Within the framework of the mater degree in civil engineering, the teaching methods used in the mathematic issues are changing over the time, undergoing through consecutive transformations, which are believed to be useful for the improving of the results among the students. Considering the continuous development of the educational reforms, the main idea among the scholars from the Department of Mathematics is to prepare strategies together focused on the teachingmethodologies, which are coming from their own experiences, from years and years as teacher at the educational university level. In common sense, the teaching method refers to dynamic details of the teaching manner, such as scientific explanation, elaboration or presentation. In this sense, there are authors  suggesting that the teaching method is the application of various manners of dealing with the praxis of teaching and learning. Thus, a question that can be asked to the students is the following: “What kind of Mathematics class do you prefer?” . One possible answer to the previous question is to have lessons where the teacher is the only responsible to guide the discussion, explaining the topics to the students. In fact, the majority of students like their teachers to guide them during the discussions. However, they also agree that they should discuss the research questions previously to the teachers’ explanations. According to the same author, when students are asked about if they “often discuss with their classmates in class?”, the majority of them say that sometimes there is a discussion in the mathematics class. Consequently, the experience at UBI shows that they will become increasingly interested in mathematics issues, once they are required to search for the ways of learning, by themselves, independently.
5. Adult learning is problem-centered rather than content-oriented (Orientation); 6. Adults respond better to internal versus external motivators (Motivation). In an effort to promote the andragogical teaching model, this paper seeks to compare and contrast adult teachingmethodologies with conventional distance learning used in the traditional undergraduate pedagogy. While conventional distance learning teachingmethodologies are normally guided by behaviorism and focused on course content, facilitators in an adult-dominated distance learning setting must go beyond the conventional online teaching model characterized by the use of Bloom’s Taxonomy of Educational Objectives (Bloom, 1956) and embrace humanism and life experiences from which andragogy stems (Wang, 2011).
Abstract. Nowadays, the spread of international exchanges is growing among university students, across European countries. In general, during their academic degrees, the high education students are looking for international experiences abroad. This goal has its justification not only in the reason of pursuing their studies, but also in the desire of knowing another city, a different culture, a diverse way of teaching, and at the same time having the opportunity of improving their skills speaking another language. Therefore, the scholars at the high level of educational systems have to rethink their traditional approaches in terms of teachingmethodologies in order to be able to integrate these students, that every academic year are coming from abroad. Portugal is not an exception on this matter, neither the scientific domain of spatial planning. Actually, during the last years, the number of foreign students choosing to study in this country is rapidly increasing. Even though some years ago, most of the international students were originated from Portuguese speaking countries, comprising its former colonies such as Brazil, Angola, Cape Verde or Mozambique, recently the number of students from other countries is increasing, including from Syria. Characterized by a mild climate, a beautiful seashore and cities packed with historical and cultural interests, this country is a very attractive destination for international students. In this sense, this study explores the beliefs about teachingmethodologies that scholars in spatial planning domain can use to guide their practice within Architecture degree, in order to promote de integration of international students. These methodologies are based on the notion that effective teaching is student-centred rather than teacher-centred, in order to achieve a knowledge-centred learning environment framework in terms of spatial planning skills. Thus, this article arises out of a spatial planning unit experience in the Master Degree in Architecture (MIA) course, at the University of Beira Interior (UBI) in Portugal, to understand more about teachingmethodologies, in order to promote the integration of international students. The study explores the teamwork tasks and the hetero-evaluation as new approaches in the teachingmethodologies focused on the student-centred teaching. This research main conclusion is the need of promoting a shift from lecture-based and teacher-centred practices to student-centred approach.
The aim of the present study is to investigate and analyze how the methods and techniques of active teaching-learning methodologies can be effective in understanding and coping with the phenomenon of school violence. This work is configured as a theoretical study, bibliographical and exploratory research in four databases searched online about on active teaching and learning methodologies, in articulation with the confrontation of the phenomenon of violence in schools. The databases searched were: PERIÓDICOS CAPES; GOOGLE SCHOLAR; ERIC; SCIELO. The research results show that active teaching and learning methodologies can be helpful in addressing the various types of violence that occur in educational settings. Innovative and dynamic activities conducted in operative or reflective groups with students and teachers can generate significant evolutionary responses to improve interpersonal and social relationships, promoting health and quality of life among peers. The phenomenon of violence in schools is complex and different alternatives are needed in the process of confronting this problem so harmful to human health.
Abstract: In this work, we present a report of a teaching activity based on Blended Learning (BL) and Problem Based Learning (PBL). This educational proposal aims to produce the conditions for developing the skills required to understand the interactions between the hearing system and the knowledge of sound physics. Therefore, we drew up and presented to the students a text containing a problem situation, in which a person had a significant hearing loss due to unsanitary conditions at his workplace. With the text as a start point, the students held debates, individual studies and research so that, they could understand the situation proposed in details, based on the knowledge of physics. According to the observations and records, we point out the student participation during the debates in class, one of the main characteristics of educational activities based on active methodologies. About the aspects concerning to the learning of physics contents, the results of the assessments will be published in future studies, due to the limits imposed this kind of publication. However, preliminary results present that 77% of students achieved satisfactory performance.
