scholarly journals IDENTIFICATION DES DIFFICULTES DES APPRENANTS DU SECONDAIRE COLLEGIAL MAROCAIN DANS L’APPRENTISSAGE DES CONCEPTS DE TRANSFORMATION CHIMIQUE – TRANSFORMATION PHYSIQUE / IDENTIFICATION OF DIFFICULTIES OF MOROCCAN SECONDARY COLLEGIAL PUPILS IN LEARNING CONCEPTS OF CHEMICAL TRANSFORMATION - PHYSICAL TRANSFORMATION

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Bouchra Benzidia ◽  
Hajar Ait Alioua ◽  
Ali Ouasri ◽  
Mohammed Abid
Keyword(s):  
Nous Avons ◽  
Chemical Transformation ◽  
Chemical Reaction ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Alternative Conceptions ◽  
Abstract Concepts ◽  
Physical Transformation ◽  
Second Year ◽  
Réaction Chimique

<p>Le présent article vise à identifier et à analyser les difficultés des élèves marocains (13–15 ans) de deuxième année de secondaire collégial lors de l’enseignement–apprentissage des concepts chimiques et physiques telles les transformations chimique et physique, l’atome, la molécule, la réaction chimique, et la loi de la conservation de masse. Tout d’abord, nous avons délimité le contexte et la problématique de l’étude, puis nous avons développé un cadre conceptuel portant sur les difficultés d’apprentissage et certaines conceptions alternatives qu’ont faites les élèves à propos des concepts chimiques et physiques étudiés. Puis, nous avons fait passer un test aux élèves en vue de vérifier s’ils sont capables de relier certains critères symboliques et microscopiques aux phénomènes et espèces chimiques : transformation chimique, transformation physique, réaction chimique, atomes, et molécules, etc... Les difficultés qu’éprouvent les élèves à apprendre des concepts abstraits peuvent être dues aux conceptions alternatives erronées, et aux applications heuristiques chez ces élèves à propos de ces concepts. </p><p> </p><p>This article aims to identify and analyze the difficulties of Moroccan pupils (13–15 years old) of the second year of college school in the teaching and learning of chemical and physics concepts, such as: chemical transformation, physical transformation, atom, molecule, chemical reaction, low of conservation of mass. Firstly, we have defined the research context, and we have developed a conceptual framework dealing with learning difficulties and the alternative conceptions that pupils have made about the studied concepts. Then, we passed a survey to the pupils in order to check if they are able to associate symbolic and microscopic criteria with the chemical phenomena and species: chemical transformation, physical transformation, chemical reaction, atoms, and molecules etc... The difficulties encountered by pupils in the learning of these abstract concepts may be due to alternative conceptions, and heuristic applications that have the pupils about these concepts. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0882/a.php" alt="Hit counter" /></p>

scholarly journals Dificuldades de aprendizagem em adição e subtração ocorridas com estudantes da Educação de Jovens e Adultos

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Neylde Dos Santos Oliveira ◽  
Marcelo Franco Leão
Keyword(s):  
Adult Education ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Learning Processes ◽  
Third Trimester ◽  
The Third ◽  
Learning Barriers ◽  
Addition And Subtraction ◽  
Second Year ◽  
Mathematical Operations

