Leveraging Symbolic Programming in Engineering Courses: An Example

2011 ◽  
Author(s):  
P. Venkataraman
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Academic Ability ◽  
Engineering Curriculum ◽  
Undergraduate Engineering ◽  
Symbolic Programming ◽  
Software Packages ◽  
Small Collection ◽  
Upper Level ◽  
Basic Course

Symbolic programming, available through software packages, is a useful resource for teaching and learning in upper level professional courses in the undergraduate engineering curriculum. It positively impacts both knowledge and comprehension. The knowledge of required mathematics, previously learnt but easily forgotten, is now available at the fingertips. Symbolic programming makes it accessible through a single line of code. The comprehension is encouraged by visually illustrating the mathematical results through simple graphic commands. Increased knowledge and comprehension improves student’s academic ability, confidence, and maturity. These are necessary drivers of innovation. It takes only a small collection of software commands to deliver these significant improvements in student learning. In this paper we showcase some examples that demonstrate how symbolic programming can be used to service the basic course in aerodynamics. We also highlight the small collection of commands. It is anticipated that every other course in the engineering curriculum that uses mathematics can be completely supported in a similar fashion.

scholarly journals The Cultural Myths and the Realities of Teaching and Learning

2001 ◽  
Author(s):  
Graham Nuthall
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Cultural Background ◽  
Academic Ability ◽  
Individual Student ◽  
Cultural Ideal ◽  
Reliable Evidence ◽  
Cultural Myths ◽  
Research Studies

In this article I describe evidence that most teaching follows the standard patterns of a cultural ritual that has remained largely unchanged despite many attempts to reform and change it. A series of research studies show that teachers are largely unaware of individual student learning and base their practice on the cultural ideal of the busy active classroom. Although evidence shows that differences in student learning are primarily the effect of motivation and cultural background, myths about academic ability have evolved to explain these differences and shift the blame onto students. Research is needed to replace myth and ritual with reliable evidence.

scholarly journals ENGINEERING INSTRUCTORS AND THEIR TEACHING GOALS, TEACHING PRACTICES AND CONCEPTIONS OF STUDENT LEARNING IN UNDERGRADUATE EDUCATION

2021 ◽  
Author(s):  
Lisa Romkey
Keyword(s):  
Student Learning ◽  
Situated Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Goals ◽  
Learning Theories ◽  
Undergraduate Engineering ◽  
Teaching Goals ◽  
Undergraduate Engineering Education

This paper shares the results of a multiinstitutional study examining the teaching goals andpractices of engineering instructors. Through both a survey and a set of interviews, engineering instructors at four institutions in Ontario were invited to share their key teaching and learning goals, teaching philosophy, and the use of teaching and learning activities in the teaching of undergraduate engineering students. Engineering instructors shared a surprising diversity of teaching goals and practices, and through a discussion of powerful teaching activities, a set of conceptualizations around student learning emerged, ordered in decreasingprominence: Students learn through: (1) making realworld connections; (2) application of concepts; (3) interaction with the instructor; (4) interaction between students; (5) independence and ownership and (6) listening to what the professor says and does. These views are all reflected in the diversity of learning theories available in the literature, and in particular situated learning theory, but an understanding of these specific conceptualizations, articulated by engineering instructors, can be used to better support engineering instructors in their teaching, and in the development of new curricular initiatives in undergraduate engineering education. This work expands on the existing literature on teaching in higher education and teaching practices in engineering.

Peningkatan Aktivitas Dan Hasil Belajar Bahasa Indonesia Pada Materi Teks Eksposisi Melalui Model Contextual Teaching And Learning (CTL) Siswa Kelas X IS 3 SMAN 4 Banda Aceh

2020 ◽  
Vol 1 (3) ◽  
pp. 289-298
Author(s):  
Yuslina Yuslina
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Model ◽  
Observation Data ◽  
Process Data ◽  
School Year ◽  
Data Collection Technique ◽  
Written Test ◽  
Banda Aceh

he purpose of this study was to increase the activities and results of Indonesian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh. The learning model used in this study is the CTL learning model. The subjects of this study were students of class X IS 3 SMAN 4 Banda Aceh. The number of students is 35 students with 16 male students and 19 female students. This research was conducted in the 2019/2020 school year for a period of 3 months, from August 2019 to October 2019 in the odd semester. The research methodology is Classroom Action Research (PTK) consisting of two cy-cles and each cycle consisting of two meetings. Each cycle consists of planning, implementing, observ-ing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question instrument (written test). Observation data was carried out by looking at the activeness of students in the learning process. Data were analyzed by means of percentage statistics. The results showed that there was an increase in student learning activities in both cycles, from good enough to good categories and to very good categories. Completeness of student learning outcomes has increased from 48.57% in the pre cycle increased to 68.57% in cycle I and increased to 88.57% in cycle II. The use of the CTL learning model can increase the activities and results of Indone-sian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh Academic Year 2019/2020

Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Teaching And Learning ◽  
Non Governmental Organizations ◽  
Information And Communication ◽  
Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

Implementation Of Coopertive Learning Strategies To Improve Learning Outcomes In Subjects Of Civic Education Main Subjects State Power Sharing System Of 10th Grade Students Accounting In SMKN Tanimbar Selatan

2019 ◽  
Vol 1 (2) ◽  
pp. 164-172
Author(s):  
Veky Robinson Sabarlele
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Citizenship Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Average Value ◽  
Classroom Action Research

The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019

PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

2019 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Erma Yenis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Good Teaching ◽  
Starting Point ◽  
Class Viii

Abstractlearning process  good teaching  can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar,  (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada  kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

Classroom observations and supervision – essential dimensions of pedagogical leadership

2014 ◽  
Vol 28 (7) ◽  
pp. 856-868 ◽  
Author(s):  
Helene Ärlestig ◽  
Monika Törnsen
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
First Century ◽  
Classroom Observations ◽  
Main Task ◽  
Teacher Capacity ◽  
Content Type ◽  
Democratic Leadership ◽  
Core Mission ◽  
Learning Issues

Purpose – The main task of every school is to contribute to student learning and achievement. In the twenty-first century, national and international evaluations and comparisons have focussed on measurable student and school results. Not only teachers but also principals are held accountable for school results, which increase expectations of principals to work to enhance student learning and improve outcomes. In Sweden, a principal's work with a given school's core mission is labeled as pedagogical leadership, a concept that includes diverse activities related to national goals and school results. Aspects of pedagogical leadership include principals’ classroom observations and communication about teaching and learning issues. The purpose of this paper is to describe a model of pedagogical leadership as a base for principals’ experience with the aim to develop their understanding of pedagogical leadership. Design/methodology/approach – The paper builds on data from three groups of principals who participated in a course to learn more about pedagogical leadership. Findings – The participating principals performed their pedagogical leadership in different manners and with varying quality. During the course, there was a shift in what activities and duties the principals prioritized. The findings highlight the importance of democratic leadership and the improvement of teacher capacity and student outcomes. Practical implications – The paper gives practical examples on how principals can improve their understanding of pedagogical leadership. Originality/value – There are few articles on how pedagogical leadership is understood and practiced. The paper provides a model for pedagogical leadership and empirical data that shows that the concept deserves to be viewed as a qualitative concept that need interpretation.

Sign in / Sign up

Export Citation Format

Share Document