The Project-Based Approach in Informatics Education – A Real-World Example of Rational Number Arithmetic Library Implementation and Use

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Ivaylo Donchev ◽  
◽  
Gabriela Chotova
Keyword(s):  
High School ◽  
Computer Science ◽  
Real World ◽  
Teaching Methods ◽  
Teaching Method ◽  
Project Based Learning ◽  
Constructivist Teaching ◽  
Software Projects ◽  
Interactive Teaching ◽  
Student Training

Project-Based Learning (PBL) has long been a well-known and widely used constructivist teaching method in various fields, in which students learn by taking active part in real-world and personally meaningful projects. When it comes to teaching Computer Science, developing software projects is a natural implementation of this pedagogical method. In this paper, the authors share their experience of adapting a project they have used for several years in undergraduate student training to the high school course in Computer Science. Emphasis has been placed on interactive teaching methods in the classroom and the interdisciplinary connection with mathematics. The achieved results have been analysed.

Projects in Computer Science Training – An Example with Numerical Series

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Ivaylo Donchev ◽  
Gabriela Chotova
Keyword(s):  
High School Students ◽  
Computer Science ◽  
Teaching Methods ◽  
Software Projects ◽  
School Students ◽  
Numerical Series ◽  
Pedagogical Approach ◽  
Interactive Teaching ◽  
Motivation For Learning ◽  
Science Training

When it comes to teaching computer science, working on software projects is a quite natural pedagogical approach. Its main advantage is the increased motivation for learning, which arises from the opportunity to immediately see the application of acquired knowledge. In this paper, the authors share their experience of creating a project in computer science for high school students, making a cross-curricular connection with mathematics. Emphasis is placed on interactive teaching methods in the classroom.

scholarly journals Research on the Influence of Interactive Teaching Method on the Learning Effect of College English

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ying Yang
Keyword(s):  
Teaching Methods ◽  
Global Economy ◽  
English Language ◽  
Teaching Method ◽  
Teaching Style ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
Traditional Teaching Methods

English has been a subject in the university classroom since the 1980s. This subject helps produce more excellent talents in economics, politics, and culture who are proficient in English language in China, and enable our country to better integrate with the global economy. At the same time, the relationship between our country and the international community has become closer. However, the social environment is constantly developing and changing. The traditional teaching methods can be said to be ineffective and associated with many shortcomings. Traditional teaching methods were used in the English lessons. Under this teaching mode, students were the passive subjects on the receiving end of what have been taught. The teacher was always talking in the classroom and the students were listening. This teaching style also affects the effectiveness of learning. Compared with traditional teaching, interactive teaching method has its unique advantages. It is a new teaching mode and under this teaching mode, students can actively communicate with teachers in the classroom to complete learning tasks. The initiative to perform self-directed learning is also greatly improved, and the students’ English proficiency can be improved.

scholarly journals Analisis Pelaksanaan Kurikulum 2013 Pada Pembelajaran Peminatan Di SMA Negeri Kota Ternate

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Widyasari Usman ◽  
Endang Poerwanti ◽  
Atok Miftachul Hudha
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Central Government ◽  
Teaching Method ◽  
Senior High School ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Management Models ◽  
The Subject ◽  
The Right

Abstract: The subject of specialization can help the development of abilities possessed by students. Specifically, specialization subjects can be followed according to students' talents and interests. This study aims to describe (1) the implementation of the 2013 curriculum policy in specialization learning in Senior High School 1 Ternate. (2) differences in specialization management models are applied in Senior High School 1 Ternate. And (3) constraints and solutions in the implementation of specialization learning in Senior High School 1 Ternate. This research was conducted with a descriptive qualitative approach. Sources of data and information from three curriculum subjects and nine specialization subject teachers from each of the three schools. The results showed that (1) the implementation of the 2013 curriculum in specialization learning in Senior High School 1 Ternate was by Minister of Education and Culture Regulations number 69 of 2013 and schools only make policies based on the central government and adjust teaching hours and based on specialization manuals and cross-interests from the Ministry of Education and Culture in 2016 and 2017. (2) There are some differences from specialization management models such as specialization mechanisms/procedures in each school have different stages. (3) Obstacles in the implementation of specialization learning in Senior High School 1 Ternate include (a) constraints from teachers; (b) constraints in choosing teaching methods; (c) constraints from students; (d) the constraints of using learning resources; (e) facilities and infrastructure. The solution is that the teacher chooses the right teaching method and can improve the competency of the studentsKeywords: Learning, Specialization Subjects, 2013 Curriculum Abstrak: Diberlakukan mata pelajaran peminatan dapat membantu pengembangan kemampuan yang dimiliki oleh siswa. Secara khusus mata pelajaran peminatan dapat diikuti sesuai bakat dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan tentang (1) pelaksanaan kebijakan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate. (2) perbedaan model manajemen peminatan diterapkan di SMA Negeri Kota Ternate. Dan (3) kendala dan solusi dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate.Penelitian ini dilakukan dengan pendekatan kualitatif deskriptif. Sumber data dan informasi dari tiga masing-masing wakasek kurikulum dan sembilan guru mata pelajaran peminatan dari tiga masing-masing sekolah. Hasil penelitian menunjukkan bahwa (1) pelaksanaan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate sudah sesuai dengan Permendikbud No. 69 Tahun 2013 dan sekolah hanya membuat kebijakan berdasarkan dari pemerintah pusat dan menyesuaikan jam mengajar serta berdasarkan buku pedoman peminatan dan lintas minat dari Kemendikbud tahun 2016 dan 2017. (2) Terdapat beberapa perbedaan dari model-model manajemen peminatan seperti mekanisme/prosedur peminatan di setiap sekolah memiliki tahapan-tahapan berbeda. (3) Kendala dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate meliputi (a) kendala dari guru; (b) kendala memilih metode mengajar; (c) kendala dari siswa; (d) kendala menggunakan sumber belajar; (e) sarana dan prasarana. Solusi yang dilakukan yaitu guru memilih metode mengajar tepat dan dapat meningkatkan kompetensi peserta didikKata kunci: Pembelajaran, Mata Pelajaran Peminatan, Kurikulum 2013 

