Process of teaching-learning

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Los problemas físico-docentes experimentales en el proceso de enseñanza-aprendizaje en la escuela media

Los problemas físico-docentes experimentales en el proceso de enseñanza-aprendizaje en la escuela media

and the categories that should be granted. A technique of the well-known qualitative investigation is used as Focal Groups, the population to participate in him is 7 students of the twelfth grade of the school that attended the sessions of resolution of experimental physical-educational problems. For it was used it a questionnaire of open questions. The participants are coming from preuniversitarios of different municipalities of the county, of Matanzas, Columbus and The Arabos. The answers given by the participants in the investigation configure the level of satisfaction that you/they have on the resolution of experimental physical-educational problems in the classes of Physics and their learning and they demonstrate the necessity of the resolution of experimental physical-educational problems in the process of teaching-learning of the Mechanics in the half school.
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Estrategia didáctica para el proceso de enseñanza-aprendizaje de Las Matemáticas Discretas como Fundamentos en Computacional Inteligencia

Estrategia didáctica para el proceso de enseñanza-aprendizaje de Las Matemáticas Discretas como Fundamentos en Computacional Inteligencia

The teaching process of teaching-learning strategy contex- tualized of the computational intelligence in the information technology, race course is configured as an application and instrument because of its transformative character of reality becomes a construct of conducive practical value to improve teacher performance and the learning of the students in con- nection with life. With the application of the method of expert criteria, criteria of users and the pedagogical experiment in its pre-experiment variant, found consensus to ensure that the teaching strategy of the contextualized teaching-learning pro- cess of the subject computational intelligence in information technology career is likely to be applied in similar institutions. The didactic strategy, which in its consistent implementation will bet improving the contextualized teaching-learning pro- cess of the subject computational intelligence in information technology career is posed in this way.
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Estudiante y profesor nuevos roles en la universidad

Estudiante y profesor nuevos roles en la universidad

The main consequence of the convergence of the European Higher Education Area (EHEA), or also known as "Bologna Process", derives in shaping a new university, which is necessary to meet the new needs of students, attending to their personal, professional and social (Romero, Gijon and Crisol, 2010). European convergence process has been a deep shift in the approach to teaching that is being developed in universities. There is a sort of speech of a new university-based on continuing education of the subject throughout its life. Now it is generating a new university student profile, which it is characterized by: having a close knowledge of technologies, use of new communication habits, and interest in new forms of education and self-learning, developing new skills, and so on. We are talking about a modern university system, quality, focusing on training of the student, where the university professor has to do more than teach, must promote creative learning by the student to think for himself. Now the priority is no longer teaching and university is the protagonist.
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8 Lee mas

La influencia de las clases numerosas en el proceso de enseñanza-aprendizaje del idioma Inglés en los colegios de Ecuador

La influencia de las clases numerosas en el proceso de enseñanza-aprendizaje del idioma Inglés en los colegios de Ecuador

This research “The influence of large classes in the English language teaching- learning process in Ecuadorian high schools” is aimed to determine whether or not large classes affect the English language teaching-learning process in Ecuadorian high schools. Three research questions were proposed to carry out the investigation; and, a questionnaire was structured and applied to two hundred nine students from three public educational institutions and one private high school in the city of Quito who were selected at random. They were attending to eight year of basic to third year of secondary and their ages oscillated between 12 and 18 years old.
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he influence of large classes in the English language teaching-learning process in Italian high-schools

he influence of large classes in the English language teaching-learning process in Italian high-schools

30 The seating arrangement is decisive in the process of learning because it helps students to move easily in the classroom. In this study for 44,02%, who answered “agree”, the seating arrangement is satisfactory because it is characterized by good arrangement of the chairs in Italian high schools. Also, 29,10% “totally agree” show that the seating arrangement facilitates the tasks carried out in class. Meanwhile, for 10,44%, whose answers are “partially agree” do not consider seating arrangement a great problem because their answers are somewhat satisfactory and 16,41% express that the seating arrangement does not facilitate tasks that are carried out in class because their answers are unsatisfactory. The importance of seating arrangement was studied by Svinicki, Rice, Chism, and Bickford (2002), who state that it is the position how students are sat in the classroom and it has two alternatives: to facilitate the learning process or make it more difficult. They mention that the seating arrangement can be different from one culture to another. For researchers above mentioned, the “café style” is an optimal example of seating arrangement because students are placed in a comfortable position around the desks.
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The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

The space is also a big concern when working with large classes; the more students are in the class, the less space they will have to work in. Most of the participants of the study have shown agreement with how they are grouped to do something and how tasks are performed in the available space in terms of easiness. 84.94% in the first case just mentioned, and more than 80% in the second case confirm that fact, which also means that the teachers are exerting a good management over the class. It is clearly visible that the group, partner and individual activities are the ones that fit situation of the classes surveyed here. Roger (1983) mentions some ways to optimize the classroom space by arranging the students’ desk in different forms, all meant to ease the class communication.
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The use of poetry to enhance motivation in tenth graders

