The document summarizes a study on a teacher's use of computer simulations to teach science. The study examined:
1) How the teacher engages students in generating, evaluating, and modifying hypotheses through interaction with computer simulations in a cyclical process.
2) The teacher's approach utilizes the interactive nature of simulations to give students control over exploration while guiding them through generating, evaluating, and modifying their understanding.
3) Students reported that interacting with visual simulations helped strengthen their conceptual understanding of scientific phenomena.
THE IMPLEMENTATION OF COOPERATIVE LEARNING BY GIVING INITIAL KNOWLEDGE IN COL...susilosudarman42
Penelitian tentang pemberian pengetahuan awal terhadap proses belajar mengajar melalui model pembelajaran cooperative learning pada materi koloid kimia SMA
The purpose of this research is to develop test questions of problem solving ability on work-energy material for high school students class X. This type of research is research and development. The model used in this study is ADDIE with the stages of analyzing, planning, developing, implementing, and evaluating, but this study only up to the implementation stage. The test developed in this research consists of three items of problem solving ability description that is multi context. Validation of item was done by content validation and empirical validation. The results of content validation indicate that the average score of test items is 3,125 with good category. The results of empirical validation indicate that there are two valid questions and one invalid question. Two valid questions have a Cronbach Alpha coefficient of 0.807. The results of the implementation of the test showed that the average student problem solving abilities in Question 1 is 17.41 of a maximum score of 25, the lowest score is 10 and the highest is 23. The results of students in the question number 2 by 16.60 of a maximum score of 25, with the lowest score is 10 and the highest is 22. These results indicate that the test instrument is feasible to use to assess students' problem solving abilities.
EFFECTIVENESS OF BLOG IN LEARNING MATHEMATICS AT THE SECONDARY TEACHER EDUCAT...Thiyagu K
The present study found out the effectiveness of educational blog in learning
mathematics among secondary teacher trainees. The study was conducted to develop
an educational blog for the methods of teaching mathematics and experimenting the
same with a set of trainees studying in the B.Ed., and finding out its effectiveness over
the conventional method of teaching. Two equivalent group experimental-designs are
employed for this study. The investigator has chosen 46 B.Ed. trainees for the study.
According to the scoring of pre-test, 23 students were chosen as control group and 23
students were chosen as experimental group. Finally the investigator concludes that;
(a) There was significant difference between control and experimental group students
in their gain scores. That is the experimental group student is better than control
group students in their gain scores. (b)There was significant difference between
control and experimental group students in their gain scores for attainment of the
knowledge, understanding, and application objectives.
A Study on Learning Factor Analysis – An Educational Data Mining Technique fo...iosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
The Implementation Of Concept Main Map In Basic Calculation Of Engineering Su...IJERD Editor
This research began from problem in spacious about teaching and learning by doing where is the method learning is not effective because used descriptive subject mater with writing on black board or descriptive by essay. In order that is not efficient and effective in used teaching and the student can not comprenship understand? With this method will hope can handle it. The used method in this research is classroom action and focus at pump and compressor subject mater in Basic Calculation of Engineering subject. This research was doing in Makassar State University with subject 15 students at machine department. The instrument is used test, interview, observation, and spacious writed. In this learning method is development 5 concept, they are congcrete concept, abstract concept with example kongret concept, abstract concept, concept that process basic and concept with principle. The result of this research showing with mapping concept method in pump and compressor subject, that have improvement competition students at the last siklus II is 7,0 – 10 or 86,67% is mean the students can said that they are competent in learning.
The Effectiveness of Problem based learning Model to improve the understandin...AI Publications
The aim of the study is to find out the ability to understand mathematical concepts of teachers prospective in Mathematics Education Program FKIP University Nommensen in the fractional count operations material. This research is a descriptive study with the aim of the study describing the effectiveness of the Problem Based Learning Model. The results of the second trial described that the effectiveness of the Problem Based Learning Model was concluded: (i) the percentage of the students who understood the concept at least 85.29% or 29 students out of 34 students who took the test. (ii) the achievement of the ideal percentage of time for each category of student activity, (iii) the average of the lecturer ability to manage learning is 3.54, including the good category, (iv) student responses to the components and learning activities are positive is 90%.
