Promoting Cognitive Skill among Engineering Undergraduates with Technological Software

2015 ◽  
pp. 254-262
Author(s):  
Nur Maisarah Binti Shahril Khuzairi ◽  
Manjit Singh Sidhu
Keyword(s):  
Engineering Education ◽  
Learning Environments ◽  
Learning Process ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Cognitive Skill ◽  
Higher Order ◽  
Constant Change ◽  
Evolution Of Technology ◽  
Engineering Undergraduates

This chapter reviews the infusion of technology tools such as the integration of computers into programs like simulation to promote higher cognitive skills among engineering undergraduates. With the constant change of technology and education, it is necessary to refine the current teaching and learning process to not only promote understanding but also to create room for engineering undergraduates to process the information with higher-order cognitive skills. The authors examine the evolution of engineering education against the backdrop of the problems faced in the learning environments and the technological trends in engineering curriculum. To this end, the authors propose strategies to promote higher-order cognitive skills among engineering undergraduates based on the evolution of technology in engineering as well as the challenges faced in the implementation of such tools in teaching and learning.

scholarly journals COGNITIVE DEPTH OF TEACHING AND LEARNING PROCESS IN BIOLOGY FROM 7TH TILL 9TH GRADE

2018 ◽  
Vol 2 ◽  
pp. 54
Author(s):  
Dace Bērtule ◽  
Dace Namsone
Keyword(s):  
Learning Process ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
National Level ◽  
Cognitive Activity ◽  
Higher Order ◽  
Biology Textbooks ◽  
Science Tests ◽  
9Th Grade ◽  
Science Test

From OECD PISA Science test results presented in 2016 shows that in Latvia only 3,4% of students performance is in accordance to the 5th and 6th performance level (higher order cognitive skills (HOCS) measured), which is below OECD  average. In Latvia from 2016 started Curriculum Development and Implementation project, which one of the priorities is student’s ability to apply HOCS (higher order cognitive skills) to improve these results. The development of deeper thinking (cognitive activity) is one of the most advanced skills in all subjects, including biology. In order to reduce the risks, it is necessary to analyze introducing new reforms the opportunities for students to develop HOCS through biology lessons and textbooks in current teaching and learning process. In previous researches it was found out that all items with context of 9th grade biology in the Latvia’s National level Science test (period 2015-2017) were measuring only low and average depth and no one was in high cognitive level as opposed to the PISA framework. It is required to study reasons of that more deeply. The research goal is to analyze cognitive depth of given tasks that students have the opportunity to do in the lessons of biology, biology textbooks from 7th till 9th grade and with 9th grade biology tasks in Latvia’s National level Science tests from years 2015 till 2017 and to compare these three cognitive depth results to the PISA 2015 Science framework. To find out cognitive depth of given tasks, there were analysed 31 samples of biology lessons and 6 biology textbooks for grades 7th till 9th.  

Personal Learning Environments

2016 ◽  
pp. 32-54 ◽  
Author(s):  
Nuno Ricardo Oliveira ◽  
Lina Morgado
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Evolution Of Technology ◽  
Use Of The Internet ◽  
The Web

Over the past 10 years there has been a great evolution of technology and the way the teaching and learning process is developed, as well as how research and publication are carried out. The Web 2.0, a term coined by O'Reilly in 2004, has introduced a new concept to the use of the Internet, in particular as it relates to the educational framework. The web 2.0 tools allow the creation of emerging ubiquitous environments that enable the development and management of a real Personal Learning Environment (PLE). This chapter is a proposal for the “Handbook of Applied Research on E-Learning in Engineering and Architecture Education” and represents a literature review on the topic of Personal Learning Environments (PLE). It explores the definition around the concept of PLE, its history, the advantages for its use in a lifelong learning process and its importance in the scope of the present research.

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

scholarly journals Information technologies inside and outside the classroom

2021 ◽  
Author(s):  
Andra Oneci ◽  
◽  
Maria-Magdalena Joița ◽  
◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Cognitive Skills ◽  
Causal Reasoning ◽  
Concept Formation ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Software And Hardware ◽  
Problem Solvers ◽  
Teaching Learning ◽  
Individualize Education

Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.

Application of Information and Communication Technology to Create E-Learning Environments for Mathematics Knowledge Learning to Prepare for Engineering Education

2014 ◽  
pp. 345-373
Author(s):  
Tianxing Cai
Keyword(s):  
Engineering Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Engineering Application ◽  
Mathematical Practice ◽  
Mathematical Methods ◽  
Mathematics Knowledge ◽  
Mathematical Problems ◽  
Information And Communication ◽  
E Learning

The standards for mathematical practice describe varieties of expertise that mathematics educators should develop in their students, including NCTM process standards (problem solving, reasoning and proof, communication, representation, and connections), NRC's report “Adding It Up” (adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition), common core state standards in mathematics (ICT application) to support mathematics teaching and learning. There is a need to provide effective ways that technology can be integrated into mathematics classrooms. Mathematical methods and techniques are typically used in engineering and industrial fields. It can also become an interdisciplinary subject motivated by engineers' needs. Mathematical problems in engineering result in rigorous engineering application carried out by mathematical tools. Therefore, a solid understanding and command of mathematical knowledge is very necessary. This chapter presents the introduction of currently available ICTs and their application of to create e-learning environments to prepare for the students' future engineering education.

