scholarly journals Modeling as a teaching learning process for understanding materials: A case study in primary education

2007 ◽  
Vol 91 (3) ◽  
pp. 398-418 ◽  
Author(s):  
Andrés Acher ◽  
María Arcà ◽  
Neus Sanmartí
Keyword(s):  
Primary Education ◽  
Learning Process ◽  
Teaching Learning

scholarly journals Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021 ◽  
Vol 11 (2) ◽  
pp. 64
Author(s):  
Christian García-Carrillo ◽  
Ileana María Greca ◽  
María Fernández-Hawrylak
Keyword(s):  
Primary Education ◽  
Classroom Practice ◽  
Integrated Approach ◽  
Practical Training ◽  
Training Process ◽  
Integrated Stem ◽  
Teaching Learning ◽  
And Robotics ◽  
Insight Into

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals Práticas de letramento e whatsapp: estudo de caso no contexto de português como língua de acolhimento, à luz da perspectiva ecológica

2021 ◽  
Vol 2 (3) ◽  
pp. 218-237
Author(s):  
Rosyanne Louise Autran Lourenço ◽  
Eliana Barbosa dos Santos
Keyword(s):  
Learning Process ◽  
Literacy Practices ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Ecological Perspective ◽  
Data Generation ◽  
Field Notes ◽  
Teaching Learning ◽  
Refugee Immigrants

Este artigo visa a apresentar, sob uma perspectiva ecológica de letramento, resultados da análise de práticas sociodiscursivas do processo de ensino-aprendizagem de Português Língua de Acolhimento, de imigrantes refugiados no Brasil, realizadas por meio do WhatsApp. Teoricamente, o estudo circunscreve-se às dimensões analíticas de letramento (MOREAU et al., 2013), sob a perspectiva ecológica dos estudos linguísticos (VAN LIER, 2004, 2010), fundamentando-se em pressupostos referentes aos recursos multimodais das tecnologias digitais (LEFFA, 2006; MORAN, 2013) e à função mediadora da linguagem (VIGOTSKI, 1971), em especial, do Português Língua de Acolhimento (BARBOSA; SÃO BERNARDO, 2017) e de suas implicações referentes à noção de afetividade (LEITE, 2012). Metodologicamente, trata-se de estudo qualitativo de caso (STAKE, 1994), de base etnográfica virtual (SANTOS; GOMES, 2013) cuja geração dos dados ocorreu por meio de observação participante (BOGDAN; BIKLEN, 1998) e notas de campo (FETTERMAN, 1998). Sua relevância reside na urgência no processo de imersão de imigrantes refugiados em práticas sociodiscursivas que viabilizem a obtenção de condições mínimas de vida digna e a garantia de autonomia em sua agência no país de destino (COSTA; TAÑO, 2018). Os resultados da pesquisa sugerem que a abordagem ecológica de práticas de letramento em ambiente virtual amplia a compreensão das articulações inerentes ao processo de ensino-aprendizagem de línguas, propiciando ao docente melhores condições de promover a autonomia dos estudantes, em contexto de imigração, na condução de soluções que atendam às suas necessidades mais prementes, voltadas para as práticas sociais de imersão no país de chegada.   This article aims to present, in the light of an ecological perspective of literacy, the results of the analysis of sociodiscursive practices of the teaching-learning process of Portuguese as a Host Language, through WhatsApp by refugee immigrants in Brazil. Theoretically, the study is limited to the ecological perspective of linguistic studies (VAN LIER, 2004, 2010) and analytical literacy dimensions (MOREAU ET AL., 2013) based on assumptions regarding the multimodal resources of digital technologies (LEFFA, 2006; MORAN, 2013) and the mediating function of language (VIGOTSKI, 2009) in particular the Portuguese Host Language (BARBOSA; SÃO BERNARDO, 2017) and its implications regarding the notion of affectivity (LEITE, 2012). Methodologically, it is a qualitative case study (STAKE, 1994) with a virtual ethnographic basis (SANTOS; GOMES, 2013) whose data generation occurred through participant observation (BOGDAN; BIKLEN, 1998) and field notes (FETTERMAN, 1998). Its relevance resides in the urgency in the process of refugee immigrants sociodiscursive practices that make it possible to obtain minimum conditions of dignified life and guarantee autonomy at their agency in the destination country (COSTA; TAÑO, 2018). The research results suggest that the ecological approach to literacy practices in a virtual environment broadens the understanding of the articulations inherent to the language teaching-learning process, providing the teacher better conditions to promote the autonomy of the students in the context of immigration, in driving solutions that meet their pressing sociodiscursive needs, focused on social immersion practices in the country of arrival.

The Use of Educational Technology in Biology: A Case Study

1973 ◽  
Vol 2 (2) ◽  
pp. 133-138
Author(s):  
Mary E. Lynch
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Learning Process ◽  
College Level ◽  
Multimedia Program ◽  
Teaching Learning ◽  
Positive Effect ◽  
Student Acceptance

Evaluation of a technologically mediated college-level biology course has been done objectively as well as subjectively. Comparison is made with data accumulated from a traditionally taught biology course. Comparison reveals grade improvement through the use of educational technology. The learning environment is superior and student acceptance of technology is overwhelmingly favorable. The multimedia program has had a positive effect on the teaching-learning process. The challenge is to develop and use systems more effectively.

