Modification of the Active Learning Methods in Environmental Education in Russian Universities

Mingazova, N. M.

doi:10.1016/j.sbspro.2014.04.083

Cited by 19 publications

(8 citation statements)

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“…To make them be active and to help them improve their learning performance, teachers need to guide them, ease the learning and pay attention to what they need for learning. Previous research conducted by (Mingazova, 2014) suggests that being active in learning improves learners' pro-action, creativity and independent learning, for sake of cognitive development. Independent learning or generally acknowledged as both autonomous and selfdirected learning are condition where learners show willingness to take more responsibility for controlling over their learning activities to meet the goal of learning and to help them better understand about their roles as a learner in the learning process (Reinders, 2010).…”

Section: Constructivist Learning Paradigm and Its Implication To Knowmentioning

confidence: 95%

Constructivist Learning Paradigm as the Basis on Learning Model Development

Nugroho

2017

EduLearn

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Research on knowledge quality development has been rapidly developed in these several decades, especially to those related to the use of methods in learning. Of the findings, only did few research articles report about the application of constructivist-learning paradigm in the frame of learning process and the model of learning possibly used as the reference to improve the quality of knowledge. This paper aims at discussing the potentials owned by constructivist learning paradigm and trying to put it into a model of learning as an endeavour of improving the quality of knowledge. With regard to the result, it appears that properly using the constructivistlearning paradigm will stimulate the creation of good and competitive academic learning environment, active learning participation, and stimulate education that encourages students to be responsible for their learning where it finally ends in a positive development of knowledge.

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Section: Constructivist Learning Paradigm and Its Implication To Knowmentioning

confidence: 95%

Constructivist Learning Paradigm as the Basis on Learning Model Development

Nugroho

2017

EduLearn

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“…This attitude is entirely based on the intellectual and spiritual spheres of the individual. The result of environmental education is the ecological culture of the individual [10][11][12][13]. The Department of aquatic bioresources and aquaculture implements a comprehensive approach to the formation of an ecological worldview and the development of knowledge and skills of students in the field of protection and rational use of the surrounding world ( Fig.…”

Section: Itse-2020mentioning

confidence: 99%

Innovative approaches in the implementation of the Aquatic bioresources and aquaculture direction at Kuban state University

et al. 2020

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The Department of aquatic bioresources and aquaculture of Kuban state University trains students in the direction of 35.03.08 Aquatic bioresources and aquaculture (bachelor's degree), profiles Ichthyology and Aquaculture; 35.04.07 Aquatic bioresources and aquaculture (master's degree), orientation (profile) Ichthyology; 06.06.01 Biological Sciences (training of highly qualified personnel), profile 03.02.06 Ichthyology. An integral feature of a trained specialist, whose qualifications meet the current labor market conditions, is the acquisition of a set of research competencies in the field of fisheries science and production. The increasing inclusion of the research approach in the period of training, production practices and implementation of specialized disciplines, together with the educational approach, allows students to develop the necessary intellectual and creative thinking of students. Individual students with their works became winners and prize-winners in the all-Russian competition of the Final qualifying work’s in the field of Aquatic bioresources and aquaculture.

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“…En el ser humano el proceso de aprendizaje es continuo y varía en función de la edad, motivación y capacidad de relación del estudiante con el entorno (Barteit et al, 2020;Guzman et al, 2021). Es un proceso que se ve afectado por múltiples variables, entre las cuales están las habilidades innatas del usuario, el método de aprendizaje, el contexto de aprendizaje (el tema, sitio y características de transmisor de conocimiento) y la sucesión didáctica (Leal Filho et al, 2018;Mingazova, 2014;Thangrattana et al, 2014). Conforme las condiciones de aprendizaje sean favorables al estudiante, el proceso tendrá una duración menor, con una curva de aprendizaje elevada y una retención de conocimiento alta, aspectos que permitirán al usuario disponer de conocimientos suficientes para tener una respuesta efectiva (Kahl, 2014;Vargas-Fonseca et al, 2021).…”

Section: Introductionunclassified

Contrastes en el proceso de aprendizaje en estudiantes de la carrera de Ingeniería Forestal

2022

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[Objetivo] El estudio se enfocó en analizar los estilos de aprendizaje y la percepción de estudiantes universitarios de ingeniería forestal con tres niveles de avance (principiante, intermedio y avanzado). [Metodología] Se aplicaron pruebas para determinar el conocimiento en temas afines a la carrera, percepción de la carrera y temáticas o conceptos que consideren complicados o problemáticos, todos bajo pruebas en modalidad doble ciego con pruebas previamente validadas; posteriormente, se desarrolló un modelo de estilo de aprendizaje. [Resultados] Los resultados mostraron diferencias significativas entre los estudiantes principiantes con respecto a los intermedios y avanzados. El grupo principiante tiende a tener una deficiencia de aprendizaje memorístico y significativo, lo cual llega a mejorar conforme el estudiante avance en la carrera. Además, se determinó que la mejora en aspectos de aprendizaje como trabajo en equipo, habilidades blandas y trabajo bajo presión incrementan las capacidades de aprendizaje del estudiante. Al momento de analizar el modelo se determinó que las expectativas del alumno mostraron poca relación con el modelo propuesto; esto, indiferentemente el nivel de aprendizaje. Aspectos como el conocimiento previo y las influencias sociales tienen un efecto significativo en el aprendizaje, lo cual afecta indirectamente la satisfacción del usuario. [Conclusiones] El modelo propuesto tiene una adaptabilidad con los estudiantes de ingeniería forestal y permite una evolución en el entendimiento de conceptos y habilidades claves para la carrera; sin embargo, la primera etapa de carrera (principiante), requiere mejora en vías de disminuir la carga memorísticas e impulsar aprendizaje con métodos observacionales y de descubrimiento que darían mayor funcionalidad y motivación a los estudiantes.

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Modification of the Active Learning Methods in Environmental Education in Russian Universities

Cited by 19 publications

References 0 publications

Constructivist Learning Paradigm as the Basis on Learning Model Development

Constructivist Learning Paradigm as the Basis on Learning Model Development

Innovative approaches in the implementation of the Aquatic bioresources and aquaculture direction at Kuban state University

Contrastes en el proceso de aprendizaje en estudiantes de la carrera de Ingeniería Forestal

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