Evaluation of teaching methods of chemistry concepts through laboratory work: A case study of chemistry department, faculty of natural sciences, Shaheed Professor Rabbani Education University

2018 ◽  
Vol 1 (3) ◽  
pp. 42-48
Author(s):  
Humapar Azhar Rahimi ◽  
Deana Qarizada ◽  
Abdul Hadi Stanikzai
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Laboratory Work ◽  
Laboratory Equipment ◽  
Problem Solving Skills ◽  
Learning And Teaching ◽  
Complex Concept ◽  
Active Teaching ◽  
Evaluation Of Teaching ◽  
Department Faculty

This research has been carried out under the title of (Evaluation of teaching methods of chemistry concepts through laboratory work). The main objective of this research is to investigate learning and teaching methods, concepts that are taught by laboratory works and the challenges that may the teaching and learning methods face from the perspective of lecturers and students. In this research, to collect the statistical information a type of applications method and combined methods (related to library and region) has been used. In view of Cochran formula and Morgan table. The sampling method was selected systematically on random bases. In addition, the questionnaires were distributed to (136) students and (8) lecturers and their comments were collected. Based on the result of this study, researchers and lecturers have made it clear that the teaching methods of the concepts of chemistry by using laboratory works are directly related to various subjects in a complex concept, and students are taught by the activity of exploratory, exploration, problem-solving skills, and project centered. However, it can be possible in existence of sufficient materials and equipment. The majority of students and lecturers reminded the lack of laboratory, equipment and lack of knowledge of lecturers from active teaching methods of the laboratory.

scholarly journals University lecturers' use of active teaching methods: a segmentation study concerning trust, empowerment, thinking styles and emotional intelligence

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bình Nghiêm-Phú ◽  
Thành Hưng Nguyễn
Keyword(s):  
Emotional Intelligence ◽  
Education Reform ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Thinking Styles ◽  
Content Type ◽  
Learning And Teaching ◽  
Active Teaching ◽  
University Lecturers

PurposeThe purpose of this study is to examine the adoption of the active learning and teaching methods by university lecturers, taking into account the contribution of certain important factors, including trust, empowerment, thinking styles and emotional intelligence. In addition, this study further reveals the diverse nature of university lecturers with regards to their tendencies to adopt active teaching methods using the segmentation technique of marketing.Design/methodology/approachA structured survey was implemented with university lecturers in Hanoi (Vietnam), obtaining a sample of 218 respondents from six universities. Descriptive analysis was carried out to identify the extent of the adoption of these methods. In addition, cluster analysis and analysis of variance were computed to extract and define the segments of university lecturers.FindingsThe findings show that the lecturers, on average, had a tendency to apply active teaching methods. However, the extent of the application of these methods differed among four clusters: “conservatives,” “liberals,” “junior conservatives” and “junior liberals.” In addition, it was found that the degree to which active methods were applied may have been affected by the lecturers' trust in and their empowerment of the students. The application of active methods may also have been influenced by various covert characteristics of the lecturers, including thinking styles (cognition-based) and emotional intelligence (affect-based). The lecturers' overt characteristics, such as age, education and experience, may also have affected their application of active methods, while biological sex seems not to have been a significant factor.Originality/valueThe results of this study expand the literature by explaining the diversity of university lecturers from the perspective of the active teaching and learning methods. They also provide implications for the management of education reform based on the varied implementation of the said methods that has already taken place.

Learning and training in organizations

2019 ◽  
Vol 27 (5) ◽  
pp. 27-29
Keyword(s):  
Case Studies ◽  
Teaching Methods ◽  
Teaching Styles ◽  
Traditional Teaching ◽  
Content Type ◽  
Learning And Teaching ◽  
Active Teaching ◽  
Traditional Teaching Methods ◽  
Challenges And Opportunities ◽  
Pertinent Information

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Traditional teaching methods have limitations in expecting learners to be passive recipients, and do not take individual differences of either instructor or learner into account. Active teaching methods, such as case-method teaching (CMT) require learners to be more active and dynamic, engaging with real-world case studies, analyzing and problem-solving. The CMT method offers flexibility matching learning and teaching styles of participants. This method has advantages working with potential challenges and opportunities for organizations, empowering staff and bridging the gap between theoretical knowledge and reality. Originality The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 47-78 ◽  
Author(s):  
Carl Edwin Wieman
Keyword(s):  
Teaching Methods ◽  
Teaching Effectiveness ◽  
University Teaching ◽  
Student Body ◽  
Problem Solving Skills ◽  
Learning And Teaching ◽  
The Past ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Beneficial Impact

Universities face the challenge of how to teach students more complex thinking and problem-solving skills than were widely needed in the past, and how to teach these to a much larger and more diverse student body. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve better learning outcomes than the traditional and still predominant teaching methods practiced by most faculty. Widespread recognition and adoption of these expert practices will profoundly change the nature of university teaching and have a large beneficial impact on higher education.

