The challenges of today＇s world require college students have different skills and know how to apply the knowledge acquired to solve new situations. The traditional mode of teaching with lectures, still present in ma...The challenges of today＇s world require college students have different skills and know how to apply the knowledge acquired to solve new situations. The traditional mode of teaching with lectures, still present in many subjects of the engineering, seems to favor the development of the necessary skills, as active use of knowledge required [ 1 ]. However, they are using simulation games as an educational method in many universities in the world for the advantages they present for learning and the development of various skills, to simulate specific situations of professional activity [2]. This paper presents some background and requirements that games must meet educational purposes and propose their use in subjects related to economics, management and organization of production engineering programs where you can teach and learn from building products with simple items like cardboard paper on the theory of constructionism to build a product where people are building theories and knowledge in the mind [3]. The use of games is not widespread in universities in Argentina, however you can generate more motivating learning situations as it leaves the board becoming less abstract and more concrete learning. Classroom climate changes as students take a more participatory role and the teacher intervenes as a guide or facilitator of learning. This work could motivate teachers and researchers to promote their use in teaching and in future research to evaluate the potential of its use as a learning tool.展开更多
There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or mor...There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or more learners in developing countries. The current study attempted to establish what instructional strategies could be introduced for improvement of teaching learning in the prevailing large classes. A review of research on teaching of large classes highlighted challenges that both teachers and students experience. Effective teaching and learning throughout the study was conceptualized as that situated within a social constructivist framework. This is a descriptive study in design. The literature component of the study utilized a content analysis methodology with a view to identifying strategies of practical application and potential to facilitate learning in large classes, such as Active Learning, Collaborativb Learning, Cooperative Learning, Inductive Teaching Methods, and novel practices including issues on environment for change are suggested. The empirical data indicated that teachers had devised strategies to cope with the large classes, but these needed further development. The implication for these findings is the need for teacher professional development through reflective practice.展开更多
The traditional English teaching methods are mainly based on teachers＇ words and students＇ listening type. Neither the quality of teaching can be guaranteed, nor are students＇ thinking ability and innovation develo...The traditional English teaching methods are mainly based on teachers＇ words and students＇ listening type. Neither the quality of teaching can be guaranteed, nor are students＇ thinking ability and innovation developed. To change this situation, many educators have done a lot of research and exploration from both theoretical and practical aspects, of which constructivist theory is one of main results. Constructivist theory emphasizes that leaming is a process of knowledge acquisition. Knowledge can not only get from teachers, but also requires learners to learn from others＇ help in some particular context, with the necessary leaming materials, and through a way of meaning construction. Besides, it has important reference and inspiration effects on discipline study and conducting educational research.展开更多
文摘The challenges of today＇s world require college students have different skills and know how to apply the knowledge acquired to solve new situations. The traditional mode of teaching with lectures, still present in many subjects of the engineering, seems to favor the development of the necessary skills, as active use of knowledge required [ 1 ]. However, they are using simulation games as an educational method in many universities in the world for the advantages they present for learning and the development of various skills, to simulate specific situations of professional activity [2]. This paper presents some background and requirements that games must meet educational purposes and propose their use in subjects related to economics, management and organization of production engineering programs where you can teach and learn from building products with simple items like cardboard paper on the theory of constructionism to build a product where people are building theories and knowledge in the mind [3]. The use of games is not widespread in universities in Argentina, however you can generate more motivating learning situations as it leaves the board becoming less abstract and more concrete learning. Classroom climate changes as students take a more participatory role and the teacher intervenes as a guide or facilitator of learning. This work could motivate teachers and researchers to promote their use in teaching and in future research to evaluate the potential of its use as a learning tool.
文摘There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or more learners in developing countries. The current study attempted to establish what instructional strategies could be introduced for improvement of teaching learning in the prevailing large classes. A review of research on teaching of large classes highlighted challenges that both teachers and students experience. Effective teaching and learning throughout the study was conceptualized as that situated within a social constructivist framework. This is a descriptive study in design. The literature component of the study utilized a content analysis methodology with a view to identifying strategies of practical application and potential to facilitate learning in large classes, such as Active Learning, Collaborativb Learning, Cooperative Learning, Inductive Teaching Methods, and novel practices including issues on environment for change are suggested. The empirical data indicated that teachers had devised strategies to cope with the large classes, but these needed further development. The implication for these findings is the need for teacher professional development through reflective practice.
文摘The traditional English teaching methods are mainly based on teachers＇ words and students＇ listening type. Neither the quality of teaching can be guaranteed, nor are students＇ thinking ability and innovation developed. To change this situation, many educators have done a lot of research and exploration from both theoretical and practical aspects, of which constructivist theory is one of main results. Constructivist theory emphasizes that leaming is a process of knowledge acquisition. Knowledge can not only get from teachers, but also requires learners to learn from others＇ help in some particular context, with the necessary leaming materials, and through a way of meaning construction. Besides, it has important reference and inspiration effects on discipline study and conducting educational research.