Angewandte Interdisziplinarität: Stärkung der Berufsorientierung im Informatikstudium mittels handlungsorientierter Lehrmethoden der Fremdsprachendidaktik

2021 ◽  
pp. 73-84
Author(s):  
Viktoria Ilse
Keyword(s):  
Foreign Language ◽  
Computer Science ◽  
Teaching Methods ◽  
Science Studies ◽  
Teaching Method ◽  
Career Orientation ◽  
First Semester

APPLIED INTERDISCIPLINARITY: STRENGTHENING CAREER ORIENTATION IN COMPUTER SCIENCE STUDIES BY APPLYING THE ACTION-ORIENTED TEACHING METHODS OF FOREIGN LANGUAGE DIDACTICS Can teaching methods be simply adapted in an interdisciplinary context? Does a teaching method from foreign language didactics work also in teaching during the first semester of computer science? If so, how can this process look and work in practice? These questions are addressed in this article.

scholarly journals The Effects of using Geogebra on 10th-11th grade students

2020 ◽  
Vol 9 ◽  
Author(s):  
Murat Borambaev
Keyword(s):  
Surface Area ◽  
Future Development ◽  
Teaching Methods ◽  
Teaching Method ◽  
Positive Impact ◽  
Survey Instrument ◽  
Teaching Mathematics ◽  
Interactive Teaching ◽  
E Learning ◽  
11Th Grade

Abstract.The article presents new trends in teaching methods through the Geogebra program, which can be especially important for the future development of e-learning for 10th-11th grade students. Also, the article gives an idea of the various methodological frameworks with several features, examples for teaching mathematics at the level of 10th-11th grade students on an interactive and creative path. This article discusses the conclusions of the didactic experiment, where it was found that GeoGebra was used in the teaching of algebra, geometry,  graphing,  3D, and more! Especially integrals, polyhedrons, volume, and surface area of geometric shapes had a positive impact on understanding and knowledge of students. Also, a survey instrument was used to elicit students' perceptions on the use of GeoGebra. Analysis of the questionnaire responses indicated a positive overall perception of using GeoGebra in learning about circles.Keywords: GeoGebra, teaching mathematics, the mathematics of 10th-11th grade students, creative environment, didactic experiment, circles, interactive teaching method.

scholarly journals EFFEKTIVITAS METODE PEMBELAJARAN THINK-TALK-WRITE TERHADAP HASIL BELAJAR MATA PELAJARAN TEKNIK BUBUT SISWA KELAS XI SMK MUHAMMADIYAH 3 YOGYAKARTA

TAMAN VOKASI ◽  
2016 ◽  
Vol 4 (2) ◽  
pp. 278 ◽  
Author(s):  
Endar Subekti ◽  
Tarto Sentono
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Teaching Method ◽  
Descriptive Analysis ◽  
Average Score ◽  
Vocational High School ◽  
Learning Achievement ◽  
The Mean ◽  
Improved Learning ◽  
Mechanical Machining

