scholarly journals Developing Programmed Learning Material for Teaching Science of CBSE Class IX

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Himanshu Tripathi ◽  
Dr. JE Merlin Sasikala
Keyword(s):  
Learning Task ◽  
Scientific School ◽  
Learning Material ◽  
Response Model ◽  
Immediate Feedback ◽  
Programmed Learning ◽  
Stimulus Response ◽  
Original Stimulus ◽  
Programmed Learning Material ◽  
History Of

We will begin by discussing the early history of programmed learning and showing how the interpretation of the term has evolved over the years. The origin of programmed learning had its roots in behavioural psychology- the new ‘scientific’ school of psychology that was pioneered by the American psychologist B F Skinner during the 1950’s. Behavioural psychology was based on what is generally referred to as the stimulus response (S-R) model of behaviour. One important feature of the original stimulus-response model of learning was the concept of successive reinforcement. Another feature is that a desired S-R bond would be firmly established if the learner was supplied with immediate feedback in the form of the correct answer immediately after attempting a particular learning task such as answering a question. Another feature of Skinner’s original theory was that each successive stimulus-response step should be small enough to ensure that the learner was nearly always correct in his or her response.

scholarly journals Effectiveness of Programmed Learning Material in Learning Cognitive Domain of B.Ed Students

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Jignasa H. Joshi
Keyword(s):  
Cognitive Domain ◽  
Teaching Methodology ◽  
Learning Material ◽  
Learning Method ◽  
Teaching Techniques ◽  
Programmed Learning ◽  
Learning Techniques ◽  
Effective Media ◽  
Programmed Learning Material ◽  
Self Learning

The present teaching techniques needs revised thinking to make learning more effective for students. In fact the teaching methodology should be such by which the students can be involved in reading, thinking, problem solving and then learning by their own efforts. It becomes more important at B.Ed. Level. For this purpose self-learning method is a very effective media. There are several Self Learning Techniques in which learner can learn by their own pace. Inamdar, J.A (1981), Suthar, K.S (1981), Debi Meena Kumari (1989), concluded that Programmed learning method was more effective. Can the learning of cognitive domain be made easier by using Programmed Learning Material? Is the Programmed Learning Method similarly effective for boys and girls? The investigator has thought about all such crucial questions for undertaking this research. Hence the topic “Effectiveness of Programmed Learning Material in Learning Cognitive Domain of B.Ed Students” is selected for the presentation.

Effectiveness of Programmed Learning Material in Teaching Basic Elements of Accountancy Subject for Students of Standard XI in References to Scholastics Achievement

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Harshad B. Choksi ◽  
Ajay B. Raval
Keyword(s):  
Teaching Methodology ◽  
Learning Material ◽  
Learning Method ◽  
Programmed Learning ◽  
Learning Techniques ◽  
Effective Media ◽  
Learning Technique ◽  
Programmed Learning Material ◽  
Power Point ◽  
Self Learning

The present teaching techniques needs revised thinking to make learning more effective for students. In fact the teaching methodology should be such by which the students can be involved in reading, thinking, problem solving and then learning by their own efforts. For this purpose self-learning method is a very effective media. There are several Self Learning Techniques in which learner can learn by their own pace. Patel, Bhanubhai(1993) and Sakhiya,R.B.(2006) also did an experiment for self-learning technique. They both found self-learning technique effective. Present study was differing from these two studies because researcher made PLM with the help of computer programme MS Power point. Students of Std-11(Commerce) were selected for the purpose of research. Can the subject “Basic elements of accountancy” be made easier by using Programmed Learning Material? Is the Programmed Learning Method similarly effective for boys and girls? The investigator has thought about all such crucial questions for undertaking this research. Hence the topic “EFFECTIVENESS OF PROGRAMMED LEARNING MATERIAL INTEACHING BASIC ELEMENTS OF ACCOUNTANCY SUBJECT FOR STUDENTS OF STANDARD XI” is selected for the presentation.

