scholarly journals Conceptions and Perceptions of Pre-service Teachers on the use of Paradidactic Books in Chemistry Teaching

2019 ◽  
Vol 21 (5) ◽  
pp. 62-80
Author(s):  
Débora Luana Kurz ◽  
Lucilene Piva ◽  
Everton Bedin
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Data Representation ◽  
Cultural Knowledge ◽  
Pedagogical Practices ◽  
Metropolitan Region ◽  
Learning Mechanisms ◽  
Chemistry Teaching ◽  
Data Collection Instrument ◽  
Didactic Strategies

This research aimed to investigate the conception of chemistry pre-service teachers in the use of para-didactic books in the teaching of Chemistry, with emphasis on questions related to learning mechanisms, didactic strategies and discussion in the classroom. In the methodology, a questionnaire structured in two axes was used as a data collection instrument, which was made available to students of the Chemistry course of a community university in Canoas, metropolitan region of Porto Alegre/RS. This questionnaire, as an empirical part of this article, was analyzed in the light of Bardin's Content Analysis (2011), and its qualitative and quantitative data are expressed through figures and tables. In the data representation, after analysis and interpretation, through the conceptions of the undergraduate students, the importance of the use of this resource in pedagogical practices was verified, corroborating, in addition to the teaching and learning processes, with the improvement of teaching and, mainly , with the contextualization of scientific knowledge in the light of the socio-cultural knowledge of the student. Thus, based on the paradigmatic book, advances in school actions are expected to build and experience a new contextualized and meaningful narrative to the student, also contributing to the way of teaching and learning of the different teachers, providing them with a tool that has the scientific, epistemological and social foundation.

scholarly journals Pedagogical Practices Employed in Teaching and Learning Speaking Skills at Taif University

2018 ◽  
Vol 8 (4) ◽  
pp. 273
Author(s):  
Abdul Fattah Soomro
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Group Work ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Pedagogical Practices ◽  
Female Undergraduate ◽  
Picture Description ◽  
Play Group ◽  
Speaking Skills

The aim of instructing speaking skills is to help students develop better oral communication. That is possible if teachers employ better techniques to enhance the use of English in the class and motivate their learners to utilize important strategies for practicing speaking skills. The current study investigates pedagogical practices in use by English professionals to teach speaking skills to their students, and strategies and approaches applied by leaners to improve their speaking skills. Questionnaire survey was conducted by recruiting 184 male and female undergraduate students from different streams at Taif University. The data was analyzed through SPSS and presented with the help of descriptive tables. The results of this study reveal that teachers moderately employed important techniques and strategies in their teaching. Among the strategies and techniques which were not frequently employed by English professionals were: role-play, group work, pair discussion, picture description, dialogue, debating, and storytelling. Students also lacked in utilizing important strategies which hinder their progress in developing better speaking skills. The attitude of learners towards learning a foreign language was negatively affected by the level of difficulties faced by them. The study concluded that teachers’ role is very important to develop a favorable learning environment and involve students to practice English through various useful techniques and strategies necessary for the development of speaking skills.

scholarly journals ENSINO DE QUÍMICA NO CONTEXTO DA EDUCAÇÃO ESPECIAL: UMA ANÁLISE DE ARTIGOS PUBLICADOS NA REVISTA QUÍMICA NOVA NA ESCOLA NO PERÍODO DE 1995 A 2016

2020 ◽  
Vol 5 (1) ◽  
pp. 431-448
Author(s):  
Jully Chagas da Silva ◽  
Mara Maria Dutra
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Basic Research ◽  
Educational Needs ◽  
Point Of View ◽  
Special Educational Needs ◽  
Chemistry Teaching ◽  
Didactic Strategies