THE IMPLEMENTATION OF COOPERATIVE LEARNING BY GIVING INITIAL KNOWLEDGE IN COL...susilosudarman42
Penelitian tentang pemberian pengetahuan awal terhadap proses belajar mengajar melalui model pembelajaran cooperative learning pada materi koloid kimia SMA
The purpose of this research is to develop test questions of problem solving ability on work-energy material for high school students class X. This type of research is research and development. The model used in this study is ADDIE with the stages of analyzing, planning, developing, implementing, and evaluating, but this study only up to the implementation stage. The test developed in this research consists of three items of problem solving ability description that is multi context. Validation of item was done by content validation and empirical validation. The results of content validation indicate that the average score of test items is 3,125 with good category. The results of empirical validation indicate that there are two valid questions and one invalid question. Two valid questions have a Cronbach Alpha coefficient of 0.807. The results of the implementation of the test showed that the average student problem solving abilities in Question 1 is 17.41 of a maximum score of 25, the lowest score is 10 and the highest is 23. The results of students in the question number 2 by 16.60 of a maximum score of 25, with the lowest score is 10 and the highest is 22. These results indicate that the test instrument is feasible to use to assess students' problem solving abilities.
EFFECTIVENESS OF BLOG IN LEARNING MATHEMATICS AT THE SECONDARY TEACHER EDUCAT...Thiyagu K
The present study found out the effectiveness of educational blog in learning
mathematics among secondary teacher trainees. The study was conducted to develop
an educational blog for the methods of teaching mathematics and experimenting the
same with a set of trainees studying in the B.Ed., and finding out its effectiveness over
the conventional method of teaching. Two equivalent group experimental-designs are
employed for this study. The investigator has chosen 46 B.Ed. trainees for the study.
According to the scoring of pre-test, 23 students were chosen as control group and 23
students were chosen as experimental group. Finally the investigator concludes that;
(a) There was significant difference between control and experimental group students
in their gain scores. That is the experimental group student is better than control
group students in their gain scores. (b)There was significant difference between
control and experimental group students in their gain scores for attainment of the
knowledge, understanding, and application objectives.
A Study on Learning Factor Analysis – An Educational Data Mining Technique fo...iosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
The Implementation Of Concept Main Map In Basic Calculation Of Engineering Su...IJERD Editor
This research began from problem in spacious about teaching and learning by doing where is the method learning is not effective because used descriptive subject mater with writing on black board or descriptive by essay. In order that is not efficient and effective in used teaching and the student can not comprenship understand? With this method will hope can handle it. The used method in this research is classroom action and focus at pump and compressor subject mater in Basic Calculation of Engineering subject. This research was doing in Makassar State University with subject 15 students at machine department. The instrument is used test, interview, observation, and spacious writed. In this learning method is development 5 concept, they are congcrete concept, abstract concept with example kongret concept, abstract concept, concept that process basic and concept with principle. The result of this research showing with mapping concept method in pump and compressor subject, that have improvement competition students at the last siklus II is 7,0 – 10 or 86,67% is mean the students can said that they are competent in learning.
The Effectiveness of Problem based learning Model to improve the understandin...AI Publications
The aim of the study is to find out the ability to understand mathematical concepts of teachers prospective in Mathematics Education Program FKIP University Nommensen in the fractional count operations material. This research is a descriptive study with the aim of the study describing the effectiveness of the Problem Based Learning Model. The results of the second trial described that the effectiveness of the Problem Based Learning Model was concluded: (i) the percentage of the students who understood the concept at least 85.29% or 29 students out of 34 students who took the test. (ii) the achievement of the ideal percentage of time for each category of student activity, (iii) the average of the lecturer ability to manage learning is 3.54, including the good category, (iv) student responses to the components and learning activities are positive is 90%.
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood.
Kính thưa quý khách hàng!