Resumo: Este estudo apresenta a análise de algumas atividades que envolvem resolução de problemas por meio de duas operações fundamentais da Matemática: adição e subtração. Seu objetivo principal é analisar os processos de ensino e de aprendizagem no decorrer dos estudos dessas operações e identificar os obstáculos que impedem a compreensão das mesmas. A pesquisa ocorreu durante o 3º trimestre de 2013, no Centro de Educação de Jovens e Adultos 15 de Outubro, localizado em Barra do Bugres – MT, cuja amostra é uma turma do 2º ano do 1º segmento do Ensino Fundamental. Para coletar dados, inicialmente foi elaborado um questionário constituído por 13 situações-problema. Estas questões foram elaboradas de forma contextualizada, o que possibilitou aproximar a Matemática da realidade dos estudantes. Também foi elaborado um questionário aberto cujas perguntas foram de cunho conceitual e individual, para obter as percepções dos participantes. Os dados coletados possibilitaram discussões sobre o ensino destas operações matemáticas na Educação de Jovens e Adultos, assim como sobre os obstáculos de aprendizagem que este público pode apresentar. Verificou-se que as principais dificuldades referem-se à construção dos cálculos e a questões conceituais; não constituindo, todavia, obstáculos metodológicos. Desta forma, evidencia-se a importância de explorar a elaboração conceitual, a construção do cálculo relacional e a contextualização dos ensinamentos para proporcionar aprendizagens com significado. Palavras-Chave: Educação de Jovens e Adultos. Ensino. Adição. Subtração. Obstáculos de Aprendizagem. LEARNING DIFFICULTIES IN ADDITION AND SUBTRACTION OCCURRING WITH STUDENTS OF YOUTH AND ADULT EDUCATION Abstract: This study presents the analysis of some activities that involves problem-solving through the two main mathematical operations: addition and subtraction. Its main goal is to analyze the teaching and learning processes during the studies of these operations and identify the obstacles that prevent the understanding of the same. The research occurred during the third trimester of 2013, in Education Center for Youth and Adults "15 de Outubro", located in Barra do Bugres -MT, whose sample is a second year group of the first segment of elementary school. To gather information, initially, it was elaborated a questionnaire consisting of 13 problems situations. These questions have been prepared in a contextualized form, allowing approximate the Mathematic to the students’ reality. Also, it was designed an open questionnaire to obtain perceptions of the participants whose questions were conceptual and individual. The information collected enable discussions about the teaching of these mathematics operations in Youth and Adults Education, as well as on the obstacles of learning that this audience can present. It was found that the main difficulties relate to the construction of the calculations and conceptual issues, not being methodological obstacles. This way, it is evident the importance of exploring the conceptual elaboration, construction of the relational calculation and the contextualization of teaching to provide meaningful learning. Keywords: Youth and Adult Education. Education. Addition. Subtraction. Learning Barriers. 

scholarly journals “ANALISIS KESULITAN BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN JARAK JAUH (PJJ) DI TENGAH PANDEMI COVID-19”.

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Milana Abdillah Subarkah ◽  
Agus Salim
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Virus Transmission ◽  
Learning Activity ◽  
Effective Learning ◽  
The Government ◽  
Education Administrators ◽  
Depth Interviews

ABSTRACTThe teaching and learning process is a very important activity and must be carried out even though the situation is not possible in schools amid the Covid-19 pandemic as it is today. So this study aims to analyze learning difficulties, distance learning, and analysis of student learning difficulties in PJJ amid the Covid-19 pandemic. This research uses a qualitative approach to the type of case studies, in-depth interviews, and documentation studies. The results of the study show First, learning difficulties in students can be experienced due to disruption in him both from within and outside himself. This condition can also occur amid the Covid-19 pandemic. In the end, through various appeals from several parties, students were asked to carry out their learning activities in their respective homes. Second, with the appeals and suggestions of students studying at home, then Distance Learning (PJJ) becomes an alternative learning activity for students in order to break the corona virus transmission chain. Third, during the Covid-19 pandemic with PJJ students faced problems accessing internet devices and quotas, thus the government and all education administrators to provide internet quota subsidies, emergency curricula, and develop effective learning strategies for communities affected by Covid-19.

scholarly journals Pengetahuan Guru Prasekolah Mengenai Ciri-Ciri Murid Masalah Pembelajaran

2020 ◽  
Vol 4 (2) ◽  
pp. 45-53
Author(s):  
Nusaibah Wan Fatul ◽  
Aliza Alias
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Preschool Teachers ◽  
Single Case ◽  
Learning Difficulties ◽  
Movement Control ◽  
Validity And Reliability ◽  
Knowledge Test ◽  
Teaching Aids ◽  
Level Of Knowledge

