scholarly journals AS AULAS DOS ESTAGIÁRIOS DE GEOGRAFIA DA UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA: concepções e práticas

2019 ◽  
Vol 8 (16) ◽  
pp. 59-76
Author(s):  
Willian Falcão Lopes ◽  
Maria Cleonice Barbosa Braga ◽  
Solange Lucas Ribeiro
Keyword(s):  
Teaching And Learning ◽  
Scientific Paper ◽  
Constructivist Teaching ◽  
Transmission Of Knowledge ◽  
Bibliographical Survey ◽  
Constructive Teaching ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship

O presente artigo investigou as aulas desenvolvidas por estagiários de Geografia da UEFS na perspectiva de compreender a articulação entre as suas concepções teóricas e as práticas desenvolvidas no período de estágio de regência nas escolas, entre os semestres 2013.2 e 2014.1. Para tanto, foram desenvolvidos os seguintes procedimentos: levantamento e estudos bibliográficos sobre as concepções de ensino-aprendizagem; observação de seis aulas de cada uma das três duplas de estagiários participantes e entrevistas com 26 estagiários de Estágio Supervisionado em Geografia III. O estudo apoiou-se nas abordagens qualitativas de pesquisa, tendo como método o estudo de caso. A compreensão a que se chegou foi que a maioria dos estagiários investigados afirmam desenvolver um ensino construtivo, pensando a aula como o espaço onde se processa a relação entre o estudante, o professor e o conhecimento. Entretanto, nas observações das aulas identificou-se que a maior preocupação era em transmitir os conteúdos. Entende-se, portanto, que os participantes demonstravam conhecer as teorias que embasavam as relações de ensino e aprendizagem construtivistas, todavia, na prática, não conseguiam desenvolver procedimentos que encaminhassem os estudantes a construírem seus próprios conhecimentos. Assim, ficou perceptível que a apropriação do discurso, presente no cotidiano acadêmico, não assegura, necessariamente, mudanças nas práticas escolares. Palavras-chaveAula de Geografia, Concepções e práticas, Estágio de regência.THE LESSONS OF THE UEFS GEOGRAPHY TRAINERS: conceptions and practicesAbstractThis scientific paper investigated the classes developed by the Geography teacher internship program students from UEFS in the perspective of understanding the articulation between their theoretical conceptions and the practices developed during the teacher internship period in the schools between the semesters of 2013.2 and 2014.1.  For that, it was developed the following procedures:  bibliographical survey about the teaching and learning conceptions; observation of six lessons of each one of the three of participating interns; interviews with twenty-six interns of the Geography III Supervised Internship Program. The study was grounded in the qualitatives research approaches, having as method the case study. The comprehension achieved was that most of the investigated future teachers claims to seek to develop a constructive teaching, considering the class as a space were the relationship between the students and the teachers and these and the knowledge is processed. However, in the observations of the classes it was found that their biggest concern was with the transmission of knowledge. The interns demonstrated to well know the theories that based the constructivist teaching-learning relations, however, in practice they could not develop the procedures that would forward the students to construct their own knowledge.  Thus, it became clear that the appropriation of discourse, present in academic everyday life, does not necessarily guarantee changes in school practices.KeywordsGeography lesson, Conceptions and practices, Stage of regency.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals TEACHING-LEARNING CONCEPTIONS AND PEDAGOGICAL COMPETENCE PERCEPTIONS OF TEACHERS: A CORRELATIONAL RESEARCH

2019 ◽  
Vol 9 (1) ◽  
pp. 65-80
Author(s):  
Cihad Şentürk ◽  
Gülçin Zeybek
Keyword(s):  
Public Schools ◽  
Traditional Teaching ◽  
Constructivist Teaching ◽  
Correlational Research ◽  
Learning Conception ◽  
Pedagogical Competence ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship ◽  
Negative Relationships

The objective of this research is to examine the relationship between teachers’ teaching-learning conceptions and pedagogical competence perceptions and to reveal the related findings. The research was designed in the relational survey model. The study group of the research is composed of teachers who work in elementary and secondary public schools in Karaman district of Turkey (n = 223). In the research, it was found that there are positive or negative relationships between teachers’ teaching-learning conceptions and pedagogical competence perceptions sub-dimensions. In addition, according to regression analysis, it was seen that the model was significant as a whole and teachers’ teaching-learning conceptions and pedagogical competence perceptions were significantly associated. It was understood that the teachers’ teaching-learning conceptions explained 42% of their pedagogical competence perceptions. According to the findings of the research, it was observed that teachers mostly had traditional teaching-learning conceptions and there was no significant relationship between their traditional teaching-learning conceptions and their pedagogical competence perceptions except the first dimension. It was found that there was a significantly positive relationship between their teaching-learning conceptions and their pedagogical competence perceptions among teachers who have constructivist teaching-learning conception. According to these findings, teachers’ pedagogical competence perception levels decrease as their teaching-learning conceptions move towards the traditional conceptions, and pedagogical competence perception levels increases as their teaching-learning conceptions move towards constructivism. When all these results are taken into consideration, teachers should be educated in accordance with the constructivist teaching-learning conception in line with their contemporary educational philosophies, models and conceptions.

