scholarly journals Problem-based learning as a methodological strategy in the teaching-learning process

2021 ◽  
Vol 5 (3) ◽  
pp. 232-242
Author(s):  
José Bernardo Cobeña Alava ◽  
Liseth Estefania Aguirre Vera ◽  
Verónica Flores Tipán ◽  
Gissella Valentina Loor Pinargote

The educational strategies implemented within the classroom arise from the needs that are presented in the same environment where their academic activities are developed. teacher has the leading role to strengthen their knowledge. From this point of view, the ABP seeks to develop in students a new learning model that enhances their abilities and promotes the development of their abilities. The objective of the research was to analyze the incidence of Problem-Based Learning in teachers and students of Basic General Education, surveys were applied to teachers, as a source of primary information, in the same way the deductive, bibliographic, descriptive and historical method Through this methodological process, it was possible to develop in a more feasible way the research with the study of several authors, with the collection and analysis of the information it was obtained as a result that the teachers through the contextualization of their practice focused on the use of methodological strategies allow solving situations from a simple to complex case study, as well as ensuring that the student encourages different ways of learning from their own experiences.

2020 ◽  
Vol 1 (2) ◽  
pp. 3-19
Author(s):  
Tatiana Antipova ◽  
Ioana Riurean ◽  
Simona Riurean

The pandemic situation at the beginning of March 2020 forced teachers to develop alternative teaching methods, and most important to find the best ways to keep teaching for every student no matter the situation, as for example, the lack of computer knowledge or hardware/software support. Teachers worldwide struggled to support, encourage, find the best ways not only to help students to keep learning but support them emotionally. At the end of the academic year, teachers made efforts to develop fair, appropriate evaluation procedures adapted to distance education. This paper summarizes the Distance Teaching-Learning-Evaluation (DTLE) evolution in Russia and Romania and some methods developed from March to December 2020 to support the educational activity. Some benefits, challenges and difficulties are identified during the same period of time in different DTLE scenarios, from the point of view of teachers and students, as well. Examples of new adapted methods, dedicated to the DTLE scenarios are al-so addressed in this work.


Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1360
Author(s):  
Fátima Velez de Castro

The use of film within the context of the classroom may generate great interest from teachers and students. From the point of view of Geography and History classes, it can provide indications to analyse and understand spaces, times and societies reflected in the images. It can be used as an object to be explored in teaching-learning context, in several teaching levels. In this text it is intended to reflect, from a theoretical point of view, on the relation between movie and history, considering the film as an analysis object and investigation instrument, as well as builder of historic environments and landscapes.


2014 ◽  
Vol 5 (1) ◽  
pp. 463-488
Author(s):  
Mehdi Azadsarv ◽  
Mohammad Taghvaee ◽  
Ali Zangoei

As the means of transferring knowledge between teachers and students, coursebooks play a significant role in educational practices all over the world. Evaluation of coursebooks is also of great significance as it manages to a better understanding of the nature of a specific teaching/learning situation. The present study is an attempt to evaluate Total English coursebook from both Iranian EFL learners and teachers perspectives. Ninety three students and 20 teachers participated in this study. Fifty one of the students and 11 of the teachers were male and 42 of the students and nine of the teachers were female. The range of teachers' experience of teaching the coursebook was between 2-4 years and the range of students' experience of studying the coursebook was between 1-3 years. The data collection took place in three language institutes of Gilan and Mazandaran provinces. The coursebook, evaluated based on modified version of Cunningsworth's (1995) checklist, was the intermediate level of Total English. It was evaluated by both students and teachers based on administering written questionnaires. In order to triangulate the gathered data, 25 percent of the teachers and 10 percent of the students attended an interview session. Data analysis indicated that strength of Total English from teachers' perspective was culture and from students' point of view were visuals as well as practice and testing. Moreover, from students' perspective, the primary shortcoming of the coursebook was phonology.


2020 ◽  
Vol 93 ◽  
pp. e020006
Author(s):  
Glaucirene Siebra Moura Ferreira ◽  
Lourdes Claudenia Aguiar Vasconcelos ◽  
Francisco Ivanildo Sales Ferreira ◽  
Paciolo Montini Costa Oliveira ◽  
Paulo Henrique Alexandre de Paula

