scholarly journals Project Based Learning (PBL) as a Promising Challenge of Teaching Mathematics

1970 ◽  
pp. 379-409
Author(s):  
Miri Hilai
Keyword(s):  
Cognitive Abilities ◽  
Self Regulation ◽  
Project Based Learning ◽  
Teaching Mathematics ◽  
Mathematical Skills ◽  
The Past ◽  
Innovative Learning ◽  
Different Populations ◽  
Individualized Teaching ◽  
Teaching Learning

Mathematics has always presented a challenge, both for teachers and for pupils, all around the world. Teachers of mathematics of all time periods are interested in having their pupils master the mathematical skills and love math. They deliberate on ways of teaching-learning, because of the tremendous gaps in their pupils’ cognitive abilities and their non-uniform abilities to pay attention and to concentrate. It appears that the main solution in the frontal mathematics lessons is offered to the average pupils, but the main goal is to provide a solution for the entire classroom population. Over the years I have searched for different ways beyond frontal and individualized teaching, so that I could provide a solution for populations with different needs in the mathematics lessons. My search for alternative ways derived also from the need to promote the achievements and to boost the motivation, interest, curiosity, and enjoyment in the learning of mathematics. Contemporary research indicates that there is practical innovative learning which is active and involving; it is called project-based learning (PBL). PBL provides a solution for the improvement of the performances in mathematics, for the motivation of the pupils, and for the inspiration of interest and curiosity in and enjoyment from this field of knowledge. From my experience as a teacher in the past and from the reports of my students in the Gordon Academic College for Education in the PBL course, in such teaching a solution is provided for the different populations in the class. The pupils are engaged in learning in practical and realistic projects that are relevant to their lives. They are more active and autonomous, work cooperatively, and develop patterns of behaviour of independence in learning, self-orientation, and self-regulation. These skills and patterns of behaviour are important to their lives as adults and cultivate the six functions of the learner that are derived from the curriculum in Israel: sensory-motor, self-direction in learning and in its management, intrapersonal and interpersonal, cognitive and meta-cognitive.

scholarly journals Sustainable Project-Based Learning Methodology Adaptable to Technological Advances for Web Programming

2021 ◽  
Vol 13 (15) ◽  
pp. 8482
Author(s):  
Juan Carlos López-Pimentel ◽  
Alejandro Medina-Santiago ◽  
Miguel Alcaraz-Rivera ◽  
Carolina Del-Valle-Soto
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Educational Software ◽  
New Technologies ◽  
Project Based Learning ◽  
Plagiarism Detection ◽  
Web Programming ◽  
Technological Advances ◽  
Innovative Learning ◽  
Teaching Learning

The fast pace of development of the Internet and the Coronavirus Disease (COVID-19) pandemic have considerably impacted the educative sector, encouraging the constant transformation of the teaching/learning strategies and more in technological areas as Educational Software Engineering. Web programming, a fundamental topic in Software Engineering and Cloud-based applications, deals with various critical challenges in education, such as learning continuous emerging technological tools, plagiarism detection, generating innovative learning environments, among others. Continual change and even more change with the current digitization becomes a challenge for teachers and students who cannot depend on traditional educational methods. The article presents a sustainable teaching/learning methodology for web programming courses in Engineering Education using project-based learning adaptable to the continuous web technological advances. The methodology has been developed and improved during 9 years, 15 groups, and 3 different universities. Our results demonstrate that the methodology is adaptable with new technologies that might arise; it also presents the advantages of avoiding plagiarism in students and a personalized induction for every specific student in the learning process.

Project Based Learning in First Year, First Semester of Industrial Engineering and Management: Some Results

2012 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Rui Lima ◽  
Rui Sousa ◽  
José Dinis-Carvalho ◽  
...  
Keyword(s):  
Bologna Process ◽  
Project Based Learning ◽  
Industrial Engineering ◽  
First Year ◽  
First Semester ◽  
Innovative Learning ◽  
Teaching Learning ◽  
Past Experiences ◽  
The Bologna Process ◽  
Coordination Team

The innovative learning methodology Project-based learning (PBL) has been functioning in the first semester of the first year of the Master Degree in Industrial Engineering and Management (IEM) at University of Minho, Portugal, since 2004_2005. This methodology was implemented by a team of teachers from the Department of Production and Systems of the Engineering School just before the Bologna process was adopted in Portugal. The process required substantial changes in the teaching/learning methods and methodologies and had a significant impact on students’ learning and motivation. The team of IEM teachers designed a full semester project based on the contents of four project-supporting courses (PSC), and formed a coordination team involving PSC lecturers, tutors and educational researchers. The latter aimed to accompany students’ teams, assess the learning process and evaluate the PBL experience at IEM. After nine editions of PBL in the first year, the IEM curricular structure has been reformulated to include a semester-wide project course in the first semester, recognizing PBL as a distinct part of the curriculum. It is therefore time to reflect on the past experiences and the merits of the PBL experiences. After presenting the overview of PBL based on the IEM specific context, its merit will be discussed through the analysis of surveys results and workshops organized at the end of last three PBL editions. This learning approach has put many challenges to the coordination team, brought discussion and triggered research that supported PBL along the way.