Trang trí nội thất BaoLa là đơn vị chuyên cung cấp và thi công sản phẩm GIẤY DÁN TƯỜNG NHẬP KHẨU và TRANH IN CAO CẤP tại khu vực Quảng Bình cùng các tỉnh lân cận. Với dịch vụ tốt nhất và giá bán cạnh tranh nhất thị trường, Đội ngũ thi công nhiều kinh nghiệm, thái độ làm việc khẩn trương. Phục vụ mẫu tận nhà, BaoLa tự tin rằng sẽ mang lại cho quý khách hàng sự hài lòng nhất!
Giá tham khảo:
Giấy dán tường nhập khẩu: 80-100k/m2 (dựa theo chủng loại giấy và bề mặt dán)
Tranh in cao cấp: 350-550k/m2 (tuỳ theo kích thước và chất liệu vải in)
Đơn giá trên chưa bao gồm chi phí thi công.
_____________
Liên hệ:
Bao La – Tranh cao cấp và giấy dán tường nhập khẩu tại Quảng Bình
Địa chỉ: 13 Trường Chinh, P. Bắc Lý, TP. Đồng Hới
SĐT: 0978601318
FB: https://www.facebook.com/baola.qb/
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...Thiyagu K
The concept of blended learning has been with us for some time and really builds on the good practice of blending teaching and learning styles for the benefit of the learner. This is as true when e-learning and online learning are added to the mix, as it would be for integration of practical work. The potential of new technologies can be maximised when you see how best to blend e-learning with existing programmes to the benefit of learners. The main aim of the study is to find out the B.Ed., Trainees’ perceptions towards Blended Learning in Teaching and learning of Mathematics. Survey method is employed for this study. The investigator has chosen 150 mathematics optional B.Ed., trainees for his study. Finally the investigator concludes; (a) 16% of B.Ed., Mathematics trainees have low level, 67.3 % of average level and 16.7% of them have high level of perception towards b-learning. The mean of the perception towards blended learning is 148.46 and standard deviation is 15.92. It is inferred that more number of B.Ed., Trainees have moderate level of perception towards blended learning. (b) There is no significant difference in perception towards blended learning among the B.Ed., Trainees with respect to their gender.
At the Social Simulation and Serious Games special track at ESSA 2014, Setsuya Kurahashi gave this talk on the effects of different kinds of collaborative learning on different kinds of school classes.
تم اعداد هذا العمل لمساعدة معلمي المشروع القطري
والمشروع البلجيكي في فلسطين
في بناء وحدات تعليمية فاعلة
تقود طلابنا الى عمل مميز باذن الله
رياض ابراهيم
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood.
Kính thưa quý khách hàng!
Trang trí nội thất BaoLa là đơn vị chuyên cung cấp và thi công sản phẩm GIẤY DÁN TƯỜNG NHẬP KHẨU và TRANH IN CAO CẤP tại khu vực Quảng Bình cùng các tỉnh lân cận. Với dịch vụ tốt nhất và giá bán cạnh tranh nhất thị trường, Đội ngũ thi công nhiều kinh nghiệm, thái độ làm việc khẩn trương. Phục vụ mẫu tận nhà, BaoLa tự tin rằng sẽ mang lại cho quý khách hàng sự hài lòng nhất!
Giá tham khảo:
Giấy dán tường nhập khẩu: 80-100k/m2 (dựa theo chủng loại giấy và bề mặt dán)
Tranh in cao cấp: 350-550k/m2 (tuỳ theo kích thước và chất liệu vải in)
Đơn giá trên chưa bao gồm chi phí thi công.