scholarly journals The Analysis of the Relationship Between Teaching/Learning Conceptions and Reflective Thinking in Physical Education Teacher Candidates

2019 ◽  
Vol 12 (3) ◽  
pp. 116 ◽  
Author(s):  
Mehmet Behzat Turan ◽  
Kenan Koç
Keyword(s):  
Physical Education ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Reflective Thinking ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Conception Of Teaching ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship

This study aimed to analyse the relationship between teaching/learning conceptions and reflective thinking in physical education teacher candidates. To this end, the study recruited, on a voluntary basis, 640 students who were in 1st, 2nd, 3rd and 4th grade in the Department of Physical Education and Sports Teaching in the School of Physical Education and Sports at Erciyes, Ahi Evran, Selcuk and Haci Bektas Veli Universities during the 2017-2018 academic year. As data collection tools, the study used the Teaching/Learning Conception Questionnaire, Reflective Thinking Tendency Scale and Socio-demographic Information Form. The data obtained through the scales was statistically analyzed using SPSS 20.0 software. The candidates’ personal information and inventory total points as well as factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained on the scales, the Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the scores are predictive of each other. Consequently, it was found that the traditional conception of teaching and learning has no statistically significant relationship with any subscale of the reflective thinking tendency scale. On the other hand, the study revealed that the constructivist conception of teaching and learning is statistically correlated with reflective thinking in general and with the subscales open-mindedness and interrogative and effective teaching.

scholarly journals Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

2016 ◽  
Vol 16 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Tom Perks ◽  
Doug Orr ◽  
Elham Al-Omari
Keyword(s):  
Student Satisfaction ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Space ◽  
Effective Learning ◽  
Group Data ◽  
Focus Group Data ◽  
Teaching Learning

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

scholarly journals EARLY STUDY OF TEACHING & LEARNING ADAPTION BY USING MULTIMEDIA IN TEXT LEARNING OF SULALATUS SALATIN

2021 ◽  
Vol 3 (8) ◽  
pp. 167-181
Author(s):  
Nurul Shuhada Abdul Aziz ◽  
Norazimah Zakaria
Keyword(s):  
Technology Acceptance ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Text Learning ◽  
The Third ◽  
Teacher Skills ◽  
Students Attitudes ◽  
Acceptance Model ◽  
Teaching Learning ◽  
The Relationship

This study aims to examine the use of multimedia in teaching and learning (PdP) Sulalatus Salatin in form six. The objective of this study is to identify the use of multimedia in PdP Sulalatus Salatin in terms of types, tools used, teacher skills, and curriculum needs. The second objective is to study students 'attitudes towards the use of multimedia in Sulalatus Salatin learning and the third to analyze the relationship between multimedia use in PdPc with students' understanding of Sulalatus Salatin text using the Technology Acceptance Model (TAM). The researcher distributed a set of questionnaire questions containing 36 questions that were closed to 30 forms six students at a school in the district of Kuala Kangsar, Perak. The findings show that the main reason for the use of multimedia in PdP Sulalatus Salatin in terms of multimedia type, tools used, teacher skills, and curriculum needs is because the use of LCD screen causes the text to appear larger and clearer with a mean score of 4.433 (sd = 0.8976). For the second objective, the two most dominant student attitudes with a mean score of 4,400 that is with the use of multimedia, writing in the text of Sulalatus Salatin is clearer and easier to read (sd = 0.7701), while students are actively involved during the teaching of Sulalatus Salatin text (sd = 0.8944). Next, for the third objective, the relationship between the use of multimedia with the highest level of students' understanding of Sulalatus Salatin text is that students are easier to read and understand the synopsis on Sulalatus Salatin text with a mean score of 4,600 (sd = 0.6215). In conclusion, this study was implemented to provide exposure to the advantages of multimedia used by teachers while teaching Sulalatus Salatin text in form six.