Resumo: Esse estudo tem como objetivo mapear os artigos publicados na revista Química Nova na Escola (QNEsc), analisando as contribuições do periódico para o ensino de química no contexto da educação especial, no período de 1995 a 2016. A escolha da QNEsc se deu pela relevância das publicações que envolvem a educação química. Sob o ponto de vista metodológico, essa pesquisa básica tem caráter descritivo e exploratório, caracterizando-se em um levantamento do tipo estado da arte, de abordagem mista. Constatou-se que apenas 11 das publicações do periódico tratam de assuntos relacionados à educação especial. A exploração do material permitiu categorizar quanto ao foco temático: formação docente, ensino e aprendizagem, materiais didáticos e revisão de literatura. Quanto ao tipo de necessidades educacionais especiais abordados foram categorizadas em: deficiência visual, deficiência auditiva e geral. Os resultados apontam notáveis contribuições para a alfabetização química de estudantes com necessidades educacionais especiais, entre os quais destacam o aprimoramento da formação docente, difusão de pesquisas, elaboração de materiais e estratégias didáticas que favorecem a construção do conhecimento em um processo inclusivo.Palavras-chave: Educação especial; QNEsc; ensino de química. Abstract: The purpose of this study is to map the articles published in the Química Nova na Escola (QNEsc) (New Chemistry at School) magazine by analyzing the contributions of the journal towards chemistry teaching in special education within the period of 1995 to 2016. The choice of QNEsc was due to the relevance of its publications that involve chemistry education. Under the methodological point of view, this basic research is of a descriptive, exploratory nature, being characterized as a state of the art type ascertainment from a mixed approach. It was found that only 11 of the journal publications are about subjects related to special education. The exploration of the material allowed for the categorization regarding the thematic focus: teacher training, teaching and learning, didactic materials, and revision of the literature. As to the types of special educational needs covered they were categorized as follows: visual impairment, hearing impairment and general. The results point towards notable contributions for chemistry literacy of special educational needs students, among which stand out the enhancement of teacher training, diffusion of research, elaboration of materials and didactic strategies that favor the construction of knowledge in an inclusive process.Keywords: Special education; QNEsc New Chemistry at School; Chemistry teaching.

scholarly journals Teachers’ Pedagogical Practices and Students’ Learning Experiences in an Ethiopian University Setting

2020 ◽  
Vol 16 (2) ◽  
pp. 205
Author(s):  
Tefera Tadesse ◽  
Catherine Manathunga ◽  
Robyn Gillies
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Quality Measurement ◽  
Pedagogical Practices ◽  
University Teaching ◽  
Teachers Perceptions ◽  
Continuous Quality ◽  
Teachers And Students

There is a growing interest among higher education (HE) researchers regarding the relevance of measuring quality via the lived experiences of teachers and students. However, relatively few studies have examined more broadly the pedagogical practices and student learning experiences in HE. In addition, there is a minimal study that compared students’ perceptions of learning behaviors with that of their teachers. The current study explores students’ and teachers’ perceptions about the existing pedagogical practices and learning experiences by analyzing each group’s responses and examining similarities and differences between their perspectives. For this, undergraduate students (n = 536) and teachers (n =89) at Jimma University, Ethiopia voluntarily participated in filling out two separate questionnaires. The findings show that university teaching and student learning in Ethiopia face considerable challenges that originated from different sources of influences, including input, process, and outcome dimensions. As the study participants reported, they faced high challenges in teaching and learning mainly due to the shortage of required inputs and processes. The role of pedagogical practices and learning experiences within universities' quality measurement and developing strategies to use such data for continuous quality improvement are discussed.

scholarly journals Flipped Classroom in Human Anatomy Teaching and Learning: Performance Analysis and Perceptions of Health Academics

2020 ◽  
Vol 22 (1) ◽  
pp. 151-174
Author(s):  
Camila Maria Bandeira Scheunemann ◽  
Caroline Medeiros Martins De Almeida ◽  
Paulo Tadeu Campos Lopes
Keyword(s):  
Test Performance ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Human Anatomy ◽  
Learning Performance ◽  
Metropolitan Region ◽  
Paradigm Shifts ◽  
Post Test ◽  
The Impact

