equilibrium. 

scholarly journals The Impact of Using CALL Online Writing Activities on EFL University Students’ Writing Achievement

2020 ◽  
Vol 10 (2) ◽  
pp. 141
Author(s):  
Zuhair D. Zaghlool
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Independent Learning ◽  
Control Group ◽  
Writing Achievement ◽  
Control Group Design ◽  
Online Writing ◽  
The Impact ◽  
Experimental Group

This study aims to investigate empirically the effectiveness of using CALL online writing activities on EFL university students’ writing achievement. It also attempts to reveal students' attitudes towards using CALL online writing activities in teaching writing. The sample of this study comprises forty randomly-selected male sophomore students. They are assigned to two groups: experimental and control. Both groups are taught via the regular writing teaching method; the experimental group received additional training using CALL online writing activities for eight weeks. An experimental pretest-posttest control group design is employed in this study. The instruments of the study are a writing achievement pre-posttest and a five-point Likert scale questionnaire. The results of the study revealed that there were no statistically significant differences between the achievement of the experimental group and the control group due to using CALL online writing activities. The results also indicated that EFL university students had positive attitudes towards using CALL online writing activities in teaching and learning writing. They believed that CALL online writing activities were useful, motivating, and enjoyable in addition to enhancing self-confidence and independent learning.

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