T-Scan as a Patient Education Tool

2015 ◽  
pp. 672-704
Author(s):  
John R. Droter, DDS
Keyword(s):  
Patient Education ◽  
Teaching And Learning ◽  
Dental Health ◽  
Recorded Data ◽  
Scan Data ◽  
Education Tool ◽  
Teaching Learning ◽  
Effective Teaching And Learning

The T-Scan is an effective patient education tool for illustrating existing occlusal pathology. It presents complex occlusal information in a visual format that is easily understood. The T-Scan applies to all stages of the teaching/learning process because its recorded data forms the framework upon which a doctor/patient discussion can begin regarding the patient's occlusal disease manifestations, the potential benefit of treatments, and the risks of not undergoing corrective treatment. When used as part of an educational strategy, the T-Scan can lead the patient to accept procedures that would benefit their long-term dental health. This chapter outlines the four stages of creating optimum dental health, the steps required to perform effective teaching and learning, the differing styles of teaching and learning utilized in educational forums, and how to best employ the technique of Feature, Function, and Benefit. A case study illustrates how T-Scan data can educate a patient about their own occlusal problems.

Investigating the Effects of Social Media on Higher Education with a Case Study

2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
Author(s):  
Mamoun Masoud Abdulqader ◽  
Yousof Zohair Almunsour
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Faculty Members ◽  
The Other ◽  
Media In Education ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Teaching Learning

This research aims to investigate the effects of social media use on higher education teaching and learning as well as the students’ academic performance. A total of 275 students and faculty members from the College of Computer Science and Information Technology at Imam Abdulrahman Bin Faisal University took part in the study. The participants answered survey questions to analyse information on their use of social media in education and how that has affected their teaching, learning and grades. A majority of the participants reported that they used social media in training. However, they also stated that social media platforms were beneficial in academic matters. The number of participants who stated that the use of social media in learning helped improve their grades was 43%. The other 57% thought that social media had no impact on their grades or had an adverse effect or were undecided.

scholarly journals RELACIÓN ENTRE CULTURA PSICOPEDAGÓGICA Y CONTENIDO PSICOPEDAGÓGICO EN LA FORMACIÓN DEL EDUCADOR

2017 ◽  
Vol 1 (1) ◽  
pp. 109
Author(s):  
Isel Bibiana Parra Vigo ◽  
Marta Rosa Martínez Angulo
Keyword(s):  
Learning Process ◽  
Mode Of Action ◽  
Teaching And Learning ◽  
Creative Activity ◽  
Professional Performance ◽  
Action Mode ◽  
Pedagogical Action ◽  
Palabras Clave ◽  
Teaching Learning ◽  
The Relationship

Desde el análisis de la relación entre cultura psicopedagógica y el contenido psicopedagógico como componente del proceso de     en la formación de educadores, se hace una propuesta de qué conocimientos, habilidades, valores y  experiencias  de  la  actividad  creadora,  como  tipos  de  contenido,  deben incluirse en esta formación. Se incluyen reflexiones sobre las peculiaridades de este contenido psicopedagógico, sus funciones y su manifestación en el desempeño y en el modo de actuación profesional pedagógica.  PALABRAS   CLAVE:   cultura   psicopedagógica;   contenido   psicopedagógico; proceso de enseñanza – aprendizaje; actividad creadora; modo de actuación profesional;  modo de actuación pedagógico. ABSTRACT  From the analysis of the relationship between culture psycho-pedagogical and the contained psycho-pedagogical like component of the teaching and learning process in the formation of educators, a proposal is made of what knowledge, abilities, values and experiences of the creative activity, as content types, they should be included in this formation. Reflections are included about the peculiarities of this contained psycho-pedagogical, their functions and their manifestation in the acting and in the way of pedagogic professional performance. KEYWORDS: psychopedagogical culture; Psychopedagogical content; Teaching - learning process; Creative activity; Mode of action; Mode of pedagogical action.

scholarly journals PERANAN PEMBELAJARAN PENDIDIKAN KEWARGANEGARAAN DALAM MENINGKATKAN KEBERANIAN MENGEMUKAKAN PENDAPAT SISWA

2019 ◽  
Vol 3 (1) ◽  
pp. 58
Author(s):  
Lina Marlina
Keyword(s):  
Learning Process ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Active Role ◽  
Vocational High School ◽  
Case Study Method ◽  
Strategic Role ◽  
Teaching Learning ◽  
The Impact

This research starts from the problems that appeared in Citizenship Education learning process which is recognized by lack of students’ activeness and low of courage level in expressing students’ opinions. The indication of lack the courage in expressing students’ opinions can be seen from the low of students’ activeness in learning process. Teachers have the most strategic role in learning process. The teachers Strategic role in learning process have the impact on students' competencies (knowledge, attitudes, skills). The competence of students’ will develop optimally depending on how teachers place them selves and students’ in teaching learning process. Based on the background above, the identification of this research formulation is how the teaching and learning of Citizenship Education can play an important role in improving the courage for the students’ to be able express opinions during the teaching-learning process easily. This research was conducted by the purpose to know how the Citizenship Education can play an important role in improving the courage to express students opinions in teaching-learning process. To achieve the objectives conducted qualitative research on the case study method of learning Citizenship Educationin at Vocational High School Pasundan I Serang City. Data collecting technique that used were observation, interview and documentation. From the result of analysis, it can be concluded that Citizenship Education in improving the courage express students opinions is able to change the situations of learning centere on teachers become students active role in achieving the learning objectives. Based on the findings of this research, it can be argued that the Citizenship Education in improving the courage to express students opinion have the potential to participate actively in the learning process and collaboration in a heterogeneous group.Keywords: learning, Citizenships Education, Courage, Expressing Opinions

scholarly journals Application of DenTeach in Remote Dentistry Teaching and Learning During the COVID-19 Pandemic: A Case Study

