Teaching and Learning: Principles, Approaches and Impact Assessment

Malcolm Vargas (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU011000

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This book discusses principles, approaches and impact assessments of teaching and learning. Chapter One explores the importance of distance education, focusing on a number of contemporary issues that require continuing conceptualizations and research development. Chapter Two discusses the relational approach to teaching, which encourages educators to think of education in an innovative way. Chapter Three presents the results of some recent works where the affective dimension is involved in order to enhance the effectiveness of the teaching-learning process, particularly inside the specific area of science education. Chapter Four examines the heuristics and strategies of undergraduate student teachers in the roles of peer-assessor and peer-assessee in a web-based peer-assessment context as part of a science course. Chapter Five specifically elucidates student algebraic errors and misconceptions in variables, expressions, equations, and word problems. It further illustrates through examples that diagnostic teaching, which greatly emphasizes students’ misconceptions and the role of cognitive conflict in the teaching and learning process, can be used as an effective teaching intervention to promote conceptual changes in learning algebra. Chapter Six establishes how different levels of Regulatory Teaching produce differences in test anxiety and the types of coping strategies used by university students. Chapter Seven analyzes inverse modeling first from a theoretical viewpoint followed by several detailed examples. Chapter Eight analyses the research on formative feedback in online or blended environments carried out between 2008 and 2012. (Imprint: Nova)

Preface

Chapter 1. Achieving Optimal Bests, a Focus for Distance Education
Huy P. Phan (University of New England, Armidale, NSW, Australia)

Chapter 2. Teaching and Learning in Social Work Education: The Relational Way
Elena Cabiati (Catholic University of Milan, Milan, Italy)

Chapter 3. Emotional Implications of Science Education: A New Challenge for Excellent Teachers
J. Sánchez-Martín, García J. Álvarez-Gragera, J. M. Herrera-Muñoz and M. A. Dávila-Acedo (Universidad de Extremadura, Department of Science and Mathematics Education, Spain)

Chapter 4. Undergraduate Students’ Heuristics and Strategy Patterns in Response to Web-Based Peer and Teacher Assessment for Science Learning
Olia E. Tsivitanidou and Costas P. Constantinou (Learning in Science Group, Department of Educational Sciences, University of Cyprus, Nicosia, Cyprus)

Chapter 5. Students’ Misconceptions in Learning Algebra: A Diagnostic Teaching Approach
Wilfred W. F. Lau (Department of Curriculum and Instruction, The Chinese University of Hong Kong, Shatin, NT, Hong Kong SAR, China)

Chapter 6. Effects of Level of Regulatory Teaching on Achievement Emotions in the Learning Process: Anxiety and Coping Strategies in Higher Education
Jesús de la Fuente, Paul Sander, María Cardelle-Ellawar, and Silvia Pignata (Full Professor of Developmental and Educational Psychology, University of Almería, Spain, and others)

Chapter 7. Inverse Modeling Problems and their Potential in Mathematics Education
Victor Martinez-Luaces, Foundation J. Ricaldoni (Faculty of Engineering, UdelaR, Montevideo, Uruguay)

Chapter 8. Formative Feedback Research: Review of Studies in Online and Blended Learning Environments
Anna Espasa, Maria José Rochera and Teresa Guasch (Open University of Catalonia, Rambla del Poblenou, Barcelona, Spain, and others)

Index

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