scholarly journals Interactive WhiteBoard: Effective Interactive Teaching Strategy Designs for Biology Teaching

10.5772/31252 ◽  
2012 ◽  
Author(s):  
Kai-Ti Yang ◽  
Tzu-Hua Wang
Keyword(s):  
Teaching Strategy ◽  
Interactive Whiteboard ◽  
Interactive Teaching ◽  
Biology Teaching

scholarly journals EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS’ EXPERIENCES

2019 ◽  
Vol 18 (6) ◽  
pp. 816-832
Author(s):  
Elizabeth Darko Agyei ◽  
Thuthukile Jita ◽  
Loyiso C. Jita
Keyword(s):  
High School ◽  
Teaching Practices ◽  
Teaching Strategy ◽  
Meaningful Learning ◽  
Cape Coast ◽  
Interactive Teaching ◽  
Five Dimensions ◽  
High School Physics ◽  
Simulation Based ◽  
The Government

Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana’s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers’ teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations. Keywords: high school physics, ICT, interactive teaching, pre-service teachers, simulation-based lessons.

scholarly journals APPLICATION OF ACTIVE AND INTERACTIVE TEACHING METHODS IN THE EDUCATIONAL PROCESS OF HIGHER SCHOOL

2021 ◽  
pp. 177-188
Author(s):  
Gani Zhumabaevich Yelmuratov ◽  
Ainagul Balgauovna Kaliyeva ◽  
Botagoz Zhumabaevna Yelmuratova ◽  
Maisa Zhumabaevna Kulumbaeva
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Strategy ◽  
Strategy Use ◽  
Educational Process ◽  
Educational Technologies ◽  
Interactive Teaching

The article discusses the features of active and interactive teaching methods. The analysis of the application of these methods in the educational process of higher education is carried out, it is said that a teacher of a higher school must not only transfer scientific knowledge, but also be able to choose the optimal teaching strategy, use modern educational technologies, creating the prerequisites for creativity. The authors note that the educational process, based on the use of active and interactive teaching methods, is organized taking into account the inclusion in the learning process of all students in the group, without exception. The article also indicates the possibility in the process of teaching the teacher to choose both one method and use a combination of several. According to the authors, a successful application depends on the consistency and correlation of the selected methods and tasks.

scholarly journals Technical Education Support in Pre-Primary Education by Interactive Teaching Systems

2012 ◽  
Vol 2 (1) ◽  
pp. 53-57 ◽  
Author(s):  
Peter Brečka ◽  
Miriam Bitterová
Keyword(s):  
Primary Education ◽  
Technical Education ◽  
Interactive Whiteboard ◽  
Final Part ◽  
Interactive Teaching ◽  
The Usa ◽  
Education Support

AbstractThe paper deals with the possibility of interactive whiteboard (IWB) implementation to the technical education support in the frames of pre-primary education. It also presents some types of IWB, deals with problems associated with this issue and introduces teachers’ competencies needed for the work with them. The final part points out the results of the research realized in this field in the USA and in Slovakia.

scholarly journals EMPOWERING STUDENTS’ METACOGNITIVE SKILLS THROUGH NEW TEACHING STRATEGY (GROUP INVESTIGATION INTEGRATED WITH THINK TALK WRITE) IN BIOLOGY CLASSROOM

2016 ◽  
Vol 15 (3) ◽  
pp. 391-400
Author(s):  
Lina Listiana ◽  
Herawati Susilo ◽  
Hadi Suwono ◽  
Endang Suarsini
Keyword(s):  
Teaching Strategies ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
First Year ◽  
Strategy Group ◽  
Metacognitive Skills ◽  
Biology Teaching ◽  
Conventional Teaching ◽  
Quasi Experimental ◽  
Cognitive Activities