Problem-Based Learning

2018 ◽  
pp. 280-293
Author(s):  
Ernest Ampadu ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strategic Approach ◽  
Supporting Teachers

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to provide authentic learning environment is through Problem-Based Learning (PBL). PBL offers opportunity for students to learn about something that is real and beneficial. Teacher education programs, pre-service or in-service, should help teachers to understand how to use PBL to provide students with authentic learning environments. The chapter aims at supporting teachers' understanding and application of PBL so that they can provide students with meaningful learning experiences. Specifically, this chapter is intended to assist teachers have a better understanding of PBL as a strategic approach to meaningful teaching and learning as well as identify effective ways to incorporate this approach into their pedagogical practices.

O Fórum no Ensino Presencial: Despertando o Interesse dos Alunos Por Meio da Integração de Conteúdos da Sala de Aula para Ambientes Virtuais

2018 ◽  
Vol 19 (4) ◽  
pp. 433
Author(s):  
Cleonice Jose De Souza ◽  
Luciane Guimarães Batistella Bianchini ◽  
Solange Franci Raimundo Yaegashi ◽  
Juliana Gomes Fernandes ◽  
Bernadete Lema Mazzafera
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Virtual Environments ◽  
Learning Environments ◽  
Learning Process ◽  
Private School ◽  
Teaching And Learning ◽  
Discussion Forum ◽  
Teaching Learning ◽  
The City

A integração de ambientes virtuais e seus aplicativos no processo de ensino e aprendizagem possibilitam novas proposições aos alunos, bem como diversificam e apoiam as ações do professor. A presente pesquisa caracterizada como qualitativa analisou como 10 professores, de uma escola particular da cidade de Londrina (PR), consideram o uso do fórum de discussão para o processo de ensino e aprendizagem escolar presencial. Para a coleta de dados foram aplicadas quatro questões abertas. Os resultados indicaram que os fóruns, apesar de ainda serem pouco utilizados pelo grupo entrevistado, mostraram-se uma ferramenta muito útil para despertar no estudante o interesse por participar das atividades propostas pelo professor emitindo sua opinião e instigando o debate entre os colegas. Além disso, possibilita a articulação dos conteúdos presenciais da sala de aula com novos debates decorrentes das discussões, que transcendem para outros ambientes de aprendizagem. Palavras-chave: Ensino. Aprendizagem. Fórum. AbstractThe integration of virtual environments and their applications in the teaching and learning process offers new propositions to the students and it also diversifies and supports the teacher’s actions. The present qualitative research analyzed how ten teachers from a private school in the city of Londrina (PR), consider the use of the discussion forum for the process of onsite teaching and learning. For the data collection, four open-ended questions were applied. The results indicated that the forums, although still not frequently used by the interviewed group, proved to be a very useful tool to awaken the students’ interest in participating in the activities proposed by the teacher, expressing their opinions and instigating the debate among the classmates. In addition, it makes it possible to articulate classroom contents with new debates resulting from discussions that transcend to other learning environments. Keywords: Teaching. Learning. Forum.

scholarly journals AUTHENTIC ASSESSMENT IN EFL TEACHING AND LEARNING

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Rama Dwika Herdiawan
Keyword(s):  
Social Context ◽  
Learning Process ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Assessment Practices ◽  
Innovative Product ◽  
Instructional Process ◽  
Traditional Assessment ◽  
Physical Context

The assessment has been regarded as the crucial element in instructional process which involeved the teacher and students ini it. In addition, it requires a number of aspects which are concerned on authenticity of how students do the task performatively. Therefore, authentic assessment is necessarily selected in order to reach the goal or objectives of teaching and learning process which focused on real-world tasks. The five dimensional framework proposed by Gulikers et.al (2004) need to be employed inside the implementation of authentic assessment which covers at least: tasks, physical context, social context, result or form, and criteria. The framework represents how the students are assesses authentically as well performatively in order that there are innovative product and also perfomance created by the students particularly. Beacuse authenticity is crucially needed to model of assessment recently and it also represents the authentic outcomes that are totally obtained in the teaching and learning process. Authentic assessment is a new assessment paradigm which contributesto significant alternative towards the existence of traditional assessment practices which are still used by most of the teachers in any levels. Regarding the paradigm, assessment is a process which supports as well as improve students’ learning (focuses on enhancing their cognitive skills) instead of only assessing the teaching and learning process.

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