_____________
Liên hệ:
Bao La – Tranh cao cấp và giấy dán tường nhập khẩu tại Quảng Bình
Địa chỉ: 13 Trường Chinh, P. Bắc Lý, TP. Đồng Hới
SĐT: 0978601318
FB: https://www.facebook.com/baola.qb/
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...Thiyagu K
The concept of blended learning has been with us for some time and really builds on the good practice of blending teaching and learning styles for the benefit of the learner. This is as true when e-learning and online learning are added to the mix, as it would be for integration of practical work. The potential of new technologies can be maximised when you see how best to blend e-learning with existing programmes to the benefit of learners. The main aim of the study is to find out the B.Ed., Trainees’ perceptions towards Blended Learning in Teaching and learning of Mathematics. Survey method is employed for this study. The investigator has chosen 150 mathematics optional B.Ed., trainees for his study. Finally the investigator concludes; (a) 16% of B.Ed., Mathematics trainees have low level, 67.3 % of average level and 16.7% of them have high level of perception towards b-learning. The mean of the perception towards blended learning is 148.46 and standard deviation is 15.92. It is inferred that more number of B.Ed., Trainees have moderate level of perception towards blended learning. (b) There is no significant difference in perception towards blended learning among the B.Ed., Trainees with respect to their gender.
At the Social Simulation and Serious Games special track at ESSA 2014, Setsuya Kurahashi gave this talk on the effects of different kinds of collaborative learning on different kinds of school classes.
تم اعداد هذا العمل لمساعدة معلمي المشروع القطري
والمشروع البلجيكي في فلسطين
في بناء وحدات تعليمية فاعلة
تقود طلابنا الى عمل مميز باذن الله
رياض ابراهيم
مادة تدريبية
من اعداد المشرفين التربويين
في وزارةالتربية والتعليم الفلسطينية
اعدها كل من
رياض ابراهيم
حسن حمامرة
عبد الرحمن حجاجلة
وتحت اشراف: اسماء بركات من وزارةالتربية
Seminar University of Loughborough: Using technology to support mathematics e...Christian Bokhove
I WILL ADD THE REFERENCES IN DUE TIME
Christian received his PhD in 2011 at Utrecht University and is lecturer at the University of Southampton. In this talk Christian will present a wide spectrum of research initiatives that all involve the use of technology to support mathematics education itself and research into mathematics education. It will cover (i) design principles for algebra software, with an emphasis on automated feedback, (ii) the evolution from fragmented technology to coherent digital books, (iii) the use of technology to measure and develop Mental Rotation Skills, and (iv) the use of computer science techniques to study the development of mathematics education policy.
Running head Research Implementation Plan7October 28In.docxjoellemurphey
Running head: Research Implementation Plan
7
October 28
In 1-2 paragraphs, describe your current research question or thesis statement, and how it is relevant to your educational setting.
My current research question involves motivation of students through technology. I want to know if technology 1) increases the motivation for math students in their desire to learn and 2) if they perform better academically with technology integrated into the curriculum. It seems that the first part of my research will be subjective and the second part objective. In my head they blend together nicely as proof-through-research of the advantages (or not) of utilizing technology in teaching mathematics. I have reasons for wanting to gain data on this. Primarily, I believe that the lives of our 21st century students will be inundated with technology for practical use. No longer will technology be used for social networking or game playing. Instead, I anticipate that the future holds uses for technology in business which we currently cannot imagine. The students in my classroom already think in terms of how to use technology not only for simple research, but also in presentations and demonstrations of their knowledge. I know that even at the kindergarten level, the use of computers is becoming more and more popular since set-up time is immediate, colors and shapes are perfect and educational games can be played by two (for a nice interpersonal approach).
A concern about measuring the improved academic performance is that we are using new world technology up against old school testing. I am going to be looking for situations where technology is being used above and beyond arithmetic answers to see how it is being perceived as assisting in the theory and application of mathematics, rather than just doing the mechanics. I am well aware of the standardized tests that my students will face, and that they are not designed for technology assistance. Perhaps I am looking at the next wave of educational improvement. The pendulum swings slowly in education. Preparing my students for their 21st century lives and at the same time preparing them to pass a standardized test from my 20th century life is the challenge I face in my classroom. Through research (with positive results), I like to think that I will be a step ahead when the day comes and technology is properly insinuated into the math curriculum.
November 1
My topic of research is: Are students better motivated and do they perform better academically when allowed to learn mathematics through the use of technology.
1. Developing and Validating a Reliable TPACK Instrument for Secondary Mathematics Preservice Teachers
J. Zelkowski, J. Gleason, D. C. Cox, & S. Bismarck
Vocabulary:
TPACK - The specialized knowledge that teachers require to effectively integrate technology into teaching practices is currently referred to as technological, pedagogical, and content knowledge (TPACK)
PSTs’ - preservice teachers’ (P ...