Effect on Achievement of Written Responses to Programmed Learning Material for Students of Differing Academic Ability

1964 ◽  
Vol 14 (3) ◽  
pp. 780-782 ◽  
Author(s):  
William Hatch Ashbaugh
Keyword(s):  
Relevant Literature ◽  
Response Mode ◽  
Academic Ability ◽  
Learning Material ◽  
High Ability ◽  
Written Responses ◽  
Programmed Learning ◽  
Main Effect ◽  
Programmed Learning Material ◽  
Covert Response

A review of the relevant literature suggests the hypothesis that (1) the requirement of overt (written) responses to the program interferes with learning for students of high ability and (2) facilitates learning for students of low ability. The hypothesis was tested in two different experiments which followed the same procedures but which utilized two different programs. Analyses of variance were made for the scores on a posttest and for the scores on a Σ Criterion Frames Test. All F values for interactions were nonsignificant, the main effect of response mode was nonsignificant except in one analysis which favored the covert response mode; finally, the main effect of ability was highly significant. In terms of immediate achievement students who responded covertly performed at least as well as students who responded overtly, and students who responded covertly spent significantly less time in reaching the same level of achievement. This conclusion appears to apply at both ends of the ability continuum.

THE FORMATION OF THE HISTORICAL AND LITURGICAL RESEARCH AREA IN RUSSIAN ACADEMIC SCHOLARSHIP IN THE LATE 19TH – EARLY 20TH CENTURY. A COMPARATIVE ANALYSIS OF METHODOLOGICAL APPROACHES OF N.V. POKROVSKY AND I.A. KARABINOV

2021 ◽  
pp. 30-49
Author(s):  
Zoya M. Dashevskaya ◽  
Keyword(s):  
Research Methodology ◽  
Research Area ◽  
Academic Science ◽  
Scientific School ◽  
Academic Scholarship ◽  
Academic Courses ◽  
History Of ◽  
Christian Worship ◽  
The Subject ◽  
The 19Th Century

n the second half of the 19th century – especially in the period following the introduction of the Academic Constitution of 1869, and in the 1880s and continuing until the forced closure of Theological Academies after the Revolutionary coup – the historical and liturgical research area in Russian academic science experienced a period of its formation and flourishing. The subject of the article is a comparison of approaches to the study of the worship service history and analysis of the formation of the research methodology for teaching Liturgics by professors N.V. Pokrovsky and I.A. Karabinov of the St. Petersburg Theological Academy, where they taught the history of Christian worship from the 1880’s until its forced closure in 1918. Analysis and juxtapos- ing of academic courses in Liturgics allows defining the boundaries and content of the discipline in the period of its formation as well as considering the evolu- tion in research methodology and, more broadly, the formation of the Russian historical and liturgical scientific school. A comparison of the courses reveals the authors attitudes towards histori- cal sources material and its studies. Their own ideas about the provenance of various rites used in church worship characterize their views on the develop- ment of the liturgical tradition, expressing their approaches to its study and thereby form our picture of the establishment of historical Liturgics as a field of researchable knowledge.

scholarly journals An Extended Model of Behavioural Process in Consumer Decision Making

2016 ◽  
Vol 8 (4) ◽  
pp. 87 ◽  
Author(s):  
Nagasimha Balakrishna Kanagal
Keyword(s):  
Decision Making ◽  
Consumer Products ◽  
Extended Model ◽  
Response Model ◽  
Consumer Decision Making ◽  
Consumer Decision ◽  
Stimulus Response ◽  
Economic Decision Making ◽  
Buying Behaviour ◽  
The Impact

<p>The stimulus response model of consumer behaviour is useful to understand the buying behaviour of individual consumers in the context of individuals buying consumer products. An extended stimulus-response model of behavioural processes in consumer decision making is proposed that serves to integrate the influences and interlinkages of buyer psychology, various buyer characteristics, and the impact of the buyer decision process on consumer decision making. The model proposes that the behavioural process of consumer decision making be as a result of the interaction of three aspects of individual buyer behaviour: communication sensitivity; enculturated individuality; and rational / economic decision making. The paper addresses the flip side of the consumer decision making process in terms of the five stages of decision making from need recognition to post-purchase satisfaction. An aggregate level framework of behavioural process in consumer decision making has been provided, that could lead to a richer analysis of micro level factors and relationships influencing consumer decision behaviour.</p>

scholarly journals THE HISTORY OF THE DEVELOPMENT OF EXPERIMENTAL AND THEORETICAL RESEARCH IN NOVOCHERKASSK SCHOOL OF SOIL MECHANICS AND FOUNDATION ENGINEERING