scholarly journals PEMAHAMAN GURU IPA DALAM STRATEGI PEMBELAJARAN PETA PIKIRAN (MIND MAP)

EDUTECH ◽  
2017 ◽  
Vol 16 (1) ◽  
pp. 73
Author(s):  
Natalia Rosa Keliat
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Science Teachers ◽  
Cognitive Abilities ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Learning Mechanisms ◽  
Central Java ◽  
Teaching Learning

Abstract. This researchs were conducted in Salatiga primary high school, Central Java and the subject of were taken from 23 science teachers which used interview and observation tech-niques. The aim of this study was firstly, to assess learning strategies of science in Salatiga prima-ry high school, and secondly to assess the obstacles and constraints that faced the science teach-ers in the implementation of learning strategies in the classroom. Further more the percentage of the understanding and application of mind map model, and also to assess the obstacles and con-straints in the implementation of mind map in the classroom. Data were analyzed by using de-scriptive qualitative method. The results showed that the percentage of science teachers using discussion methods are 78.26%, 21.74% by concept maps, 30.43% by demonstrations, 39.13% by lectures, 34.78% using mind map respectively by other strategies such as card games, quiz, pro-ject based learning, discovery, problem based learning, contextual teaching learning, and inquiry is 43,8%. Teachers faced difficulty to allocate the time in the classroom because students who had lower levels of cognitive abilities require a longer time to understand the strategies in the class-room. The percentage of teachers using mind map in teaching only reach at 34.78%, while 65.22% teachers still not applying yet. Results of interview which were conducted approximately 47.83% to the teachers who understand the learning mechanisms model of mind map, and 52.17% did not understand the principles of learning using mind map. However, in its application in the classroom teachers face some problems, for example, it is take time to implemented, and the other subjects difficult to finished on time. More over, other constraints that faced are the students still have difficulty in making mind map because lack of exercise, as well as students who are already familiar with the habit pattern of teacher using teaching center.Abstrak. Penelitian ini dilaksanakan di SMP Salatiga, Jawa Tengah dengan subjek penelitan adalah guru bidang studi IPA yang berjumlah 23 orang dengan menggunakan teknik wawancara dan observasi. Penelitian ini bertujuan untuk mendata strategi pembelajaran IPA yang dilakukan guru SMP Kota Salatiga, kendala yang dihadapi guru dalam melaksanakan strategi pembelajaran di kelas, persentase pemahaman dan penerapan mind map oleh guru IPA SMP Kota Salatiga, serta kendala dalam melaksanakan strategi mind map di kelas. Analisis penelitian yang digunakan adalah deskriptif kualitatif. Hasil menunjukkan persentase guru IPA yang menggunakan strategi diskusi mencapai 78.26%, peta konsep 21,74%, demonstrasi 30,43%, ce-ramah 39,13%, mind map 34,78% dan strategi-strategi lain seperti permainan kartu, cerdas cer-mat, project based learning, discovery, problem based learning, CTL, inquiry mencapai 43,8%. Dalam menerapkan strategi yang bervariasi guru mengalami kesulitan dalam mengatur alokasi waktu pembelajaran di kelas dikarenakan peserta didik yang memiliki tingkat kemampuan kogni-tif rendah membutuhkan waktu yang lebih lama untuk memahami strategi pembelajaran yang dipakai di kelas. Dalam penerapan mind map, menunjukkan persentase jumlah guru yang menggunakan mind map dalam pembelajaran di SMP Kota Salatiga hanya mencapai 34,78% dan yang masih belum menerapkan pembelajaran model mind map mencapai 65,22%. Berdasarkan hasil wawancara diketahui bahwa sekitar 47,83% guru tersebut memahami prosedur pembelajaranmodel mind map, selebihnya sebesar 52,17% mengatakan belum memahami prinsip pembelajaran menggunakan mind map. Guru menjelaskan bahwa mind map sangat potensial digunakan se-bagai suatu teknik untuk meningkatkan pembelajaran peserta didik. Meskipun demikian, dalam penerapannya di kelas guru mengalami kendala dalam pengaplikasian mind map, misalnya dibu-tuhkan waktu yang cukup lama untuk menerapkan mind map sehingga materi lainnya tidak dapat diselesaikan tepat waktu. Selain itu, kendala lain seperti siswa masih kesulitan dalam membuat mind map dikarenakan kurang latihan, serta siswa yang sudah terbiasa dengan kebiasaan pola pengajaran teacher center sehingga model mind map ini dianggap sulit bagi siswa. 