يحتوي هذاالدليل على التجارب العملية
للصف الثاني عشر العلمي والحادي عشر العلمي
حسب المنهاج الفلسطيني
وقد تم تزيله بواسطة
رياض ابراهيم
مشرف العلوم الحياتية
مديرية ضواحي القدس
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Digital Tools and AI for Teaching Learning and Research
computer simulation- BARD
1. Master of Arts in
Teaching (MAT)
An Al-Quads University/Bard
College partnership
“ Teaching as reflective practice ”
‘presentation’
New Pedagogies on teaching science with computer simulation
by
Reyad Ibrahim @ Ghadeer Marmash
INSTRUCTOR:
2. Introduction
Some abbreviations
• PCK: Pedagogical content knowledge.
knowledge of pedagogy specific to certain content
areas.
• TCK: Technological Content Knowledge.
knowledge about domain-specific technologies and
how they can change the subject matter for the
student or the kinds of representations that can be
constructed by students.
3. • TPK: Technological Pedagogical Knowledge.
knowledge of the existence, components, and
capabilities of various non-domain specific technologies
in teaching and learning settings.
• TPCK: Technological pedagogical content knowledge.
It is a framework that articulates three important parts
in teaching subject matter using technology.
5. • Computer Simulation:
Computer program that attempts to simulate a model
of a particular system.
Aims of using computer simulation;
1. Manipulating a model and view how it will behave
under certain conditions.
2. Visualize aspects of science that are too big or
small.
3. Provide extreme situations to support thought
experiment.
4. Testing of ideas
6. 5. Provide extreme situations to support what If
scenarios.
6. visualization of scientific phenomena have been
associated with gains in conceptual understanding.
7. • Reports on teaching techniques using
computer simulation are not enough.
• Pedagogical approach practiced by teachers
strongly affect students learning outcomes.
• Most of computer simulations lack the
capability to independently tutor the student
on concepts, direct investigation or guide
student inquiry.
8. Aims of the study
• To explicate pedagogy of teaching science with
computer simulations.
9. Questions of the study
1. How does the teacher use computer simulations to
teach science?
2. What are the teaching heuristics that are central to the
teacher’s pedagogy with computer simulations?
a. What is the role of the teacher in a technology enhanced
environment?
b. What are the affordances of the computer simulation
technology for teaching science and when
should this technology be employed?
c. What are the perceived limitations of using
computer simulation technology to teach science?
3. What is the impact of teaching science with computer
simulations on the learners?
10. Methodology
Two parts of the case study
1. Experienced teacher’s general pedagogical
approach was examined.
2. Teacher-student- computer simulation
interaction was focused.
• A cyclic pattern in which student generated
evaluated and modified hypothesis is
revealed in this study.
11. • Why case study?
• It can fulfill the detailed requirements to fulfill
the aims of the study.
• Because of its detailed analysis
• It permits more direct and frequently interplay
between theory and data and closer matching of
conceptual intent and empirical evidence.
• the ability to reveal the properties of the class to
which the instance being studied belongs,
produce new typologies, provide the basis for
subsequent theory-development and test and
generate and generate hypotheses.
12. • It’s suitable for research in complex settings where
there is little control over behavior and organization
or events.
• Research context
• Introductory chemistry course for university students
in north American public university.
• The course has syllabus and electronic homework
system.
• The teacher was an experienced science teacher,
leader in chemistry and educational technology.
• Electronic classrooms with computer terminals each
equipped with suites of multiple, compact,
interactive modules.
13. • Data gathering
• Interview with teacher and students.
• Intensive classroom observation for one year.
• Student survey.
• Data analysis
• data were analyzed using mean statistics
with Excel.
• The qualitative data were analyzed using a
constant comparative method which is an
analytical approach that supports evaluation and
reevaluation of hypotheses.