Abstrak Ciri-ciri murid yang mempunyai masalah pembelajaran boleh dikenal pasti melalui perkembangan kemahiran membaca, mengira, kognitif dan sosio-emosi mereka. Guru prasekolah yang kurang berpengetahuan mengenai ciri-ciri murid bermasalah pembelajaran akan menghadapi pelbagai kesulitan dalam mengajar murid bermasalah pembelajaran. Ini termasuk kesukaran mengawal kelas, tidak dapat memberi perhatian kepada murid bermasalah pelajaran, kesukaran menggunakan bahan bantu mengajar visual atau maujud secara efektif dalam  pengajaran dan pembelajaran murid bermasalah pembelajaran,  dan tidak  dapat berkomunikasi dengan murid tersebut.  Tujuan kajian ini adalah  until mengenal pasti tahap pengetahuan guru prasekolah mengenai ciri-ciri pelajar bermasalah pembelajaran. Kajian ini adalah sebuah kajian kes tunggal (single case) kualitatif. Kajian ini  melibatkan 10 responden  yang terdiri daripada guru-guru sebuah tadika swasta. Kajian ini hanya dijalankan satu tadika sahaja kerana  kekangan  Perintah Kawalan Pergerakan (PKP). Instrumen kajian ini diadaptasi mengikut kesesuaian kajian. Ujian pengetahuan iaitu satu set ujian dengan kaedah pengskoran. Setelah itu, pengumpulan data diikuti dengan penganalisisan data kajian. Dapatan kajian ini menunjukkan guru prasekolah mempunyai tahap pengetahuan yang sederhana mengenai ciri- ciri murid masalah pembelajaran. Oleh itu,  guru-guru prasekolah perlu diberi pendedahan mengenai ciri-ciri murid bermasalah pembelajaran dan strategi  untuk mengajar murid-murid tersebut melalui seminar, kursus atau bengkel. Pengetahuan mengenai ciri-ciri masalah pembelajaran, dapat membantu guru untuk mengawal tingkah laku murid tersebut, memberi perhatian yang sepatutnya, menggunakan bahan bantu mengajar yang efektif dan mendorong murid tersebut dalam komunikasi. Abstract Students with learning difficulties can be identified through their literacy, numeracy, cognitive, social and emotional developments. Preschool teachers without the sufficient knowledge on the  characteristics of students learning difficulties will face  problems in managing the class, paying less attention to the students’ needs and using less visual and realia teaching aids as parts of teaching and learning strategies as well as facing difficulties in communicating with the students. The purpose of this study was to examine the level of knowledge among preschool teachers on the characteristics of learning difficulties. . This study employed the qualitative case study design and   involved only 10 participants from a private kindergarten during Movement Control Order (MCO). The instrument consists of a  knowledge test which was adapted  according to the objective of the study. The validity and reliability were evaluated according to the instrument used. The score of the knowledge test was used to measure the respondents ‘level of  knowledge. The data were gathered and analysed. The findings indicate that preschool teachers  have moderate knowledge on the characteristics of students with learning difficulties. Thus, teachers need to be given exposure in overcoming students’ learning difficulties through seminars, courses or workshops. Through exposure, teachers will be  able to discover effective solutions and learning strategies for the students. The collaboration between teachers and parents is also necessary to cater for the needs of students with learning difficulties.

Supporting Students in the Middle School Years with Learning Difficulties in Mathematics: Research into Classroom Practice

2007 ◽  
Vol 31 (2) ◽  
pp. 171-182
Author(s):  
Lorraine Graham ◽  
Anne Bellert ◽  
John Pegg
Keyword(s):  
Middle School ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Post Intervention ◽  
Middle Years ◽  
Mathematics Intervention ◽  
South Wales ◽  
Students With Ld ◽  
Mathematics Program

The aim of this article is to promote discussion and professional development around the topic of learning difficulties in mathematics, particularly as these pertain to teaching and learning in the middle school years. The article has three sections. In the first section, a review of literature about learning difficulties (LD) in mathematics is presented. Definitional issues are discussed, key underlying causes of LD in mathematics are highlighted and common ‘learner characteristics’ of middle-years students with LD in mathematics are identified. The second part of the article is an overview of a responsive intervention currently being developed to support middle-years students with LD in mathematics. This section describes the implementation of the QuickSmart mathematics intervention with 42 participating students and 12 comparison students enrolled in five schools from a rural area of New South Wales. The results of pre-intervention and post-intervention assessments, using both standardised and achievement-based measures are reported. The findings indicate that the QuickSmart intervention approach improved students’ mathematical knowledge, skills and understandings. In the third section of the article research-validated, curriculum-relevant strategies from the QuickSmart mathematics program are described.