Undergraduate orthoptic students’ views of the use of Virtual Reality in teaching and learning

2021 ◽  
Vol 2021 (January) ◽  
pp. 19-30 ◽  
Author(s):  
Ashli Milling ◽  
Craig Murray
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Curriculum Development ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Specific Content ◽  
Learning And Teaching ◽  
Enhance Student Learning ◽  
Valuable Role

This study ascertains undergraduate perceptions of the use of Virtual Reality (VR) within undergraduate studies. Fifty undergraduate orthoptic students were surveyed through an online questionnaire, where questions were based around students understanding of VR, teaching methods in higher education and the value of VR in learning and teaching. Ninety-two percent of students surveyed reported experience of VR on at least one occasion and 55% of all surveyed felt that VR has a valuable role within higher education. For those who do not use VR regularly, 24% reported this being due to a dislike of the headset, and 14% stated that it was due to cyber-sickness. Twenty-seven per cent indicated the lack of use was due to insufficient content. Overall, perception of VR as a learning tool is generally positive or comes with some uncertainty; however, there are factors identified that may prevent use within the curriculum. Development of educationally specific content to orthoptics and increased access to the technology is indicated to enhance student learning.

scholarly journals IMPLEMENTATION OF ACTIVE TEACHING METHODS AND EMERGING TOPICS IN PHOTOGRAMMETRY AND REMOTE SENSING SUBJECTS

2016 ◽  
Vol XLI-B6 ◽  
pp. 87-94 ◽  
Author(s):  
M. Kosmatin Fras ◽  
D. Grigillo
Keyword(s):  
Remote Sensing ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Standard Form ◽  
Team Work ◽  
Practical Implementation ◽  
Master Programme ◽  
Active Teaching ◽  
The University ◽  
Emerging Topics

Fast technological developments in photogrammetry and remote sensing areas demand quick and steady changes in the education programme and its realization. The university teachers and assistants are faced with ensuring the learning materials, data and software for practical lessons, as well as project proposals for student’s team work and bachelor or master thesis. In this paper the emerging topics that already have a considerable impact in the practice are treated mostly from the educational aspect. These relatively new topics that are considered in this paper are unmanned aerial systems for spatial data collection, terrestrial and aerial laser scanning, mobile mapping systems, and novelties in satellite remote sensing. The focus is given to practical implementation of these topics into the teaching and learning programme of Geodesy and Geoinformation at the University of Ljubljana, Faculty of Civil and Geodetic Engineering, and experiences gained by the authors so far. Together with the technological advances, the teaching approaches must be modernized as well. Classical approaches of teaching, where a lecturer gives lecture <i>ex cathedra</i> and students are only listeners, are not effective enough. The didactics science of teaching has developed and proved in the practice many useful approaches that can better motivate students for more active learning. We can use different methods of team work like pro et contra debate, buzzing groups, press conference, moderated discussion etc. An experimental study on active teaching methods in the class of students of the Master programme of Geodesy and Geoinformation has been made and the results are presented. After using some new teaching methods in the class, the students were asked to answer two types of a questionnaire. First questionnaire was the standard form developed by Noel Entwistle, an educational psychologist who developed the Approaches to Studying Inventory (ASI) for identifying deep and surface approaches to learning. The second questionnaire was developed for our purpose to get the feedback from students on active teaching and learning methods. Although this investigation has been done only for one class of master programme students, the results are encouraging and we could extract some recommendations for the future.

scholarly journals Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman

2021 ◽  
Author(s):  
Saadia Mesti
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Essential Element ◽  
Material Design ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Teacher Training Programs ◽  
Effective Teaching And Learning

Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design.

