Adaptive teaching learning sequence based on instructional design and evolutionary computation

2016 ◽  
Author(s):  
Meriem Hnida ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
Instructional Design ◽  
Evolutionary Computation ◽  
Learning Sequence ◽  
Adaptive Teaching ◽  
Teaching Learning

NATURE OF SCIENCE INTERDISCIPLINARY TEACHING AT PRIMARY SCHOOL BASED ON SYMMETRY AND THE SEARCH OF INVARIANTS

2021 ◽  
pp. 207-219
Author(s):  
Simone Brasili ◽  
◽  
Riccardo Piergallini ◽  
Keyword(s):  
Primary School ◽  
Nature Of Science ◽  
Interdisciplinary Approach ◽  
Control Group ◽  
Learning Sequence ◽  
Learning Path ◽  
Post Test ◽  
And Mathematics ◽  
Teaching Learning ◽  
Fitting In

The project is situated in the field of teaching physics, generally speaking, science education. It aims at studying the interplay between physics and mathematics, introducing an interdisciplinary approach based on the modern concept of symmetry or sameness within change (i.e., invariance). The interdisciplinary methods integrate the process skills common to discovery-based science and problem-based mathematics, typically of Nature of Science (NoS) modelling. We designed a teaching-learning sequence(TLS) and implemented it in an Italian primary school on a sample group (N = 96). Research conforms to pre-and post-test design with a control group. The resulting data were examined through a mixed method. We assess the effectiveness of the TLS by analysing the learning changes in the level of pupils’ knowledge of symmetry. The findings show that the pupils were in the regime of competence for grasping the changed view of symmetry. It also provides ideas that the concepts of symmetry and invariance will allow building the architecture of more extensive scientific knowledge. The study of transformations and invariants facilitates the acquisition of cognitive procedures fitting in many domains, modelling and generalization processes. This research contribution brings important suggestions for designs of successive steps in the learning path on symmetry.

A teaching–learning sequence on a socio-scientific issue: analysis and evaluation of its implementation in the classroom*

2016 ◽  
Vol 38 (11) ◽  
pp. 1727-1746 ◽  
Author(s):  
Ángel Vázquez-Alonso ◽  
Abdiel Aponte ◽  
María-Antonia Manassero-Mas ◽  
Marisa Montesano
Keyword(s):  
Learning Sequence ◽  
Analysis And Evaluation ◽  
Scientific Issue ◽  
Teaching Learning ◽  
Issue Analysis

scholarly journals CONNECTIONS INVOLVING THE USE OF CHEMICAL LANGUAGE AND UNDERSTANDING OF REDUCTION-OXIDATION REACTION

2018 ◽  
Vol 15 (2) ◽  
pp. 61-71
Author(s):  
Solange Locatelli ◽  
Paulo Henrique Soares Gomes ◽  
Agnaldo Arroio
Keyword(s):  
Oxidation Reaction ◽  
Chemical Education ◽  
Predictive Ability ◽  
Electrochemical Reactions ◽  
Learning Sequence ◽  
Relational Understanding ◽  
Teaching Learning ◽  
Chemical Language

Understanding submicroscopic level, which requires in-depth chemistry knowledge, is difficult for students. The sample of the research consisted of 32 students, who performed a teaching-learning sequence of two electrochemical reactions. Eight of them were videotaped and their speech was transcribed and analyzed. The results indicated that students who used more chemical terms improved their understanding of the submicroscopic level. Talking more, in this case, showed no relation to learning directed to an instrumental understanding (focus on how). The use of more chemical terms enabled them to grasp a relational understanding (focus on why) and the predictive ability of new chemical phenomena. Keywords: chemical education, chemical terms, electrochemistry, relational understanding, submicroscopic level.

scholarly journals From Culture to Classroom: Study Ethnomathematics in House of Using Banyuwangi

2019 ◽  
Vol 2 (2) ◽  
pp. 76 ◽  
Author(s):  
Rachmaniah Mirza Hariastuti ◽  
Mega T. Budiarto ◽  
Manuharawati Manuharawati
Keyword(s):  
Instructional Design ◽  
Development Research ◽  
Two Dimension ◽  
Data Collecting ◽  
Classroom Study ◽  
Contextual Teaching ◽  
Addie Model ◽  
Observation Method ◽  
Teaching Learning ◽  
Development Step

Banyuwangi is a town part of Java island, Indonesia. Cultural of Banyuwangi still run by original society named Using tribe. One of the culture which still defended by Using tribe is custom house. The paper describe about house of Using Banyuwangi and instructional design that made from the result of explore activity. This research joining ethnography method and development research. While the data collecting done with observation method, interview, and documentation. As for study device developed with ADDIE model that limited at development step. The result showed that house of Using’s construction show the existence of mathematics concepts specially geometry two dimension, pythagoras, and similarity. This result used to developed the instructional design based on contextual teaching – learning. Selected items is pythagoras. The instructional design will be implementing at research hereinafter.

scholarly journals Developing Instructional Design in Teacher Education for Blended Learning Environment: A Needs Analysis

2020 ◽  
Vol 1 (4) ◽  
pp. 273-281
Author(s):  
Alina Raza ◽  
Prof. Dr. Samina Malik ◽  
Prof. Dr. N. B. Jumani
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Blended Learning ◽  
Prospective Teachers ◽  
Media Analysis ◽  
Needs Analysis ◽  
Performance Gap ◽  
Need Analysis ◽  
Analysis Phase ◽  
Teaching Learning

The Instructional Design is a framework to integrate multimedia features in the curriculum to create a facilitated, interactive, and student-centered teaching-learning environment as the latest trends in instructional strategies are moving towards incorporating instructional technologies into the classroom. The present study intended to conduct a needs analysis: to identify the needs and problems of the prospective teachers to measure the performance gap. This study is focused upon the need analysis phase based on the generic ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach to develop an instructional design specifically for the blended learning environment. This study was experimental, and the sample of the study was taken through purposive sampling technique that included twenty Prospective teachers of BS Education 7th semester. A self-developed detailed need analysis questionnaire was used to collect data for the need analysis phase. The needs-analysis plan was developed and implemented on the following parameters: leaners’ analysis, environmental analysis, content analysis, instructional analysis, and instructional media analysis. The results of the need analysis revealed that there was a need to adopt planned instructional procedures to overcome the performance gap of prospective teachers in terms of their needs, requirements, problems, and expectations in the teaching-learning process, based on which the instructional design would be designed, developed implemented and evaluated for blended learning environment according to ADDIE approach.

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