Successful Implementation of Technology to Teach Science

2012 ◽  
pp. 271-294 ◽  
Author(s):  
David A. Slykhuis ◽  
Rebecca McNall Krall
Keyword(s):  
Teaching And Learning ◽  
Research Trend ◽  
Successful Implementation ◽  
Science Content ◽  
Abstract Concepts ◽  
Data Set ◽  
Use Of Technology ◽  
Resultant Data ◽  
High Level ◽  
Science Education Journals

In this review of recent literature on the use of technology to teach science content, 143 articles from 8 science education journals were selected and analyzed for the use of technologies in teaching science, pedagogies employed, and successes of the implementations. The resultant data provides a snapshot on how technology is being used in the teaching and learning of science, and the research methods used to explore these issues. Levels of research and levels of success were developed and applied to the article data set to characterize the types of research and technology implementations described in the literature. Articles that showed high levels of successful implementation of technology along with a high level of research were explored and explained in greater detail. The review underscores the research trend toward using technology to illustrate abstract concepts and make objects that are invisible to the naked eye, visible and malleable in computer modeling programs. Implications for successful use of technology to teach science are discussed.

Teaching and Learning Abstract Concepts by Means of Social Virtual Worlds

2017 ◽  
Vol 1 (1) ◽  
pp. 29-42 ◽  
Author(s):  
David Griol ◽  
Zoraida Callejas
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Abstract Concepts ◽  
Educational Activities ◽  
Virtual Spaces ◽  
3D Objects ◽  
The World

Social Virtual Worlds are increasingly being used in education, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. In this paper, the authors describe the potential of virtual worlds as an educative tool to teach and learn abstract concepts by means of programmable 3D objects. They describe the main experiences carried out recently in the application of these technologies in transnational educational activities that combine the Moodle learning resources and programmable 3D objects in the Second Life virtual world.

Enhancing Student Understanding of Packet-Forwarding Theories and Concepts with Low-Cost Laboratory Activities

2011 ◽  
pp. 101-118
Author(s):  
Anthony P. Kadi
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Low Cost ◽  
Learning Theories ◽  
Packet Forwarding ◽  
Critical Component ◽  
Abstract Concepts ◽  
Simple Task ◽  
Learning Framework ◽  
Clear Idea

Teaching packet-forwarding theories and concepts in a practical way to undergraduate students requires both a teaching and learning framework and a laboratory infrastructure. Creating a teaching and learning framework in which students can develop a deeper knowledge and understanding of abstract concepts is not a simple task. In addition to teaching materials, the teacher requires a clear idea about learning theories and issues: (1) what is learning; (2) what is knowledge; and (3) how do students go about learning. This chapter describes a low-cost laboratory infrastructure for teaching and learning packet-forwarding theories and concepts. The framework is learner-centred and is focused on learning experiences in both classroom and laboratory. The laboratory-based activities form a critical component of the overall framework.

Application of grey relational analysis to expose individual student's cognitive difficulties in English public speaking

2014 ◽  
Vol 4 (2) ◽  
pp. 232-249
Author(s):  
Yow-jyy Joyce Lee ◽  
Lawrence W. Lan
Keyword(s):  
Grey Relational Analysis ◽  
Teaching And Learning ◽  
Public Speaking ◽  
Learning Difficulties ◽  
Cognitive Learning ◽  
Content Type ◽  
Cognitive Difficulties ◽  
Relational Analysis ◽  
Grey Relational ◽  
Grey Relation