2021 ◽  
Vol 7 ◽  
Author(s):  
Lingbo Cheng ◽  
Maryam Kalvandi ◽  
Sheri McKinstry ◽  
Ali Maddahi ◽  
Ambika Chaudhary ◽  
...  
Keyword(s):  
Data Storage ◽  
Teaching And Learning ◽  
Performance Metrics ◽  
Tactile Feedback ◽  
Learning Platform ◽  
Practice Mode ◽  
Novel Coronavirus ◽  
Teaching Learning ◽  
Dental Schools

In December 2019, an outbreak of novel coronavirus pneumonia occurred, and subsequently attracted worldwide attention when it bloomed into the COVID-19 pandemic. To limit the spread and transmission of the novel coronavirus, governments, regulatory bodies, and health authorities across the globe strongly enforced shut down of educational institutions including medical and dental schools. The adverse effects of COVID-19 on dental education have been tremendous, including difficulties in the delivery of practical courses such as restorative dentistry. As a solution to help dental schools adapt to the pandemic, we have developed a compact and portable teaching-learning platform called DenTeach. This platform is intended for remote teaching and learning pertaining to dental schools at these unprecedented times. This device can facilitate fully remote and physical-distancing-aware teaching and learning in dentistry. DenTeach platform consists of an instructor workstation (DT-Performer), a student workstation (DT-Student), advanced wireless networking technology, and cloud-based data storage and retrieval. The platform procedurally synchronizes the instructor and the student with real-time video, audio, feel, and posture (VAFP). To provide quantitative feedback to instructors and students, the DT-Student workstation quantifies key performance indices (KPIs) related to a given task to assess and improve various aspects of the dental skills of the students. DenTeach has been developed for use in teaching, shadowing, and practice modes. In the teaching mode, the device provides each student with tactile feedback by processing the data measured and/or obtained from the instructor's workstation, which helps the student enhance their dental skills while inherently learning from the instructor. In the shadowing mode, the student can download the augmented videos and start watching, feeling, and repeating the tasks before entering the practice mode. In the practice mode, students use the system to perform dental tasks and have their dental performance skills automatically evaluated in terms of KPIs such that both the student and the instructor are able to monitor student’s work. Most importantly, as DenTeach is packaged in a small portable suitcase, it can be used anywhere by connecting to the cloud-based data storage network to retrieve procedures and performance metrics. This paper also discusses the feasibility of the DenTeach device in the form of a case study. It is demonstrated that a combination of the KPIs, video views, and graphical reports in both teaching and shadowing modes effectively help the student understand which aspects of their work needs further improvement. Moreover, the results of the practice mode over 10 trials have shown significant improvement in terms of tool handling, smoothness of motion, and steadiness of the operation.

Effectiveness of online teaching & learning during COVID19 pandemic: A case study at college of science & technology, Royal University of Bhutan

2021 ◽  
pp. 29-37
Author(s):  
Namgay Tenzin
Keyword(s):  
Online Learning ◽  
Mixed Mode ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Approach ◽  
Online Teaching And Learning ◽  
Online Mode ◽  
Lesson Delivery ◽  
Teaching Learning

A study was carried out to assess the effectiveness of online teaching and learning at the College of Science and Technology, Royal University of Bhutan. As a case study, two modules under the electrical engineering program taught at the sixth and eighth semesters respectively were chosen. A non-statistical purposive sampling method with a mixed-mode research approach was used to assess the effectiveness of online teaching and learning during the COVID 19 pandemic with 73 respondents. Analysis of the data revealed that students were coping up well with the sudden shift of lesson delivery from traditional offline mode to online mode and learning outcomes were achieved with 43% of the respondents agreeing to it. The offline mode of teaching and learning is still the choice of mode of learning followed by mixed-mode learning. Online learning is also able to engage students meaningfully with 44% of the respondents saying they were able to communicate in the online class effectively. Generally, students were not satisfied with the online lesson mainly citing weak internet connectivity, increased distractions at home, and lack of motivation. The case study also revealed that online learning gave more flexibility, it is more convenient, and learning at its own pace is one of the greatest benefits of online learning which shows that CST has a good foundational platform for online teaching and learning. The study also highlighted the importance of changing the instructional strategies to suit the online lesson delivery for learning to be effective.

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