Several everyday facts are complex and require interaction of different areas of knowledge for assimilation, since individualizing the sources of searches reduces the possibilities of resolutions, which could allow the understanding of the studied phenomena. So that this does not happen mainly with more complex subjects such as chemistry and physics, contextualized and interdisciplinary working methods are needed, which are a more dynamic form of teaching. Taking this scenario into consideration, together with the Teaching Initiation Program (PID), which aims to contribute to the improvement of undergraduate education, this work was developed with the purpose of creating forms that will contribute to the learning of undergraduate students. . With this scope of motivating students and facilitating the compression of certain subjects, it was possible to carry out several activities for this purpose; such as the implementation of classes with “Investigative Practices”, the holding of the “Chemistry Olympiad”, and the use of the digital platform “Kahoot” through Quiz to reinforce the content studied. The activity carried out has shown good results both in surveys of evaluations (satisfaction) with students, as well as in their academic performance. With all the advantages that these practices have been showing, other teachers are also becoming adept at active teachingmethodologies, to teach their classes in a more dynamic way.
Revisiting the experience of many years of teaching in Medical Psychology, it is considered that the process of integrating this area should take a horizontal and vertical approach throughout the medical education, emphasizing the need for pedagogical training of teachers. In building the professional identity of doctors the priorities should include the integration of knowledge, development of empathetic and communication skills and the practice of a humanist medicine. The greatest challenge currently posed to the teaching of Psychology within Medicine, will be the integration of all this new information in a restructuring of contents and teachingmethodologies.
This research aims to discuss the process of pedagogical training in science teaching and allow the enrichment of the conduct of knowledge relevant to the theoretical and methodological stages in basic education. The appropriation of scientific concepts and scientific procedures allows the construction of questions about what is seen and heard and explanations of phenomena of nature. Besides that, allows the understanding and appreciation of the ways to intervene in nature and use its resources and for reflection on ethical issues implicit in the relations between Science, Technology and Society (STS) and Information and Communication Technologies (ICTs). Thus, science deserves a prominent place in teaching as a means of cognition and as object of knowledge. The great importance of science is to raise the level of students’ thinking and to allow them the knowledge of reality so them not only recognize the world in which they live and know how to interpret it, but also know how to act and transform it. In this perspective, it was discussed in the teaching of sciences, the historical and cultural conceptions of contextualized learning, the training of teachers, the use of relations between STS and ICTs, the educator facing the challenges of a contemporary society, pedagogical practices, the eventual use of experimental activities and the assessment procedure. Through reflections, it can said that the teaching process becomes more pleasurable, productive, qualitative and satisfactory, to the extent that relationships are made between situations that students experience, which are fundamental for understanding the reality around them and acquiring the necessary conditions to discuss, debate, opine and at the same time intervene in social and environmental issues in the context in which they are inserted. Teachers are recommended the knowledge to imagine, architect and apply, in their teachingmethodologies, conditions that enable their students to learn in a stable way, exploring their authentic curiosities, making them questioners individuals, showing science as an instigating and endless adventure, promoting scientific literacy.
The different backgrounds of international students, mainly coming from the old Portuguese colonies (Portuguese language speakers), such as Brazil (in south America), Angola, Cape Verde Islands, St Tomé and Principe (in Africa) or East Timor (in Asia); and the non-Portuguese speakers such as the ERASMUS students coming from the European countries, Turkey or more recently from Algeria, Iran or Syria, led to the need of rethinking the teachingmethodologies in order to meet with the multicultural classroom environment. In this sense, the scholars responsible for the master degree in civil engineering are carrying out several strategies in order to improve the adaptation and the performance of these students, regarding the higher educational Portuguese system. Figure 1 shows the countries of origin of international students for the last 5 academic years.
This study aims to present the results of the didactic production, directed to the afro indigenous themes, developed by students of the Degree in Geography of the State University of Ceará (UECE) to be worked in schools, with the objective of studying the ethno-racial theme, assured by law 11.635/08. The use of non-conventional methodologies for teaching Geography is a differential for science, this expanded summary brings as methodological result the Geography Booklets, made from the field class proposed by the professor of Methodology and Practice in the teaching of Geography I, in the indigenous reserve Jenipapo-Kanindé, located in Aquiraz - CE. We can observe, from the experience in the reserve and from the analysis of textbooks, that the indigenous question is approached in a superficial way in traditional teachingmethodologies, so the booklet can be an important complementary material to the textbook used in the classroom.