Purpose – The purpose of this paper is to propose a formative assessment framework to expose individual student's cognitive learning difficulties in English public speaking. The paper aims to provide student feedback and information during the teaching and learning process. A grey student-construct (S-C) chart is developed to represent the students’ cognitive mapping of the speech difficulties in relation to their overall speech conceptualization. This grey S-C chart can facilitate the instructors to ameliorate the classroom teaching and learning performance in English public speaking. Design/methodology/approach – In total, 26 students in a class of English Speech and Rhetoric participate in the experiment – each student views the online video segments of a great speaker's speech, and then decides what segments would best support the speaking skill constructs and also reflects on his/her own difficulties in the same constructs. The grey relational analysis (GRA) method is used to analyze the empirical data. The individual student's construct localization grey relation grade values are calculated to rank the grey relation for both students and constructs. Accordingly, a grey S-C matrix is constructed and a grey S-C chart can thus be developed. Findings – The grey S-C chart manifestly displays the cognitive difficulties in sequences of both students and constructs. Practical implications – According to the grey S-C chart, the instructors may modify teaching strategies to enhance the overall classroom performance. The students may adjust learning strategies to eliminate their specific difficulties. Offering individualized advanced and remedial practices to those largely deviating from the norm is also possible. Originality/value – The study is the first of its kind to apply the GRA method to expose individual student's cognitive learning difficulties in English public speaking. The grey S-C chart is novel in education literature, which can reveal individual student's learning difficulty patterns.

scholarly journals Teaching and Learning Pressure and Fluids

Fluids ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 194 ◽  
Author(s):  
Petros Kariotoglou ◽  
Dimitris Psillos
Keyword(s):  
High School Students ◽  
Student Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Alternative Conceptions ◽  
School Students ◽  
Long Term Study ◽  
Primary School Student ◽  
Conceptual Evolution

This essay is a synthesis of more than twenty years of research, already published, on teaching and learning fluids and pressure. We examine teaching fluids globally, i.e., the content to be taught and its transformations, students’ alternative conceptions and their remediation, the sequence of educational activities, being right for students’ understanding, as well as tasks for evaluating their conceptual evolution. Our samples are junior high school students and primary school student-teachers. This long-term study combines research and development concerning teaching and learning fluids and has evolved through iteratively based design application and reflective feedback related to empirical data. The results of our research include several publications.

scholarly journals Une sonde photométrique pour l'analyse in situ : Principe, méthode, premiers essais

2005 ◽  
Vol 6 (4) ◽  
pp. 395-410
Author(s):  
E. Viollier ◽  
G. Mignard ◽  
G. Sarazin ◽  
A. Choouier ◽  
G. Roziere ◽  
...  
Keyword(s):  
Nous Avons ◽  
Réaction Chimique ◽  
Nous Utilisons

Certains composés dissous ne sont pas stables une fois prélevés hors de leur milieu. Pour éviter que l'information ne se perde entre le prélèvement et l'analyse, il est nécessaire d'effectuer cette dernière in situ. La solution que nous présentons, consiste à développer une réaction colorimétrique en profondeur; la cellule photométrique est immergée et reliée à un spectrophotomètre en surface, par 2 fibres optiques (fig. 1a, b, c). Cependant, lors d'un essai préliminaire, nous avons observé que, dans le circuit de mélange de la sonde, les proportions entre réactif et échantillon ne sont pas constantes. Ces variations de débits sont corrigées par des mesures à deux longueurs d'onde (λ1 et λ2)* et par l'adjonction d'un colorant auxiliaire ne perturbant pas la réaction calorimétrique. L'étalonnage se fait directement sur la cellule photométrique : dans un diagramme Absorbance à λ1 = f (Absorbance à λ2) (fig. 2), on place une droite d'étalonnage et des points particuliers. Les règles de mélange sont vérifiées indépendamment de toute réaction chimique avec différentes solutions d'hélianthine dans un tampon à pH 7 et du rouge de chlorophénol à la place du réactif (fig. 4 et 5). En outre nous utilisons le rouge de chlorophénol, jaune sous forme acide, comme colorant auxiliaire pour le dosage du fer total dans un premier essai in situ (lac d'Aydat, Puy de Dôme, France). Les résultats sont comparés à ceux obtenus par prélèvements et analyses au laboratoire (fig. 6). L'accord est satisfaisant. L'incorporation au système présenté, d'une pompe osmotique devrait permettre, avec cet appareillage simple, des mesures pendant plusieurs mois sans intervention.

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