The use of poetry to enhance motivation in tenth graders

The author offers a system of learning tasks which might have a great value in order to make the students be actively involved within the teaching learning process of the target language. A total of 15 learning tasks were designed and implemented. In detail, the system proposed comprises only one learning task mostly devoted to the development of the listening comprehension ability, three learning tasks emphasizing on the development of the speaking ability, four on the development of the reading comprehension ability, six aimed at improving the writing ability, while using listening materials as a means, developing thereby the listening comprehension ability. The other learning tasks, a total of two, are developed under an integration of abilities conception. Nevertheless, all through the entire proposed system, the mixed ability work is objectively included to some extent.
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Factors that affect the English language teaching-learning process in Ecuadorian private high schools

Factors that affect the English language teaching-learning process in Ecuadorian private high schools

different ones; visual, auditory, kinesthetic, global, sequential, abstract, and concrete. A visual learning style implies a person that prefers information to be presented to them visually, perhaps through observation of pictures, diagrams, demonstrations, handouts, videos and flipcharts. Whereas this may be very effective for many students it is not the only way that students learn. An auditory learning style means a preference of obtaining information through listening to speech and sound such as songs and spoken instruction. Kinesthetic learning style implies learning through touching or manipulating things through a hands-on experience. Global learning style goes in hand with the Sequential learning style which both requires the teacher to present the entire prospect of a given lesson, and then constructing the lesson piece by piece in a logically presented manner. An abstract learning style is a preference for visualizing or conceptualizing ideas as opposed to tangible items. And finally there is the Concrete learning style which is a preference for understanding by what is seen, heard and touched.
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67 Lee mas

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

Regarding feedback, Gower et al. (2005) state that it enables teachers to help students check their success and progress. These authors also mention that feedback can be given through praise, encouragement, correction, and discussions carried out individually or in group. Moreover, Littlejohn and Hicks (1999) point out that feedback can be given through evaluation activities and can be offered among learners and the teacher. Referring to this issue, the same authors say that it is better for students to give feedback with one another by forming pairs or groups of three classmates, especially those who are friends with each other, since this provides a clear focus when they are asked to do a re-written piece of their work drawing on what each learner has done.
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65 Lee mas

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

As we can see in chart two, from the one hundred eighty interviewed students, sixty of them totally agreed that there is a proper balance of student-student and teacher-student interaction which correspond to 33% of the population. Seventy three students agreed with this statement, which correspond to 41% of the population. Thirty eight students partially agreed with this statement, which correspond to 21% of the population. Meanwhile, nine students disagreed with this statement, which correspond to 5% of the population. In eight of basic, the objective was talking about where people are from. McMahon (1997) states that learning should be a social and collaborative activity. In this large class, the students exchanged different skills and information which allowed them to interact in a natural context and specially enjoy the class. The advanced students answered most of the questions in the class, and the teacher interacted only with these advanced students while the rest of the classroom did not participate in the activity.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

After that , the field research started . Two public high schools of the city of Cariamanga were selected. The survey aimed to determine whether or not large classes affect the English teaching-learning process. The students were asked an open – ended question about the effect of large classes on them which were classified into three major areas: instructional, psychological and social. The gathered data was registered in tables, to do this, the quantitative method was taken into account. The research techniques used in this study were: Questionnaire , Note-taking. Instruments like questionnaire and tables were also applied. To analyze the results of this
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51 Lee mas

The use of jclic in the english teaching-learning process

The use of jclic in the english teaching-learning process

JClic is a multimedia resource that consists of a set of computer applications that are used to perform different educational activities: puzzles, exercises, texts, etc. The activities are established within projects, so that the activities are part of a set. The predecessor of JClic is called Clic, which is a free multimedia application. It has been used by teachers from various countries as a tool for creating learning activities for their students since 1992. JClic and Clic were created by the Spanish pioneer Francesc Busquets i Burguera who was born in Barcelona in 1959. JClic was developed on the Java platform; it is an open source project and it works on different operating systems. In brief, JClic is a set of free software applications designed to create various types of educational activities. Thus, the Click area is a service of the Department of Education of the Generalitat of Catalonia aiming to support and promote the use of these resources. Furthermore, it provides an open space for cooperation to promote the participation of all teachers who want to share this type of teaching material created by the programme.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

In the Audio-lingual Method, Díaz-Rico & Weed (1995) observe the use of this method in the decades from 1930 to 1970. It focuses on communicative skills, which were developed through the listening of particular sound patterns and the repetition of them acquire a correct pronunciation and the understanding of second language. This methodology was developed taking into account the way kids acquired their first language; they were taught to learn their mother tongue as a process of habit formation. This method used ordered structures in dialogues that created pattern, which turned into habits. The weakness of this method was the lack of creativity at the moment of talking since patterned drills were used. It is important to say that this method is used to teach idioms and greetings that are normally patterned. Similar observations are the ones from Richards & Rodgers (2001) who stated that the Audio-lingual method or Audiolingualism primary objective was to reach oral proficiency, leaving a second role for the study of grammar or with a little grammatical explanation however, the number of classes also limited of ten or less are considered optimal. In this method many procedures are repeated such as hear a model dialogue containing key structures that are the focus of the lesson. Pattern drills dialogues are taught to be memorized by students, expecting them to minimize mistakes production.
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Design of a Procedure that Facilitates the Integration and Combination of Several Technologies into the Teaching-Learning Process-Edición Única