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

scholarly journals 3D Insights into the Effects of Captivity on Wolf Mastication and Their Tooth Marks; Implications in Ecological Studies of Both the Past and Present

Animals ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 2323
Author(s):  
Lloyd A. Courtenay ◽  
Darío Herranz-Rodrigo ◽  
José Yravedra ◽  
José Mª Vázquez-Rodríguez ◽  
Rosa Huguet ◽  
...  
Keyword(s):  
Data Science ◽  
Surface Modifications ◽  
Human Populations ◽  
Ecological Studies ◽  
The Past ◽  
Carnivore Species ◽  
Different Populations ◽  
Complex Relationships ◽  
As Stress ◽  
Tooth Marks

Human populations have been known to develop complex relationships with large carnivore species throughout time, with evidence of both competition and collaboration to obtain resources throughout the Pleistocene. From this perspective, many archaeological and palaeontological sites present evidence of carnivore modifications to bone. In response to this, specialists in the study of microscopic bone surface modifications have resorted to the use of 3D modeling and data science techniques for the inspection of these elements, reaching novel limits for the discerning of carnivore agencies. The present research analyzes the tooth mark variability produced by multiple Iberian wolf individuals, with the aim of studying how captivity may affect the nature of tooth marks left on bone. In addition to this, four different populations of both wild and captive Iberian wolves are also compared for a more in-depth comparison of intra-species variability. This research statistically shows that large canid tooth pits are the least affected by captivity, while tooth scores appear more superficial when produced by captive wolves. The superficial nature of captive wolf tooth scores is additionally seen to correlate with other metric features, thus influencing overall mark morphologies. In light of this, the present study opens a new dialogue on the reasons behind this, advising caution when using tooth scores for carnivore identification and contemplating how elements such as stress may be affecting the wolves under study.

scholarly journals Information Disorder and Self-Regulation in Europe: A Broader Non-Economistic Conception of Self-Regulation

2019 ◽  
Vol 8 (10) ◽  
pp. 280 ◽  
Author(s):  
Aznar
Keyword(s):  
Social Communication ◽  
Social Networking Sites ◽  
Self Regulation ◽  
Regulatory Mechanisms ◽  
The Public ◽  
Media Companies ◽  
The Past ◽  
European Institutions ◽  
The Social ◽  
Information Manipulation

Over the past decade, the problems arising from social communication have yet again become burning issues on social and political agendas. Information disorder, hate speeches, information manipulation, social networking sites, etc., have obliged the most important European institutions to reflect on how to meet the collective challenges that social communication currently poses in the new millennium. These European Institutions have made a clear commitment to self-regulation. The article reviews some recent European initiatives to deal with information disorder that has given a fundamental role to self-regulation. To then carry out a theoretical review of the normative notion of self-regulation that distinguishes it from the neo-liberal economicist conception. To this end, (1) a distinction is drawn between the (purportedly) self-regulating market and (2) a broader conception of self-regulation inherent not to media companies or corporations, but to the social subsystem of social communication, is proposed. This involves increasing the number of self-regulatory mechanisms that may contribute to improve social communication, and reinforcing the commitment of those who should exercise such self-regulation, including not only media companies but also the professionals working at them and the public at large.

Dimensions of Expertise in Wine Evaluation

2016 ◽  
Vol 12 (1) ◽  
pp. 59-83 ◽  
Author(s):  
Robert H. Ashton
Keyword(s):  
Cognitive Abilities ◽  
Jel Classification ◽  
Two Dimensions ◽  
Chemical Components ◽  
Component Level ◽  
The Past ◽  
Hedonic Evaluation ◽  
Expert Novice ◽  
Taste And Smell ◽  
Cognitive Dimensions

AbstractThis article explores the question of what distinguishes novices from experts in wine evaluation. Is it experts’ superior sensory abilities related to taste and smell, their superior cognitive abilities related to knowledge and memory, or a combination of both—and if a combination, which of the two dimensions of expertise, sensory or cognitive, seems to be more important? I address these issues by considering what has been learned in the past 30+ years from research concerning the sensory and cognitive dimensions of expertise in wine evaluation. The research examines expert/novice differences at both the chemical component level (detecting, discriminating among, and describing wine-relevant chemical components) and the holistic level (hedonic evaluation of wine as an integrated manifestation of its components). (JEL Classification: C93)

Self-regulation and autonomy in problem- and project-based learning environments

2013 ◽  
Vol 14 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Candice Stefanou ◽  
Jonathan D Stolk ◽  
Michael Prince ◽  
John C Chen ◽  
Susan M Lord
Keyword(s):  
Learning Environments ◽  
Self Regulation ◽  
Project Based Learning

scholarly journals Project Based Learning Activities in Engineering Education

2013 ◽  
Vol 3 (S2) ◽  
pp. 27 ◽  
Author(s):  
Tiago Faustino Andrade
Keyword(s):  
Engineering Education ◽  
Mechanical Engineering ◽  
Project Based Learning ◽  
Learning Activities ◽  
Academic Environment ◽  
Font Size ◽  
Master Degree ◽  
Excellent Opportunity ◽  
Teaching Learning

<span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">In the present work, the author reports examples of his involvement in different teaching/learning methodologies during his five years of the Integrated Master Degree in Mechanical Engineering at the Faculty of Engineering of University of Porto. The aim is to explain how useful those experiences have been, allowing him to explore many techno-scientific activities within his engineering education while student as well as other <span style="letter-spacing: -.05pt;">transferable</span> skills and later, up to the present, as a professional in academic environment. The author wishes to underline the excellent opportunity he had to practice reflection processes as an essential methodology of his engineering education.</span>

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