Objective: to evaluate the teaching-learning methodologies adopted by teachers of a Nursing course from the perspective of students. Methods: research with mixed methods of the convergent type. This is an excerpt of a comprehensive project of evaluation a program, using the Context, Input, Process, and Product evaluation model. Quantitative data (cross-sectional study with secondary data) and qualitative data were collected concomitantly and then triangulated. Results: regarding the teachingmethodologies adopted by teachers, the participating students reported greater use of expository and dialogic classes, 161 (67.6%), among teachers of the basic subjects; and non-dialogic expository classes, 226 (92.6%), by teachers of specific subjects of the nursing area. Traditional teaching and traditional assessment methodologies predominated in all courses. Conclusion: the participating students considered predominantly traditional methodologies and wanted to experience active methods, highlighting the need for interdisciplinarity and greater teaching-service-community integration. Descriptors: Faculty; Nursing; Methodology; Nursing Evaluation Research.
The Australian universities have a great experience in this type of teachingmethodologies, based on their contact with international students coming from the Asia-Paciﬁc countries. Examples like the Australian University of Victoria are promoting a collaborative process in order to adapt the teaching method- ologies, by deﬁning the teaching/learning framework regarding the international context or training the scholars to work in a multicultural framework and a praxis of international cooperation in research domain [7–10]. The experience at the MIEC with international students, reveals a diversity of experiences on the development of students’ preparation for the globalized society, examining stu- dents’ views and attitudes, is contributing to their intergroup attitudes and civic engagement. This result is consistent with the international literature [11–14], proposing that universities should be aware of the ways in which students can use their diversity as a strength. Thus, universities play a pivotal role in fostering high-quality in intercultural terms amongst their students, preparing them for a diverse and global society , alerting for an interdisciplinary approach .
Abstract: Problem statement: The definition and the economic viability of the best development strategy of a hydrocarbon reservoir mainly depend on the quantity and type of fluids and on the well productivity. Well testing, consisting in producing hydrocarbon to the surface while measuring the pressure variations induced in the reservoir, has been used for decades to determine the fluid nature and well potential. In exploration and appraisal scenarios the hydrocarbons produced during a test are flared, contributing to the emissions of greenhouse gases. Approach: Due to more stringent environmental regulations and a general need for reduced operating expenses, the current industry drivers in today’s formation evaluation methodologies demand short, safe, cost-effective and environmentally friendly test procedures, especially when conventional tests are prohibitively expensive, logistically not feasible or no surface emissions are allowed. Different methods have been proposed or resuscitated in the last years, such as wireline formation tests, closed chamber tests, production/reinjection tests and injection tests, as viable alternatives to conventional well testing. Results: While various short-term tests, test procedures and interpretation methods are apparently available for conducting successful tests without hydrocarbon production at the surface, clarity is lacking for specific applications of these techniques. An attempt to clarify advantages and limitations of each methodology, particularly with respect to the main testing target is pursued in this study. Specific insight is provided on injection testing, which is one of the most promising methodology to replace traditional well testing in reservoir characterization, except for the possibility to sample the formation fluids. Conclusion/Recommendations: Not a single one method but a combination of more methodologies, in particular injection testing and wireline formation testing, is the most promising strategy to achieve all the targets of a conventional well testing with no surface hydrocarbon production, increased safety during operations and reduction of the testing costs
is an example of these initiatives and projects. Worldwide the IUCN’s World Commission on Protected Areas has created the Management Effectiveness Task Force Framework for that purpose. This Framework presents an interactive protected area management cycle of design, adequacy and delivery (Figure 1). Following the Framework, MPAs’ managers customize a set of appropriate methodologies including economic models to determine which are most appropriated to deliver the proposed goals. This Framework works as a common language helping to explain variations in the
Kae et al. (1968) point out that the linear teaching program and branched teaching program can be combined and thus a mixed teaching program can be created. In the design of a mixed teaching program it is assumed that: (1) the teaching process is too complicated to base it on just choosing a single answer from a list – therefore textual answers can be introduced; (2) an immediate assessment of an answer – however a student can decide on his own whether he wants to see additional teaching material or not; (3) both the speed and contents being thought are individualize – weaker students can use hints in critical moments of learning process.
In the category “Planning, organization, con- duction and evaluation of the teaching strategies elected”, additionally to the reasons disclosed in the irst category, students consider it important feeling that the professor carefully plans class- oriented lessons and approaches comprising cur- rent and relevant aspects of the topic in question. To me, it is essential that professors plan lessons to show you the ways, guide the ways. They must make us think, then walk with our own legs, but always based on theory, always based on science, never only on practi- cal activities, always based on evidence, some professors may even fail in doing that ‘Oh, but I’ve always done that way and it always worked well’ (D3R9).
The following two articles focus on specific procedures, including micro-level dis- cussions in the context of the approach to Research Methodologies that we have adopt- ed here. Ruth de Frutos and Diego Giannone are concerned with evaluating the meth- odological challenges posed by the two most important world press freedom indexes – Freedom House and Reporters Without Borders – to show to what extent these instru- ments are deficient, in particular in terms of the absence of mechanisms for protection of journalists as a variable. Rita de Cássia Romeiro Paulino and Marina Lisboa Empinotti write about the theoretical-methodological foundation of the process of constructing a model to evaluate the production of journalistic content (news) for mobile devices (smartphones), using a card-like interface.