Discussion about psychology study programs

2005 ◽  
Author(s):  
Sandra Sebre ◽  
Malgozata Rascevska ◽  
Maija Plaveniece
Keyword(s):  
Study Programs

PENERAPAN METODE SCAMPER DALAM MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI MOTIVASI MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA

2020 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Tahir Tahir ◽  
Murniati Murniati
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Average Increase ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Tertiary Institutions ◽  
Study Programs ◽  
University Level ◽  
General Goals ◽  
The University

This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.

Latviešu valodas kā svešvalodas apguve Āzijā

2020 ◽  
pp. 55-62
Author(s):  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
State University ◽  
The European Union ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Study Programs ◽  
Directed Learning ◽  
The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

scholarly journals Acquiring the Art of Conducting: Deliberate Practice as Part of Professional Learning

2021 ◽  
pp. 1932202X2199593
Author(s):  
Simon Schmidt ◽  
Manuel Längler ◽  
Amelie Altenbuchner ◽  
Louisa Kobl ◽  
Hans Gruber
Keyword(s):  
Professional Learning ◽  
Deliberate Practice ◽  
General Music ◽  
Excellent Performance ◽  
Music Practice ◽  
Orchestral Conducting ◽  
Study Programs ◽  
Specific Practice ◽  
Conducting Students ◽  
Extensive Practice

Research was and still is involved in the controversial issue about innate talent or extensive practice as the determinants of excellent performance in a range of domains. This study aims to contribute by presenting an analysis of practice activities in a domain that appears to be particularly suitable—orchestral conducting. Most conductors usually attain expertise in instrument playing prior to commencing conducting studies. Twenty-seven students of German study programs of orchestral conducting (approximately 18.7% of the population) responded to a questionnaire about their practice activities in conducting programs and their instrumental experiences. Descriptive results show the wealth of prestudy experiences conducting students have. A clear influence on practice activities cannot be stated. During study, students rated conducting-specific practice activities as more demanding and devoted more time to them than to general music practice activities. Therefore, conducting-specific practice activities might have been practiced more deliberately than general music practice activities.

scholarly journals Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

2021 ◽  
Vol 13 (9) ◽  
pp. 4892
Author(s):  
Sandra Stefanovic ◽  
Elena Klochkova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Application Development ◽  
Mobile Platforms ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

Report of the EAB Committee to Study Programs in Engineering Technology

1980 ◽  
Vol 23 (1) ◽  
pp. 2-12 ◽  
Author(s):  
W. A. Blackwell ◽  
C. R. Cahn ◽  
L. Dwon ◽  
E. W. Ernst ◽  
J. D. Forter ◽  
...  
Keyword(s):  
Engineering Technology ◽  
Study Programs

scholarly journals Case Study of the Integration of Digital Competencies into Teacher Preparation

2021 ◽  
Vol 13 (11) ◽  
pp. 6402
Author(s):  
Ján Záhorec ◽  
Alena Hašková ◽  
Adriana Poliaková ◽  
Michal Munk
Keyword(s):  
Teacher Training ◽  
Digital Literacy ◽  
Teaching Profession ◽  
Research Data ◽  
Research Survey ◽  
Teacher Trainees ◽  
Study Programs ◽  
Two Factors ◽  
Technological Competency ◽  
Pre Service Teacher

The requirements imposed on schools and the competencies of teachers change depending on the development of society, and currently their constant growth is considerable. These facts lead to the need to continuously innovate pre-service teacher training, especially with a focus on creating professional digital literacy. The creation of a proposal of an optimal model of pre-service teacher training in the field of teacher trainees’ professional didactic-technological competency development was the subject of the research, which is described in the article. The described research examined the importance of the integration of various kinds of digital didactic tools into pre-service teacher training curricula with regard to the successful performance of the teaching profession. The necessary research data were obtained on the basis of screening the opinions of teacher trainees in Slovakia and the Czech Republic (n = 280). The respondents of the research survey expressed, in terms of various aspects, their opinions on the importance of integrating the issue of working with specified kinds of the given digital means into the curricula of teacher trainees’ study programs. The obtained research data were analysed depending on three segmentation factors of the respondents, which were the nationality of the student (i.e., the COUNTRY of his/her study), the GENDER of the respondent, and the combination of these two factors, i.e., COUNTRY X GENDER. According to the achieved results, there is a need to include or strengthen the teaching of software applications such as ActivInspire, FreeMind, SMART Notebook, Google Docs and, if possible, Prezi and Mindomo, and also a need to emphasize the methodological aspects of the use of these technical means in teaching.

Sign in / Sign up

Export Citation Format

Share Document