Contemporary pedagogical practices have undergone restructuring and paradigm shifts; in this scenario, hybrid teaching emerged, which has as one of its modalities the flipped classroom. This study, of a mixed and exploratory nature, the objective was to investigate the impact of the flipped classroom on academic performance in human anatomy and the students' perceptions of this methodology in their teaching and learning in this discipline. Participants were human anatomy students from health courses at a private university in the metropolitan region of Porto Alegre/RS. A didactic intervention was carried out through the flipped classroom methodology, including the study of the urinary and reproductive systems, where the previous material was made available through two digital hypertexts and in the classroom, digital albums were built. Data were collected through pre and post-test questionnaires, with open questions or Likert scale and analyzed through response scores and content analysis. Participants demonstrated better post-test performance by providing more insight into related content. As for the perceptions, they highlighted the contribution of the flipped classroom to their learning and emphasized as their main positive points their contribution to learning, understanding and memorization, as well as allowing greater interaction and cooperation among colleagues. The most salient negative points were the lack of teacher exposure and the permanence of doubts.

The Finkleman Preparation: A Computer Simulation for Teaching Undergraduate Students of Pharmacology

1994 ◽  
Vol 22 (6) ◽  
pp. 474-480
Author(s):  
David Dewhurst ◽  
Ian Hughes ◽  
Richard Ullyott
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Computer Assisted ◽  
Learning Program ◽  
Computer Assisted Learning ◽  
Sympathetic Nerve Stimulation ◽  
Chart Recorder ◽  
Experimental Protocols ◽  
Evoked Contractions

An interactive computer-assisted learning program is described, which simulates a number of experiments which can be performed on the isolated, innervated duodenum of the rabbit (the Finkleman preparation). This preparation is one of the classical pharmacological preparations used to demonstrate to undergraduate students the effects of selected drugs: those acting on adrenoceptors or intestinal smooth muscle, or those affecting responses to sympathetic nerve stimulation. The program runs on any IBM compatible PC, and makes use of text and high resolution graphics to provide a background to the experiments and to describe the methodology. A screen display which emulates a chart recorder presents simulated results (spontaneous or evoked contractions of the gut), derived from actual data, in response to the selection by students of predetermined experimental protocols from a menu. The program is designed to enhance or replace the traditional laboratory-based practical using this preparation, whilst achieving the majority of the same teaching and learning objectives.

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

scholarly journals A virtual alternative to molecular model sets: a beginners’ guide to constructing and visualizing molecules in open-source molecular graphics software

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Siripreeya Phankingthongkum ◽  
Taweetham Limpanuparb
Keyword(s):  
General Chemistry ◽  
Open Source ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Molecular Model ◽  
Bond Line ◽  
First Year ◽  
Molecular Graphics ◽  
Model Sets ◽  
Graphics Software

Abstract Objective The application of molecular graphics software as a simple and free alternative to molecular model sets for introductory-level chemistry learners is presented. Results Based on either Avogadro or IQmol, we proposed four sets of tasks for students, building basic molecular geometries, visualizing orbitals and densities, predicting polarity of molecules and matching 3D structures with bond-line structures. These topics are typically covered in general chemistry for first-year undergraduate students. Detailed step-by-step procedures are provided for all tasks for both programs so that instructors and students can adopt one of the two programs in their teaching and learning as an alternative to molecular model sets.

scholarly journals Students’ Involvement in Social Networking and Attitudes towards Its Integration into Teaching

2016 ◽  
Vol 9 (9) ◽  
pp. 250
Author(s):  
Ukeme Ekpedeme Umoh ◽  
Etuk Nssien Etuk
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sampling Technique ◽  
Full Time ◽  
Ex Post ◽  
Significant Difference ◽  
Research Questions ◽  
The University

<p class="apa">The study examined ‘Students’ Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was ‘Students’ Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach’s Alpha Statistical method was used to determine the reliability coefficient of .70 for the instrument. Two research questions and two null hypotheses tested at .05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students’ involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.</p>

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