14. New Pedagogies on Teaching Science with Computer Simulations
Results and Discussion:
The first section of the results responds to research question :
1: what is the teacher’s approach to teaching science with computer simulations? This is
accomplished through an analysis of classroom observations, student survey, and
teacher interviews.
2: what are the heuristics central to the teacher’s pedagogy with computer simulations
and how does the teacher utilize the affordances of the simulation technology?
3: Finally, the results section concludes with data on the impact of teaching science with
computer simulations from the students’ points of view.
15. Teacher’s Use of Computer Simulations to Support GEM Cycles:
Computer simulations is not intended to replace the laboratories, but rather
represented the results of simulated lab experiments or the behavior of atoms of
molecules under conditions not observable with the eye.
The general instructional approach was identified as generating (G), evaluating (E),
and modifying (M) (GEM) students’ models in chemistry.
G, E, and M occurred in three distinguishable phases or instructional segments
with the evaluation (E) and modification (M) instructional segments repeating
themselves in a cyclical fashion.
16. The first is a graphic depicting the cyclical nature of GEM and its three phases :
17. In one period of class, the teacher engaged in this pedagogical approach two times , for total of 52
time across 11 different topics in chemistry.
-Generating ( g ) : let’s go and just look at what the boiling points are for these things
{ ethanol and methanol }
Then students gather information from the simulation :
[ S ] :so ethanol between 78 and 79 degree- its boiling point,..so methanol is between 64 and 65
degrees. Using the computer simulation to locate the boiling points.
[ S ] as molecular weight increases, the boiling point increases --- this come by simulation by the
computer that generate a graph of molecular weight by boiling point.
18. Simulations during the Evaluation (E) and Modification (M) Phases :
Three major teacher activities:1- providing disconfirming information,2- providing extreme
cases,3- and providing confirming information.
These teacher activities can be done by:
making comparisons, asking why questions, asking what’s wrong questions, making
predictions, considering new data points, designing a new test, see if it holds true, finding
more information and adding content information.
For an example of evaluation (E), the teacher stated in a lesson on intermolecular forces,
‘‘We want to use this *simulation+ to see if your trend there *referring to a hypothetical
relationship students had constructed: ‘As molecular weight increases the boiling point
increases’+ actually works for more than say two compounds.
19. ’’ Students were encouraged by the teacher to examine a new computer simulation set
on organic boiling points in order to compare previous data with new data and to gauge
the scope of their hypothetical relationships. Students viewed a graph on the simulation
of selected alkanes and functional groups, by molecular weight and boiling point.
The simulation also showed a spherical model of the selected compound.
Based on the earlier relationship they had generated, students generally stated that they
expected that boiling points would increase as molecular weight increased.
This trend was evident in most cases, but compounds with functional groups that had the
capacity to hydrogen bond, such as hydroxyl and amine groups, had anomalously high
boiling points for their molecular weights, as displayed by the computer simulation.
Let student see graphs , colors, animations, why? What’s wrong?
20. Modifying ( M) :
Ask student to run a new test in the simulation ,ask them to solve new case …..
21. The Teacher’s TPCK: Affordances of Computer Simulations for Teaching Science:
The teacher was interviewed and asked about the affordances of computer simulations for
his approach to teaching science. His response to this set of questions were compiled, as
following;
A lot of the kinds of things we do with computer simulation could be done with pieces of
paper.
The thing that’s better about the computer part of it is, you can do a lot more exploring, so
*the computer simulation+ gives *students+ more control over what they’re going to look at,
as opposed to if I give them a sheet of paper with numbers on it. It’s like I’m going to look
at this information, I’m going to come to some conclusion, I’m going to look at some
more information, and I’m going to test those conclusions…. So when I throw up an
overhead, I’m doing the exploring and they *the students+ are explaining it. And that’s
okay, but when it’s a simulation and they are choosing things, then they are
doing the exploring much more. So it’s a control issue.
22. Teacher’s TPCK: When to Use Computer Simulations:
To further articulate the heuristics by which the teacher made decisions about
computer simulations in science, the teacher was asked about when computer
simulations should be used to teach science: [T]he time to be able to do it [begin to
use computer simulations+ is *when students+ know what it is they’re looking at.