Objective: It aims to report the management experience and the possibilities of reinventing academic activities due to the pandemic. To ensure the safety of students and teachers, all face-to-face activities were suspended, following the recommendations of health authorities to maintain social isolation. Method: This is a descriptive study, an experience report, referring to management activities in higher education at a college in the interior of Ceará. The study was carried out during the first semester of 2020. Results: The initial moment was uncertain due to the gloomy scenario that was presented. For the development of academic activities, in the midst of the new pandemic context, it was necessary to follow three steps: 1. Scenario analysis - In the scenario analysis, an understanding of the new reality that was abruptly established that reached the normal development of academic activities scheduled for the 2020.1 semester. 2. Planning - so that, in a crystalline way, we could see the possibilities for a resumption of activities. For this, a virtual technological resource was used for the space for proposing ideas, as well as for defining the necessary points that should be considered in the planning. 3. As advances in the development of remote activities progressed, new demands arose, such as evaluations, internet access, weak connection, emotional aspects, among others, which generated the need to revisit the previous steps, as indicated arrows in opposite directions, to readjust the steps. Conclusion: in the pandemic period, they reveal the possibility of finding new opportunities in carrying out the teaching-learning process. To this end, it is necessary to promote similar initiatives giving an opportunity for the ability to reinvent teachers and students as protagonists in the search for knowledge.


2021 ◽  
Vol 22 (22) ◽  
pp. 101-120
Author(s):  
Andrii Yeromenko ◽  
Nataliya Yeromenko

Anatoliy Haidenko’s creative path lasts for about sixty years, during which this outstanding musician has been working fruitfully as a composer, performer, teacher, scientist, methodologist, music and public figure. The versatility of his personality, the diversity of talents, the relentless search for new ideas or means of expression, interest in a wide range of current issues of today are fully manifested in each of these areas. The desire to keep up, not to miss any opportunity to do something for people and at the same time to find time to «create» music in the silence of the cabinet led to a fair recognition of the achievements of Anatoliy Haidenko, currently an honored artist of Ukraine, professor, winner of numerous prestigious awards, permanent member of the jury of national and international festivals and competitions. Background. The figure and work of Anatoly Haidenko often attracts the attention of music scholars. In the field of view of researchers there were, above all, the issues of biographical and aesthetic nature, which are the necessary foundation for a thorough study of the artist’s work. Genre searches and stylistic principles of creativity are another important vector of research, based on analytical observations of Anatoliy Haidenko’s music. However, unfortunately, there are few special works dedicated to the creative work of the Kharkiv composer. Separate pieces of information about some of his opuses, as a rule, are contained in works aimed at highlighting certain trends in modern Ukrainian, especially accordion music. Thus, in order to establish the worldview of the composer, his creative and aesthetic principles, it is necessary to review the available in domestic musicology knowledge about Anatoliy Haidenko and his music. The purpose of the article is to highlight the figure of the artist and his contribution to the Ukrainian academic music art. The material of this research. Analyzing the scientific sources that cover the figure of the outstanding artist A. Haidenko, it is necessary to single out the meaningful work of the monographic type by A. Semeshko (2010) from the series “Portraits of modern Ukrainian composers” about the life and career of A. Haidenko. T. Bolshakova’s textbook (2007) “Concert works for accordion by A. Haidenko” is, in fact, a detailed preface to the publication of musical texts of accordion works of the composer, which had not been published before. The scholar focuses on the artist’s inherent synthesis of modern compositional writing and Ukrainian folk music tradition, emphasizing their subordination to the symphonic thinking of the master. T. Bolshakova’s opinion is also important regarding the “neo-pantheistic concept of existence”, the manifestos of which in A. Haidenko’s works are “the figurative content and semantics of the musical language of his works” (Bolshakova, 2007). The author of the candidate’s dissertation on the topic: “Bayan creativity of Anatoliy Haidenko: aesthetic and genre-style aspects” (Yeromenko, 2019) of Sumy, defended in 2019, thoroughly researches the creative way and accordion work of A. Haidenko. Tracing the evolution of the artist’s compositional path, the researcher A. Stashevsky (2013) identifies the most significant works from his point of view, briefly characterizing them. This opinion is asserted by A. Stashevsky in fundamental work “Modern Ukrainian music for accordion: means of expression, compositional technologies, instrumental style” (2013). In this work, the composer’s work is considered in the section devoted to one of the main vectors of development of modern accordion music – folklore and neo-folklore. Conclusions. During the sixty years of his creative path A. Haidenko has been fruitfully working in various spheres of activity: composition, performance, pedagogical, scientific, methodical, musical and public ones. Performing activities began with a trip as part of a student concert. The activity, which began with travels as part of concert student brigades and continued during the work in Sumy, demonstrated the talent of A. Haidenko as a bayan soloist and ensemble player. However, later the leading role was played by the compositional and pedagogical areas of activity. As a composer, A. Haidenko went through a difficult path from the status of “amateur author” to a recognized master of large forms and exquisite miniatures. Four works, submitted by him before joining the Union of Composers of Ukraine, identified the main directions of his further creative activity: symphonic music, music for folk instruments, choral and chamber and vocal music. A. Haidenko’s teaching activity – ten years of work at the Sumy Music School, four years at the Kharkiv Institute of Culture and more than forty years of hard work at the Department of Folk Instruments at the Kotlyarevsky Kharkiv National University of Arts – contributed to the formation of their own pedagogical principles, proved by the students of A. Haidenko: Y. Alzhnev, V. Geiko, A. Zhukov, E. Ivanov, S. Kolodyazhny. A. Haidenko’s research interests are connected with the history of the Kharkiv school of composition and instrument science. The textbook “Instrumentology and Fundamentals of Instrumentation Theory”, published in 2010 and addressed to teachers and students of folk instruments departments of higher musical educational institutions, is the result of many years of experience teaching the relevant course at KhNUA named after I. P. Kotlyarevsky. A significant place in the life of A. Haidenko is occupied by musical and public activities. In the National Union of Composers of Ukraine, he has served as Deputy Chairman and Executive Secretary of the Kharkiv Organization, a member of the UWC Board and Audit Committee, and Chairman of the Music Fund. Anatoliy Pavlovych Haidenko is also a member of the National All-Ukrainian Music Union, the Supervisory Board of the Ukrainian Cultural Foundation, and regularly participates in the jury of various competitions and festivals.