Metacognitive skills play an important role in various students’ cognitive activities. Metacognitive skills can make the students become self-regulated learners. Metacognitive skills in biology teaching can be empowered through the implementation of the appropriate teaching strategies. This research was a quasi-experimental research designed to compare the effect of Group Investigation (GI) strategy, Think Talk Write (TTW), Group Investigation integrated with Think Talk Write (GITTW), and conventional teaching strategy on the students’ metacognitive skills empowerment in biology teaching. Sample of this research were 162 students of the first year natural science class of senior high schools in Surabaya, Indonesia, academic year 2014/2015. The students’ metacognitive skills were measured using essay questions test, given at the beginning and at the end of the research. The results of the research showed that the implementation of teaching strategies had an effect to empower students' metacognitive skills. GITTW learning strategy had the biggest effect on the metacognitive skills empowerment. TTW learning strategy could improve students’ metacognitive skills higher than GI and conventional teaching strategy. This proves that GITTW is one of the teaching strategies that teachers should use to maximise the students’ metacognitive skills empowerment. Key words: biology teaching, teaching strategy, group investigation, metacognitive skills, think talk write

Student’s Perceptions of Social Presence in an On-Line Course Using Student Presentation Software

2015 ◽  
Vol 3 (7) ◽  
pp. 60-70
Author(s):  
Stephanie A Vaughn ◽  
Marsha Orr ◽  
Nik Gorman
Keyword(s):  
Nursing Students ◽  
Social Presence ◽  
Teaching Strategy ◽  
Learning Goals ◽  
Teaching Techniques ◽  
Interactive Teaching ◽  
Presentation Software ◽  
On Line ◽  
Instructor Satisfaction ◽  
Student's Perceptions

On-line education offers flexibility for today’s learner; however, they may perceive a lack of presence and engagement in this environment. Using the Community of Inquiry Model (COI) comprised of teacher, cognitive, and social presence, the authors examined perceptions of social presence among nursing students enrolled in five on-line courses. They also explored whether the use of oral/video software as a teaching strategy enhanced social presence. A SocialPresence Scale developed by Gunawardena and adapted by Cobb was used to survey students. Findings revealed a significant relationship between social presence and instructor satisfaction; and the number of different interactive teaching techniques employed by the instructor, such as introductions with texts and pictures. The use of oral/video software, YouSeeYou®, was also noted to foster social presence among the respondents. As the components of the COI Model are interdependent, it was found that all three are needed to support student learning goals.

scholarly journals Anonymity and in class learning: The case for electronic response systems

2006 ◽  
Vol 22 (4) ◽  
Author(s):  
Mark Freeman ◽  
Paul Blayney ◽  
Paul Ginns
Keyword(s):  
Student Perceptions ◽  
Teaching Strategy ◽  
Critical Factor ◽  
Lecture Hall ◽  
Willingness To Participate ◽  
Alternative Response ◽  
Interactive Teaching ◽  
Large Lecture ◽  
Electronic Response ◽  
Response Systems

<span>This research presents the results of a study of alternative response methods for in class formative questioning. Students' anonymity from their peers and instructor was studied through a research design that maintained a constant interactive teaching strategy in a large lecture hall, in all respects except for the method used by students to respond to the in class questions. A handheld electronic response keypad was the only approach affording complete anonymity. Student perceptions of the benefits of anonymity were obtained from a survey conducted at the end of the course. The results suggest that anonymity is a critical factor affecting student willingness to participate with in class exercises. Furthermore, the results indicate that students' propensity to engage with in class questions increases with the degree of anonymity provided to the student in revealing their response. The benefit of anonymity, combined with the increased availability and affordability of electronic response systems, will be of interest to academics keen to design engaging learning environments.</span>

Evidence-based practice-focused interactive teaching strategy: a controlled study

2009 ◽  
Vol 65 (6) ◽  
pp. 1218-1227 ◽  
Author(s):  
Son C. Kim ◽  
Caroline E. Brown ◽  
Willa Fields ◽  
Jaynelle F. Stichler
Keyword(s):  
Evidence Based Practice ◽  
Teaching Strategy ◽  
Controlled Study ◽  
Evidence Based ◽  
Interactive Teaching
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