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    Wyświetlanie 1-3 z 3
    Tytuł:
    The Relationship between Mathematics Anxiety and Learning Styles of High School Students
    Autorzy:
    Tatar, Enver
    Powiązania:
    https://bibliotekanauki.pl/articles/48525156.pdf
    Data publikacji:
    2012-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    mathematics education
    mathematics anxiety
    learning styles
    collaborative learning
    Opis:
    The presented study examines the relationship between high school students’ mathematics anxiety and learning styles. Subjects were 441 eleventh grade students enrolled in six different high schools. The data were obtained primarily from two scales, namely “Mathematics Anxiety Scale” and “Learning Style Inventory”. Quantitative research approach was used in analyzing and collecting the data. Results revealed a significantly positive relation between mathematics anxiety and an avoidant learning style. In addition, there was a significant negative correlation between anxiety and collaborative learning. Results also revealed that avoidant learning style was the strongest predictor of mathematics anxiety
    Źródło:
    The New Educational Review; 2012, 28; 94-101
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Enhancing problem solving skills in science education with social media and an e-collaboration tool
    Autorzy:
    Lee, June
    Koo, Yangmi
    Kim, Mi Hwa
    Powiązania:
    https://bibliotekanauki.pl/articles/2005013.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    problem solving
    social media
    e-collaboration
    collaborative learning
    science education
    Opis:
    This study aimed to explore a collaborative problem solving case using social media and an e-collaboration tool, and analyze its educational implications in a qualitative research method. For achieving the research goal, a case study was conducted in a middle school class. Two rounds of one-to-one interviews with a teacher and written interviews with students were conducted. In addition, relevant class resources and the students’ final reports were also collected as data. It was shown that using social media and an e-collaboration tool could encourage students’ scientific inquiries and enhance problem solving skills as well as set up a healthy communication culture among teachers and students.
    Źródło:
    The New Educational Review; 2016, 43; 248-259
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Implementing web 2.0 tools for collaborative work of learners studying English
    Autorzy:
    Malinina, Irina A.
    Powiązania:
    https://bibliotekanauki.pl/articles/2005062.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    collaborative learning
    Web 2.0
    studying English as a second language
    Opis:
    Web 2.0 provides resources and tools that make the learning process social and collaborative as they connect students with each other and help to move from the instructor-centred methods of teaching to more contextual learning and problem-solving techniques (J.West and M.West, 2009). The aim of the paper is to introduce findings on the project of implementing Web 2.0 resources for collaborative work in the National Research University Higher School of Economics. The main objectives of the project were to 1) single out Internet resources aimed at collaboration to suit the purposes of educational programme; 2) determine how much collaborative learning background students have and their attitudes to online and face-to-face collaboration; 3) analyse the students’ involvement in collaborative learning activities; 4) research the influence of web-related technologies on willingness to collaborate. The main methods used in the research were questionnaire, interview and observation as well as analyses of students’ work. The results revealed a positive attitude to Web 2.0 among the majority of the students. The offered Internet resources (Tricider.com, MeetingWords.com, TodaysMeet.com) improved communication and collaboration outside of the classroom, which is vital as increasingly less time is being allocated for studying a foreign language. Besides, Web 2.0 resources make it easier for teachers to evaluate each student’s contribution to task achievement and ensure fair assessment of each student’s work.
    Źródło:
    The New Educational Review; 2016, 43; 104-114
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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