2019 ◽  
Vol 77 (5) ◽  
pp. 667-679
Author(s):  
Mehboob Ul Hassan

School is a subculture of any society having different educational diversity. This diversity affects on teachers and students achievements; pillars of teaching learning process. Teachers have great concerns towards students’ success. They deliver plethora of information to improve students’ achievements. Present quantitative ex-post-facto research was framed to explore the effect of teachers’ self-efficacy on students’ achievement scores applying multilingual instructions for students’ success on sample of randomly selected 1100 male respondents; 300 secondary school teachers and 800 students of District Kasur, of Lahore Division. Data from teachers were collected by administering long form of Teachers’ Self-Efficacy Scale whereas students’ achievement scores were obtained from annual gazette notification of Board of Intermediate and Secondary Education, Lahore. Cronbach’s Alpha Score was applied to confirm instrument’s reliability .851. Normality of the data were confirmed by calculating Shapiro-Wilk’s test. Findings of regression analysis depict that overall teachers’ self-efficacy has affected 65 % whereas students’ engagement 59 %, educational strategies 60 %, classroom management 59 % and teachers’ medium of education has affected 30 % on students’ achievement scores. Present research recommends that Government structure teachers’ self-efficacious believes through providing training, conducting workshops before joining teaching professions and ensuring certificates; once teachers’ confidence structure, less possible to alter to obtained desired achievements during teaching learning process. Furthermore, it is dire need to implement single medium of instructions; English / Urdu in public sector secondary schools of Punjab as bilingual medium of education have been remaining one of the barrier that lead students towards poor achievements. Keywords: achievement scores, classroom management, instructional strategies, education medium, secondary level, self-efficacy, students’ engagement.


Author(s):  
Alejandro Almonacid-Fierro ◽  
Rodrigo Vargas-Vitoria ◽  
Ricardo Souza De Carvalho ◽  
Manuel Almonacid Fierro

<p><span lang="EN-US">This article makes an analysis of the pedagogical teaching practices used and developed by Chilean physical education teachers during the coronavirus disease 19 (COVID-19) pandemic periods. The virus from China spread around the world, changed our daily lives and as such, at the same time impacted the educational system in a matter of weeks. Confinement led educational systems to eliminate face-to-face and use virtual teaching in order to continue with the teaching-learning processes, including the physical education discipline. From the methodological point of view, the study is installed in the interpretive-qualitative perspective, in such a way that 14 semi-structured interviews were carried by physical education teachers from the Maule-Chile region, via team, Zoom, Skype, because of the pandemic, face-to-face contact was impossible. The result of the study shows the impact on the quality of life of teachers and students because of the confinement. The pedagogical reconfiguration that teachers experienced in a matter of days, led them to use different virtual platforms to continue connected with their students, in order to deploy the learning objectives defined by the Chilean Ministry of Education. However, the foregoing shows the scarce possibility of verifying student learning, due to the difficulties of monitoring and feedback.</span></p>


Pedagogika ◽  
2014 ◽  
Vol 115 (3) ◽  
pp. 88-104
Author(s):  
Regina Rinkauskienė ◽  
Vilija Salienė