The objectives of this study are (1) to describe the effectiveness of think-talk-write teaching method toward learning achievement of mechanical machining lathe, (2) to describe the effectiveness of demonstration teaching method toward learning achievement of mechanical machining lathe, and (3) the teaching methods that are more effective between think-talk-write and demonstration among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta. Data collection techniques used observation and test. Hypothesis testing used descriptive analysis and t test that was started by using normality and homogeny test. This study shows that (1) think-talk-write teaching improved learning achievement of mechanical machining lathe among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta with the average score 15.29. (2) Demonstration teaching improved learning achievement of mechanical machining lathe among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta with the average score 13.13. (3) Based on the result of analysis, the score of tobs = 2.152 > ttable = 2.042 with the significant score 0.035 < 0.05, the mean score of learning achievement by using  think-talk-write teaching method was 15.29, and the mean score of learning achievement by using  demonstration teaching method was 13.13. Based on those mean scores, it could be concluded that the use of think-talk-write teaching method was higher that demonstration teaching method, it means that of think-talk-write teaching method was more effective that demonstration teaching method. 

scholarly journals Authenticity and Teacher’s Role in Project Based Learning

2016 ◽  
Vol 12 (2 (16)) ◽  
pp. 109-114
Author(s):  
Lusine Madoyan
Keyword(s):  
Present Article ◽  
Real World ◽  
Teaching Method ◽  
Project Based Learning ◽  
Focus On Form ◽  
Student Centered ◽  
Student Collaboration ◽  
Knowledge And Skills ◽  
Teacher’S Role ◽  
Teacher's Role

Project based learning (PBL) is a student-centered teaching method that involves a dynamic classroom approach in which students gain knowledge and skills to explore and respond to an authentic and engaging problem or challenge. PBL focuses on different real-world subject matters that can sustain the interest of students, require student collaboration and autonomy, and at the same time, accommodate a purposeful and explicit focus on form and other aspects of language. The present article focuses on the teacher’s role in project based learning as well as the importance of authenticity in designing a project.

scholarly journals USAGE OF INTERACTIVE TEACHING METHODS IN THE PROCESS OF LEARNING OF LOCAL LORE IN HIGH SCHOOL

2019 ◽  
pp. 104-113
Author(s):  
Yuliia Anatoliivna Olishevska
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Practical Significance ◽  
Interactive Teaching ◽  
Interactive Technologies ◽  
Geographical Education ◽  
Research Problems ◽  
Implementation Level ◽  
Method Analysis

Goal: uncovering the interactive teaching specialities, analysis of interactive technologies development and implementation level while preparing professionals in geography in high schools. Method: analysis of various different informational sources which are connected with research problems. Results: main interactive taeching technologies in high school were characterized. Interactive technologies development and implementation level were determined on the basis of analysis of scientific guidances and works. Interactive learning is considered as one of the main ways of increasing the motivation to study and the quality of geographical education, preparation of enthusiastic and creative professionals, who will be able to find solutions for unusual situations. The scientific novelty of this article is in adaptation of interactive teaching methods to studying “The local lore” course, which form the base for the future improvement of studying process in high school. The practical significance of the research is in increasing of efficiency of studying the specialists in geography through development and implementation of interactive teaching technologies into studying process. The materials could be used by specialists in the teaching geography sphere in high school.

Why Engineering-Based Learning Can Revolutionize STEM Teaching in High Schools

2012 ◽  
Author(s):  
Jessica Chin ◽  
Ibrahim Zeid ◽  
Claire Duggan ◽  
Sagar Kamarthi
Keyword(s):  
High School ◽  
High School Students ◽  
Student Learning ◽  
Stem Education ◽  
Real World ◽  
Project Based Learning ◽  
School Level ◽  
Teaching Pedagogy ◽  
Hands On ◽  
Stem Teaching

For many years, literature has documented the benefits of project-based learning (PBL) and its impact on student learning especially at the high school level. More often than not however, students are still losing interest in STEM (Science, Technology, Engineering, and Mathematics) education because current educational teaching pedagogies have become antiquated and are not impacting student learning, as it should. With that said, our discovery through elicitation of high school educators has cited the main reason for such disinterest is due to the inability of students to connect STEM abstract concepts and theory with STEM application to appreciate the value of learning STEM. With access to information easier than ever, students are forgetting that learning is not about getting the right answer but understanding how to solve a complex problem. In the past, PBL has benefited students in engaging them in hands-on learning however, with a more complex paradigm shift in student learning style, PBL and lecture-based learning are no longer the most effective methods of teaching. Engineering-based learning has the opportunity and potential to modify STEM education and revolutionize STEM teaching pedagogy by changing the one-size-fits-all model to an individual, student-centered learning approach where education is mass customized. This paper discusses a new teaching pedagogy dubbed Engineering-Based Learning (EBL) that is a more systematic approach to high school STEM teaching for open-ended problems. This paper presents the EBL model, the EBL tools, and its impact thus far on high school students. It also presents sample feedback from both teachers and students and how it has influenced their outlook of engineering and STEM in the real world. The purpose of this paper is also to disseminate this new teaching pedagogy to support the notion that STEM education can be successfully taught and provide students with a structured, systematic, hands-on approach, as well as the appropriate tools and resources allowing them to connect complex STEM theory and real-world application.

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