The teaching-learning process of judo techniques improved using knowledge of errors. Tai-otoshi as a case study

2014 ◽  
Vol 14 (3) ◽  
pp. 841-851
Author(s):  
Iván Prieto Lage ◽  
Alfonso Guttiérrez-Santiago ◽  
Miguel Ángel Prieto Lage
Keyword(s):  
Learning Process ◽  
Teaching Learning

Does Online Learning Meet the Expectation? A Case Study of Short Semester General English Class

2017 ◽  
Vol 1 (3) ◽  
pp. 26
Author(s):  
Asih Santihastuti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Online Teaching ◽  
English Class ◽  
Efl Students ◽  
Teaching Learning ◽  
High Level ◽  
Giving Feedback

<p>The fact that today’s students are mostly equipped with high level of digital literacy encourages English teachers to use the Internet as one of the teaching learning media. Moreover,, the abundance of online materials for EFL students which are easily accessible makes the teachers’ job much easier. However, these advantages do not come alone without any drawbacks that challenge the teachers in implementing effective online teaching-learning activities for the class and get the most of it. This paper highlights the challenges that the teachers face in implementing online learning for general English class during the short semester program and reveals students’ perceptions on it as part of the reflection on the teaching-learning process. The unique characteristic of this program which is run only for one month requires the teacher creatively seeking effective activities for the class in order to meet the program requirement. The class shows that the students’ performance during the online learning is better compared to the offline class. The students become more active as well as enthusiastically involved in posting thread and giving feedback to their classmates’ thread. Although during the process the students show interest in joining the online discussion, the teacher still have difficulty in finding the strategy to measure the effectiveness of this mode of learning. The reflective writing written by the students identify some issues which mostly deal with their impressions in joining the online learning as well as their difficulties in performing during the teaching learning process. Some students even give suggestions for better improvement in the next application of online learning.</p><p> </p><p><strong>Keywords: </strong><em>online learning, teacher’s reflection, students’ perception, students’ performance.</em></p>

scholarly journals ICT-Based Instruction amid COVID-19: The Case Study of Faculty of Sciences and Technologies, Tangier (FSTT)

2020 ◽  
Vol 2 (4) ◽  
pp. 27-32
Author(s):  
Bachiri Housseine ◽  
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
English For Specific Purposes ◽  
Study Results ◽  
Research Population ◽  
Based Instruction ◽  
Teaching Learning ◽  
Research Analysis

This paper contextually endeavors to grant insights and perceptions on the teaching of English for Specific purposes (ESP) through ICT-based instruction amid COVID-19 at the Faculty of Sciences and Technologies in Tangier (FSTT). To avoid total curriculum disruption, the FSTT urgently declares online learning, which has palpably manifested a plethora of pitfalls primarily pertinent to logistics according to the study results. Drawing on previously published materials, the use of quantitative research analysis allows the researcher to empirically unravel different challenges and educational gaps among the research population. The findings of the survey indicate that more investment should be made at the level of research in order to enable ICT- based instruction to be more regulated, yet most importantly properly managed. By so doing, students’ motivation and interaction tremendously augment as they become more genuinely and actively engaged in the teaching/learning process.

scholarly journals PEMBERDAYAAN PENDIDIKAN DASAR

MADRASAH ◽  
2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Ahmad Sholeh
Keyword(s):  
Primary Education ◽  
Learning Process ◽  
Quality Of Education ◽  
Curriculum Management ◽  
Community Based ◽  
Community Based Education ◽  
Grass Root ◽  
Decentralization Of Education ◽  
Teaching Learning

The empowering in primary education includes all of the aspects which aim to improve the quality of education either in teaching-learning process, curriculum, management or others. If we observe primary education especially in state primary education, we will find some weaknesses. Therefore to solve the problem, we must implement the planning of community-based education and decentralization of education from grass root optimally. Because the results of the analyzing showed that the implementations of planning have significance to survive the institution for the future.<br /> Keyword: Empowering, community-based education, grass root<br /><br /><br />

scholarly journals A “Bird’s Eye View” on Communication Acts in a Classroom of Low Literacy Adults

2021 ◽  
Vol 10 (2) ◽  
pp. 39-53
Author(s):  
Carlos Luís ◽  
Helena Afonso ◽  
Maria José Marcelino
Keyword(s):  
Learning Process ◽  
Low Literacy ◽  
Convenience Sample ◽  
Communicative Acts ◽  
Contextual Design ◽  
Educational Challenges ◽  
Training Courses ◽  
Low Levels ◽  
Teaching Learning

This paper starts by discussing the relevance of dialogues in Adult Education and Training courses with low levels of literacy. In this group, the educational challenges are complex, and innovating the knowledge creation process involves a better understanding of the teaching/learning process. With these case study, we pretend to understand which Communicative Acts are effective in adult learning process, mainly in adults with low literacy. Based on a mixed methods, applied to a convenience sample, we used an ethnographic approach, and the Grounded Theory Methodology. Using the Contextual Design approach, we developed several models of the context (work models) and got a bird's-eye view of the way the communicational acts and the dynamic acts flow in the classroom. The results showed that it was important to integrate the learners' emotions in an existing framework, the SEDA Framework. We found also essential to expand the Communicative Acts coding, with a new set of 17 codes organized in 3 categories in order to understand better the flow of communication in the classroom.

Sign in / Sign up

Export Citation Format

Share Document