Modern standard Lithuanian language is the result of the development of the language over a period of time. The basis for the language was the dialect spoken in the western part of the Aukštaitija ethnographic area of Lithuania around the city of Kaunas. The vitality, wit, and meaning of the language can be better understood through dialects. Today, however, dialects are less and less used by pupils, teachers, and students of philology; we hear less of them on radio and TV. It is understood that public use of dialects is limited by the fact that not all residents of Lithuania can understand texts in local dialects, so the most distinctive, interesting, unexpected, and expressive dialect words and words of the standard language are used passively making the language bookish, its syntactic structure rigid, and changing the whole grammar. Dialects for many pupils and young people are associated with poor language, provincial intellect and other negative associations. Such thinking is provoked by the lack of information and reluctance to take interest in one’s own local dialect as well as many other socio-cultural reasons. However, dialects are a very important part of Lithuanian culture. Many people in the21st century are bilingual, because they can speak both the standard language and dialects or at least the language with clear or slightly felt distinguishing characteristics. Contributing to EU attempts to promote local languages and having regard to the fact that the living tradition of dialects in Lithuania is in decline, the Seimas declared 2013 as the Year of Dialects. The aim of this article is to discuss the situation in teaching dialects at general education schools and to explore the attitude of teachers and pupils of general education schools to teaching / learning dialects. Objectives of the research: 1) to discuss the situation in teaching dialects at general education schools and opportunities for improvement; 2) to compare the attitude of teachers and pupils to dialects; 3) to compare the attitude to dialects of teachers and pupils who work / study in an environment which has a specific dialect and in an environment which does not have a specific dialect. The scientific problem of the article is whether teaching and learning dialects in today’s globalised world help students and teachers form their identity? Research methods: literary analysis, analytical descriptive method, survey of teachers and pupils, and analysis of the data of the survey. The research showed that teachers in the regions pay more attention to dialects than teachers in the city of Vilnius. Most teachers are satisfied with the theoretical material provided in the Lithuanian language textbooks, but would like to see a wider range of interesting and practical tasks. All teachers associate teaching dialects with literature lessons; activities of teachers from the Žemaitija (Samogitia) ethnographic area of Lithuania are particularly interesting as they read the books of Samogitian authors in the Samogitian dialect. Although pupils tend to assess dialect lessons positively, sometimes a very pragmatic approach to dialects can be seen: dialects are not interesting, because pupils do not see benefit from it.


Author(s):  
Jáima Pinheiro de OLIVEIRA ◽  
Seán BRACKEN ◽  
Natália NAKANO

ABSTRACT: This study approached the Lesson Study strategy as a support for planning academic activities of teachers who intend to adopt or contribute to the adoption of an inclusive perspective in Higher Education. The general objective of this study was to describe preliminary indicators of the use of the Lesson Study as a teaching practice capable of enabling an inclusive perspective, in the context of Higher Education. Specifically, we aim to: a) identify strategies by student with and without markers (social, linguistic, ethnic, neuromotor, among others) as suggestions for the teaching-learning process with an inclusive perspective, and b) compare these strategies and discuss them from the point of view of the teaching practice aspects tested in this analysis. With a predominantly qualitative approach, this research was characterized as descriptive and the investigation instruments used for data collection consisted of interviews, observation and field notes. Three university professors and a group of twelve students, four of them with markers (social, linguistic, ethnic, neuromotor, among others), and eight of them without any makers participated in this analysis. The results allowed to highlight four specific indicators of the Lesson Study and 26 types of strategies indicated by the students (with and without markers) as suggestions for support during teaching practices. It was observed that those provided by students without markers did not differ much from those presented by the students with markers, except in specific situations, such as those pointed out by the deaf student. The obtained data contributed to the discussions on the existing policies and guidelines generated in the University itself and, in particular, the analysis provided professional improvement of the involved professors, in addition to the indication of possibilities of this improvement in relation to the other professors who are concerned with the adoption of actions with inclusive education perspectives.


2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Egoza Wasserman ◽  
Chagit Refaeli

The purpose of this research is to examine the work of the ICT coordinator in the school: How does the coordinator see his role and work, what are the characteristics of the coordinators work and his relationship with supervisors, instructors, principals, teachers and students. The research was conducted in the qualitative method, the tool used to assemble data was a semi-structured interview; Ten ICT coordinators were interviewed from a variety of ages and a wide range of experience in teaching. The study found that ICT coordinators are the key figures in getting the process of implementation moving. The ICT coordinators know the importance of their roles in the schools and feel a great sense of responsibility. The coordinators are responsible for many fields, including the budgetary framework, promoting the teaching-learning process and leading school projects. The coordinators attest to a high level of trust with the principals and a good working relationship with the Ministry of Education’s instructors, so that they have an open channel of dialogue and can consult with them. The work of the coordinator with the teachers consists of the pedagogical and technical aspect that are intertwined and attest to each other’s existence.


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