The effects of teaching and learning political economy in Vietnamese educational system

2021 ◽  
Vol 11 (8) ◽  
pp. 2203-2210
Author(s):  
Hien Van Tran
Keyword(s):  
Political Economy ◽  
Educational System ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Learning Objectives ◽  
The Political ◽  
Learning And Teaching ◽  
School Year ◽  
Factors Influencing

This study aims to understand and test the factors influencing the effectiveness of learning and teaching political economy among Vietnamese universities. Over 1500 students from different majors and different school years have taken part in this study. The data collected from questionnaires was analyzed by SPSS version 2016 and EVIEW 10. From this study, it can be said that learning motivations and teaching methods are the most important factors driving the success of teaching and learning the political economy. Furthermore, males seem to be more interested in studying this subject and getting a higher GPA compared to females. Students from higher school-year, by contrast, have lower levels of interest in studying this module, leading to the lower effectiveness in teaching and learning this module. Finally, while teaching methods and teaching quality are positively correlated with the dependent variable, the administration service and infrastructure negatively influence the teaching and learning objectives.

scholarly journals How learning designs, teaching methods and activities differ by discipline in Australian universities

2017 ◽  
Vol 10 (2) ◽  
pp. 69 ◽  
Author(s):  
Leanne Cameron
Keyword(s):  
Student Engagement ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Small Scale ◽  
Student Evaluations Of Teaching ◽  
Professional Advice ◽  
Learning And Teaching ◽  
Course Experience Questionnaire ◽  
Course Experience ◽  
Study Participants

<p class="JLDAbstract">This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as was reported in Scott’s Course Experience Questionnaire (CEQ) analysis (2006). Although it found a broad range of teaching approaches are used in all disciplines, it emerged that there was still some bias toward the traditional discipline stereotypes, which in some cases has been found to negatively affect student engagement.</p><p class="JLDAbstract">Additionally, while there was a general awareness amongst study participants about the importance of responding to student evaluations of teaching, improvements to teaching and learning practice were most commonly adopted without reference to current research or professional advice, and rarely was advice sought outside their discipline. Although a small-scale study such as this could not be said to be wholly representative of the higher education sector in Australia, these initial findings might indicate a need for administrators to acknowledge the role of quality teaching in maximising student engagement and its relationship to student retention by encouraging the study of learning and teaching as a routine part of lecturers’ practice.</p>

scholarly journals Problem based project on university teaching of atom spectrometric methods

2013 ◽  
Vol 1 (1) ◽  
pp. 29-42
Author(s):  
Matti Niemelä ◽  
Paavo Perämäki
Keyword(s):  
University Teaching ◽  
Project Work ◽  
Laboratory Work ◽  
Laboratory Equipment ◽  
Problem Solving Skills ◽  
Positive Attitudes ◽  
Concrete Form ◽  
Motivation And Learning ◽  
Working Method ◽  
Work Burden

Practical laboratory work is an essential part of the teaching of analytical chemistry. During the assignments, the routine of laboratory work is taught, theory from the lectures is given a concrete form, and the basic skills of using laboratory equipment are acquired. During laboratory work, it is also possible to develop student interaction and problem solving skills. In this research, it was studied how a project work following the principles of problem based learning can be implemented during a tight-scheduled lecture course on atom spectrometric methods. The research pays particular attention on the evaluation of work burden and choosing of the project topics. In addition, the research examines the effects of project work on motivation and learning in students. According to this research, the chosen project topics and project as a working method are suitable to be implemented with a lecture course. The students found the project work to be burdensome but had positive attitudes towards the working method as a whole.

scholarly journals Interactive teaching strategies

2018 ◽  
Vol 3 (S1) ◽  
pp. 36 ◽  
Author(s):  
S. Senthamarai
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Traditional Education ◽  
Sources Of Information ◽  
Critical Position ◽  
Interactive Teaching ◽  
Learning And Teaching ◽  
Limited Effectiveness ◽  
Teachers And Students ◽  
Communicative Teaching

A new quality of learning and teaching in general, is an absolute priority for education. The teachers are not only sources of information, they are also meant to lead managers and teaching so as to develop the interaction among students and training/development of key social personality traits. The students want to understand natural phenomena, to know scientific truths and to acquire knowledge to be applied in practice and for these reasons they are dissatisfied by the traditional education. The teachers and students, in most universities that have used the traditional lecture in courses, have revealed the limited effectiveness in both teaching and learning. The teacher must use methods to encourage discovery learning, heuristic and research methods. Dynamic and communicative teaching methods, also called interactive teaching methods, constitute the basic elements of a recently developed process to motivate learning, so that the students and future engineers develop a critical position about the taught content. Using interactive techniques and strategies, the students become more engaged in learning; retain more information, thus becoming more satisfied.

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