Focusing Teaching on Students: Examining Student Perceptions of Learning Strategies

Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan

doi:10.1080/00336297.2015.1082143

Cited by 24 publications

(18 citation statements)

References 12 publications

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“…Também na adolescência as expectativas académicas dos alunos aumentam (Mahatmya et al, 2013); e o envolvimento dos alunos sofre alterações com o avanço nos anos de escolaridade, nomeadamente, verifica-se uma diminuição do envolvimento emocional durante a adolescência e, por sua vez, aumento da capacidade de envolvimento cognitivo nesta fase (Mahatmya et al, 2013). Note-se ainda que os poucos estudos encontrados com a análise da 'voz' dos alunos estão sobretudo focados na universidade (Lumpkin, Achen & Dodd, 2015) ou em temáticas específicas, como por exemplo, a motivação (Martinez, Currás, Valcárcel, & Garcia, 2015). Por estes motivos, o foco deste estudo foi junto de alunos da faixa etária entre 12 e 15 anos de idade, do 3º ciclo do Ensino Básico.…”

Section: O Presente Estudounclassified

O Que Facilita E Dificulta a Aprendizagem? A Perspetiva De Adolescentes

et al. 2020

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Este estudo qualitativo teve como objetivo analisar as perceções de alunos adolescentes acerca dos aspetos que facilitam e dificultam a sua aprendizagem. O conhecimento das perceções dos alunos sobre a sua aprendizagem permite melhorar a qualidade dos processos de ensino-aprendizagem. A partir de um guião semiestruturado, foram realizados cinco grupos focais, em cinco escolas privadas do Norte de Portugal, tendo participado 32 alunos selecionados aleatoriamente. Os participantes eram alunos do 3º ciclo do Ensino Básico (7º, 8º e 9º anos), com idades compreendidas entre os 12 e os 15 anos. A análise dos dados seguiu um processo semi-indutivo de codificação descritiva. Os resultados realçam o papel fundamental do professor na aprendizagem; a importância da ação vs passividade dos alunos na sala de aula; a relevância da dimensão emocional e relacional para o envolvimento do aluno; e a relevância das estratégias de autorregulação da aprendizagem. Como implicações sugere-se a concretização de ações junto de professores e alunos assente nos dados recolhidos e analisados, que sejam promotoras da metacognição de ambos.

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O Que Facilita E Dificulta a Aprendizagem? A Perspetiva De Adolescentes

et al. 2020

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“…Active learning is originated on constructivism, a learning theory that confirms the student to be involved with the content to learn the subject and focusing the students to be the main creators of information and science (Bonwell & Eison, 1991;Cavanagh, 2011;Hyun et al, 2017;Lumpkin et al, 2015). This approach was established to answer the conventional or traditional learning process that the students as a passive participant in receiving all the information or knowledge.…”

Section: Environmentalmentioning

confidence: 99%

Active Learning Strategies in the Environmental Engineering Course: A Case Study at Curtin University Malaysia

Hadibarata

Rubiyatno

2019

JPII

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The current teaching approach of the undergraduate subjects is very dependent on conventional methods, without any participation and contribution of the students during the learning process. Active learning refers to any approach to instruction in which all students are required to involve in the learning process. The purpose of the manuscript is to evaluate the application of active learning in teaching the compulsory course in the environmental engineering department, Curtin University Malaysia. Green engineering is a compulsory unit in 3rd year of Department of Environmental Engineering, that approach of the design, process, product and commercialization that following environmentally conscious attitude, principles and values combined with multidisciplinary engineering science to minimize pollutants and promote local and global sustainability. A simple approach that combining the classical lecture-presentation and active engagement of the students with the course materials through Problem-Based Learning, Interactive Class Learning and Project-Based Learning has been developed. Introducing the active learning to the students on solving any problems improve the students' ability in achieving the course outcome and thus the program outcome of the Department of Environmental Engineering, Curtin University Malaysia. The attainment of each assessment by the students and student evaluations indicated that the students' achievement, and retention of information have greatly improved. This can be judged by high student attendance and participation, high grades, and large student satisfaction.

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“…The concept of active learning was popularized by previous researcher (Bonwell & Eison, 1991;Cavanagh, 2011;Lumpkin, Achen, & Dodd, 2015). Active learning is defined as the engagement of students in learning activities, inspires students to reflect intensely about their learning progress and achievement (Hyun, Ediger, & Lee, 2017).…”

Section: Active Learningmentioning

confidence: 99%

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2019

IJIET

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Active learning refers any approach to instruction in which all students are required to involve in the learning process. The purpose of the manuscript is to evaluate the application of active learning in teaching Green Engineering Principles and Applications as a compulsory course in environmental engineering department curriculum, Curtin University Malaysia. Green engineering can be defined as an approach of the design, process, product and commercialization that follow environmentally conscious attitude, principles and values combined with multidisciplinary engineering science that to minimize pollutant and promote local and global sustainability. Green engineering encompasses the conceptualization and implementation of reducing environmental impacts, maximize energy efficiency and develop the greener processes and product that bring environmental and economic benefit. A simple approach that combining the classical lecture-presentation and active engagement of the students with the course materials through case studies, problem solving and discussion has been developed. In conclusion, introducing the active learning to the students on solving any problems improve the students' ability in achieving the course outcome and thus the programme outcome of the

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Focusing Teaching on Students: Examining Student Perceptions of Learning Strategies

Cited by 24 publications

References 12 publications

O Que Facilita E Dificulta a Aprendizagem? A Perspetiva De Adolescentes

O Que Facilita E Dificulta a Aprendizagem? A Perspetiva De Adolescentes

Active Learning Strategies in the Environmental Engineering Course: A Case Study at Curtin University Malaysia

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