Design of a Procedure that Facilitates the Integration and Combination of Several Technologies into the Teaching-Learning Process-Edición Única

Title Design of a Procedure that Facilitates the Integration and Combination of Several Technologies into the Teaching- Learning Process-Edición Única.. Authors Francisco Huerta Tamayo.[r]

132 Lee mas

An Interactive Website for the Teaching and Learning Process of Interpreting

An Interactive Website for the Teaching and Learning Process of Interpreting

discourse". Therefore, humanlike responsiveness is the highest level of interactivity, and if media have higher interactivity, they react to a user like a human. The fourth dimension of interactivity is the "potential to monitor system use." In a high-interactive medium, user selection of information can be monitored across the entire population of users. The fifth dimension is the degree of "ease of adding information." In a high-interactive medium, a user can add information to the system that a mass, undifferentiated audience can access. The last dimension, according to Heeter, is the degree of interpersonal communication that a medium can offer. The high-interactive medium can facilitate interpersonal communication among users. Although Heeter's six dimensions of interactivity are not perfectly applied to current new media like the Web, they still offer a good overview. Heeter (1989) also points out that as technology is continuously developing, users have much more control over the information they wish to be exposed to, which is a form of selective exposure. So, among the six dimensions of interactivity, selective exposure is becoming a more important factor to give users a feel of interactivity in a new medium environment.
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86 Lee mas

Causes and Effects of the Division Algorithm Applied in Ecuadorian Education

Causes and Effects of the Division Algorithm Applied in Ecuadorian Education

The objective of this research was to analyze the causes and consequences of the systematic process of teaching and learning of the division of whole numbers, a study aimed at students and teachers of the 3rd and 4th level of basic education. For its development the qualitative paradigm was used through the modality of field research. As informants, twenty (20) students and two (2) teachers participated. All participants are enrolled in the 3rd and 4th level of the Giordano Bruno School located in the city of Quito, Ecuador. To collect the information, the observation technique and the semi-structured interview were used, and the instruments were subjected to a validity process, where the triangulation was applied. The results were analyzed to give an answer to the proposed objective of the manuscript, where the teaching-learning method applied to the students is presented as a critical-constructivist model, but in reality, a mechanic-academicist education system is used. It was evidenced that teachers shorten the logical processes of the division of whole numbers, by the time-space factor.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools. Estudio realizado en la Unidad Educativa Pública Santa Elena , del cantón Santa Elena y de la Provincia de Santa Elena en el año 2014-2015

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools. Estudio realizado en la Unidad Educativa Pública Santa Elena , del cantón Santa Elena y de la Provincia de Santa Elena en el año 2014-2015

management is the process of working with and through people to accomplish organizational goals. Management deals with the establishment of rules and regulations as well as planning activities that aim at fulfilling the objectives of a particular organization. This condition refers to the most exhilarating quality that a person can show to another and that is none other than the unconditional positive regard. This is reflected in the continuing messages, verbal and nonverbal, that teachers send their students. Sometimes by mistake more often this lack of consideration and the belief that student has to do something to earn it. However, on other occasions it has been proven howpowerful mutual acceptance and tolerance of individual differences in the relations between teachers and students can be.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

In relation to this topic, Brown (2007) sustains that all kinds of observations conducts to a useful learning for teachers whether with objectives of training, of evaluation or when it is a pair observation. Teachers are starting to understand that upon being observed in its actions and educational performance by other people allows them to have a clearer vision. It permits them to improve its weaknesses and to promote its abilities for teaching. This benefit reaches also to the ones that carries out the observation because they can be seen reflected in others. It also helps to obtain ideas for their professional growth. The recommendable frequency would depend on the teachers’ need. It can be once a week to detect mistakes in the process
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72 Lee mas

The influence of large classes in the English language teaching-learning in Ecuadorian high schools

The influence of large classes in the English language teaching-learning in Ecuadorian high schools

unmotivated because they struggle to be noticed among a large number of students. In addition, Saraswatti (2004, p.154) says that “A teacher cannot even get to know the names of all her learners in a large class. A personalized approach, very vital to the process of learning becomes impossible in a large class.” According to this author, large classes demand more effort from teachers than small ones because in a large class teacher is more concentrated on managing and controlling the students rather than working towards achieving lesson objectives. This author also believes that a personalized class is essential in the teaching learning process because the more attention teacher gives to his/her students, the more success he or she will have.
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