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Pažintinių procesų koregavimas taikant interaktyviojo mokymosi strategijas aštuntų – devintų klasių matematikos ir muzikos pamokose / Adjustment of cognitive processes employing interactive teaching strategies at mathematics and lessons in the eighth – ninth formsŠliažas, Artūras 20 August 2006 (has links)
Life alteration stipulates the changing of education ideas, the search of new teaching and learning theories and methods is going on. For a contempory pupil it is not enough to have only formal knowledge and abilities. He/she must become an initiative person having a critical way of thinking and being able to work and create in this constantly changing world.
A modern person should be able to learn continually and improve himself/herself as well as his/her activities. From this point of view it is important to understand that studies for each person are not over when he finishes school or any other educational institution, he is an active learner in everyday life and activities.
In order to estimate our unique experience, to improve our knowledge and to see what else we need for our improvement we must master modern methods of active teaching which deliberately help to plan learning activity. Such learning activity should be full of sense.
In the documents regulating the content of education at comprehensive schools in Lithuania the constructive direction of education is encouraged, the creation of the system of valuable rules is underlined, the importance of educating different kinds of abilities is mentioned, by various methods teachers are stimulated to encourage pupils’ self-dependence and to create auspicious conditions for this at the lessons. Searching to combine these two spheres it is relevant to encourage cognitive processes employing interactive learning strategies... [to full text]
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Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente / Audrey KlopperKlopper, Audrey January 2004 (has links)
The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student
teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for
Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning
methods for training had to be identified to achieve outcomes in the most effective way. New
methods of presentation and assessment had to be exploited to address the new challenge of
reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions
in South Africa had to be determined so that general outcomes and guidelines for effective
training of Foundation Phase student teachers in Life Skills could be established.
A literature study was done to determine the nature of Life Skills for Foundation Phase student
teachers. Four outcomes were identified were identified from this study, namely health
promotion, promotion of the environment, development of human potential and the promotion of
moral, cultural and religious values as main components of Life Skills.
In addition a literature study was done on effective teaching-learning methods which should be
applied to ensure effective Life Skills training for student teachers. The four most important
components or essential features that should be considered during the facilitation of Life Skills
for Foundation Phase student teachers, namely the lecturer, student, learning environment as
well as the aim of teaching, including teaching content and assessment were set out.
After questionnaires regarding the nature of training for Foundation Phase student teachers in
Life Skills were sent to institutions for higher education and the responses were statistically
analysed, it was possible to make a number of findings and recommendations. From the
empirical research it became clear that the identified outcomes were also valued and applied by
lecturers at other institutions for higher education. Furthermore, it became apparent that active
teaching learning-methods and self-regulated learning are valued as important aspects of
effective teacher training. Skills should not only be practised during contact sessions, but
learning environments should be extended. It should include a variety of contexts like
community service, practical teaching experience at schools under supervision of mentors as
well exposure to diverse and multicultural teaching learning-environments.
By effective planning and organising, it is possible for lecturers to guide students to become self regulated
and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.
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Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente / Audrey KlopperKlopper, Audrey January 2004 (has links)
The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student
teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for
Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning
methods for training had to be identified to achieve outcomes in the most effective way. New
methods of presentation and assessment had to be exploited to address the new challenge of
reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions
in South Africa had to be determined so that general outcomes and guidelines for effective
training of Foundation Phase student teachers in Life Skills could be established.
A literature study was done to determine the nature of Life Skills for Foundation Phase student
teachers. Four outcomes were identified were identified from this study, namely health
promotion, promotion of the environment, development of human potential and the promotion of
moral, cultural and religious values as main components of Life Skills.
In addition a literature study was done on effective teaching-learning methods which should be
applied to ensure effective Life Skills training for student teachers. The four most important
components or essential features that should be considered during the facilitation of Life Skills
for Foundation Phase student teachers, namely the lecturer, student, learning environment as
well as the aim of teaching, including teaching content and assessment were set out.
After questionnaires regarding the nature of training for Foundation Phase student teachers in
Life Skills were sent to institutions for higher education and the responses were statistically
analysed, it was possible to make a number of findings and recommendations. From the
empirical research it became clear that the identified outcomes were also valued and applied by
lecturers at other institutions for higher education. Furthermore, it became apparent that active
teaching learning-methods and self-regulated learning are valued as important aspects of
effective teacher training. Skills should not only be practised during contact sessions, but
learning environments should be extended. It should include a variety of contexts like
community service, practical teaching experience at schools under supervision of mentors as
well exposure to diverse and multicultural teaching learning-environments.
By effective planning and organising, it is possible for lecturers to guide students to become self regulated
and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.
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Non-euclidean geometry and its possible role in the secondary school mathematics syllabusFish, Washiela 01 1900 (has links)
There are numerous problems associated with the teaching of Euclidean geometry at
secondary schools today. Students do not see the necessity of proving results which
have been obtained intuitively. They do not comprehend that the validity of a
deduction is independent of the 'truth' of the initial assumptions. They do not realise
that they cannot reason from diagrams, because these may be misleading or inaccurate.
Most importantly, they do not understand that Euclidean geometry is a particular
interpretation of physical space and that there are alternative, equally valid
interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean
geometry at school level. It is imperative to identify those students who have
the pre-requisite knowledge and skills. A number of interesting teaching strategies,
such as debates, discussions, investigations, and oral and written presentations, can be
used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)
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Non-euclidean geometry and its possible role in the secondary school mathematics syllabusFish, Washiela 01 1900 (has links)
There are numerous problems associated with the teaching of Euclidean geometry at
secondary schools today. Students do not see the necessity of proving results which
have been obtained intuitively. They do not comprehend that the validity of a
deduction is independent of the 'truth' of the initial assumptions. They do not realise
that they cannot reason from diagrams, because these may be misleading or inaccurate.
Most importantly, they do not understand that Euclidean geometry is a particular
interpretation of physical space and that there are alternative, equally valid
interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean
geometry at school level. It is imperative to identify those students who have
the pre-requisite knowledge and skills. A number of interesting teaching strategies,
such as debates, discussions, investigations, and oral and written presentations, can be
used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)
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