2014 ◽  
Vol 2 (3) ◽  
pp. 0-0
Author(s):  
Геннадий Скибин ◽  
Gennadiy Skibin ◽  
Владимир Дыба ◽  
Vladimir Dyba ◽  
Юрий Галашев ◽  
...  
Keyword(s):  
Soil Mechanics ◽  
Theoretical Research ◽  
Scientific School ◽  
Foundation Engineering ◽  
History Of

The article discusses the results of trough experimental studies Novocherkassk scientific school of soil mechanics and foundation engineering.

scholarly journals Problem discourse of textbook

Psihologija ◽  
2005 ◽  
Vol 38 (3) ◽  
pp. 225-237
Author(s):  
Jelena Pesic
Keyword(s):  
Scientific Knowledge ◽  
Learning Process ◽  
Learning Material ◽  
Problem Structuring ◽  
Educational Design ◽  
History Of Knowledge ◽  
History Of ◽  
Knowledge Problem

This paper deals with various reasons for treating the problematisation of textbook discourse as an important aspect of its educational design. These reasons are derived from: the nature of learning process, the nature of scientific knowledge and both motivational and cognitive saint achieved through a problematisation of learning material. Implications drawn from these considerations, along with textbook genre possibilities and constrains, lead us to define some basic strategies of textbook discourse problematisation. They refer to: way of presenting knowledge (problem structuring of text, presenting the history of knowledge and different perspectives); use of specific questions and tasks; metacognitive support of the learning process and specific type of textbook language (dialogical problem focused, language of thinking).

scholarly journals Revival and preservation of historical memory in the creative heritage of Professor M. P. Kovalskyi

2020 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Serhii I. Svitlenko
Keyword(s):  
Middle Ages ◽  
Historical Memory ◽  
Primary Sources ◽  
Scientific School ◽  
Subject Field ◽  
Late Middle Ages ◽  
Archival Documents ◽  
Source Studies ◽  
History Of ◽  
Historical Epoch

The purpose of the article is to reveal the concept of the revival and preservation of historical memory in the creative heritage of Professor M. P. Kovalskyi. Research methods: historical-genetic, historical-system and historical-biographical; complex and personalistic approaches. Sources: a series of archival documents of personal origin, published sources of epistolary and memoir character, the latest historiography. The main results. In the analytical article the regularities of the choice of young scientists in the field of scientific research are highlighted. The peculiarities of the study of the scientist-historian of the source-related problems of the period of transition from the late Middle Ages to the early Modern (ХVІ – the first half of the ХVІІ century) are studied in an atmosphere of the Soviet reality of the 70ʼs and 80ʼs of the 20th century; is accentuated on the great heuristic activity of the scientist; shows his specific contribution to the study of this historical epoch. It is argued that one can speak about the complexity of M. Kovalskyiʼs approach to the development of a source base as a documentary basis for the revival of historical memory. It was proved that the part of the process of renaissance and preservation of historical memory by Professor M. P. Kovalskyi was his work in the development of Ukrainian archeography. The afore mentioned process was traced in the creative heritage of the professor not only in the national, but also in the regional and historical lore contexts. It is highlighted that in the process of revival and preservation of historical memory M. P. Kovalskyi significantly expanded the subject field of research, boldly engaging in the innovative scientific themes of his students. The attention was also paid to the methodical aspect of the revival and preservation of historical memory by Professor M. P. Kovalskyi, which was very broad, including the study of historical chronology, museology, historiography, source studies, historical heuristics, and historical bibliography. Conclusions. Professor M. P. Kovalskyi was made a great contribution to the revival and preservation of the historical memory of Ukrainians about the Cossack period of Ukrainian history, actively involving young scientists, postgraduates and students in this process, which resulted in the formation and formation of a scientific school on source study the history of Ukraine in the ХVІ–ХVІІІ centuries. Practical meaning. The material of this article may be interesting in the process of preparing students and postgraduates, preparing theses. Scientific novelty. The research has actualized a variety of primary sources, insufficiently researched the perspective of the creative activity of Professor M. P. Kovalskyi.

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