They need to know what the information is telling them in each data point by data
point instance, but the thing that they should not know before they start looking at it
is what the overall relationship and guiding principles are.
, but you would not use the simulation to get them to know what ionization energy is.
they know a rough range of where it’s coming from,
Then you give them the simulation, so they can look at trends in that thing …. They
can grasp that relationship because they know what they’re looking at.
The teacher did not encourage the students to read ahead on the topic, rather, he
utilized simulation technology and conceptual exercises to learn about relationships
first-hand within the classroom environment.
23. Teacher’s TPCK: Potential Problems with Using Computer Simulations:
( it need more time and work ) :
Because individual scientists, they have to do a ton of work to get 5 of these little data points,
that students, in a matter of 10 min, will use 50 of. So in a class period, they can go through
peoples’ year’s worth of work in terms of obtaining the data in the first place to then putting
that all together and then drawing these conclusions. ‘By the way you know the experiments,
to do this it would take you 3 weeks to get this data point.
In examining the interview above and patterns in teacher– student–computer interaction, the
teacher’s heuristics for teaching science with computer simulation technology could be
summarized as:
(1) ensure students know relevant definitions before using simulation technology;
(2) encourage students to develop an understanding of data values before using simulations;
(3) utilize simulations to elicit student ideas about a scientific phenomenon and generate
trends among variables and ascertain the scope of relationships;
(4) evaluate these relationships with the simulation serving specific functions in testing;
(5) have students return to their original ideas to modify them repeatedly
(6) build student understanding with the computer simulations incrementally and at a
molecular level first so that eventually their ideas are more successively more refined and can
be applied to a broader scope of novel situations.
24. The Impact of the Teacher’s Pedagogy:
Student survey responses….
25.
26. • 80% of student respondents agreed that, ‘‘There are more frequent opportunities for students to
make and test predictions in this class than in other most other classes.’’ (15%
neutral, 5% disagreed, n = 21).
• The majority of survey respondents agreed that, ‘‘I sometimes input extreme case data in the
simulations to test the boundaries of my ideas about chemistry.’’ (67% agreed, 25% neutral, n =
24).
• 76% of surveyed students agreed with the statement that: ‘‘Teacher guidance is necessary for the
effective use of the simulations.’’ (14% disagreed, 10% neutral, n = 21)
• Out of seven possible choices in a survey ranking question, the top three student-ranked choices
for where the greatest learning happens for them was (in order): teacher discussion with the
students during class, simulations, and their electronic homework system (n = 21).
• In a second ranking question on the survey, a majority of surveyed students (n = 24) ranked the
independent use of simulations outside of class in one of their bottom three choices out of nine
choices to ‘‘rank where the greatest learning happens for you in chemistry.’’
Based on the survey findings and classroom observations, it was hypothesized that these activities
with simulation, termed T-GEM, may have had implications for student pattern generation and
hypothesis evaluation and modification, and ultimately, for student understanding of science.
Student responses about the computer simulations suggested that this technology, coupled with
teacher guidance, played an integral role in students’ learning.
27. Conclusions :
Experienced science teachers with well developed TPACK may help us to gain a better
understanding’’ for how to teach with this technology,Three main findings of the
research were:
The T-GEM pedagogical approach. T-GEM is a 3 step, coordinated pedagogical .1
approach with computer simulations that involves generating, evaluating, and
modifying student ideas with the full integration of computer simulation technology
in each of these three phases.
2. Simulation technology has specific affordances for teaching science. Simulation
technology appears to afford T-GEM teachers and students with the capacity to:
compile information between variables in order to generate initial relationships, push
values to extremes or in increments to assess the scope of the relationship, and provide
an environment to make comparisons between data and visually draw attention to
patterns and contrasts using graphs and animations.
3. The teacher’s TPCK framed his approach to teaching with computer simulations. The
teacher had knowledge of: specific teaching roles to help students examine subject area
relationships using computer simulations; how conceptual classroom activities were
(dis)similar to/from the nature of science, and heuristics about when and where to use
simulation technology.