right in their very own homes. Almost everything would be a disadvantage if a person is illiterate. A person who is illiterate can't read, write, of course hasn't been to a school, hasn't received education, can't learn the mannerism an educational institute provides, can't have the ability to think like cultured people, can't have effective decision making ability where he/she can weigh the pros and cons of a situation etc. In today's world, its very important to receive education and
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LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and
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education must engage with and expand experience; those methods used to educate must provide for exploration, thinking, and reflection; and that interaction with the environment is necessary for learning; also, that democracy should be upheld in the educational
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Developing undergraduate research and inquiry Mick Healey and Alan Jenkins June 2009 Developing undergraduate research and inquiry Contents Preface Executive summary 1. 2. 3. 4. 5. 6. 7. 8. 9. Argument, origins and scope Nature of undergraduate research and inquiry Issues of inclusiveness Disciplinary practices and strategies Departmental and course team practices and strategies Institutional practices and strategies National policies and strategies The research evidence Conclusion: building
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Session R4F The effect of brain-based instruction to improve on students’ academic achievement in social studies instruction Assist. Prof. Bilal Duman Muğla Univeristy Faculty of Education Department of Educational Science E-mail: bduman@mu.edu.tr 48000 Kötekli/Muğla/TURKEY Office: +90 0252 211.1816, Fax: +90 0252 .223. 84.91, Mobile: 0535.896.12.38 Abstract -The purpose of study is to compare social studies instruction based on the brain-based instruction (BBI) and traditional teacher-centered
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Introduction The purpose of this paper is to discuss, assess, compare, and contrast this author’s preferred management philosophy using five different articles or books that have been published within the last five years in academic literature. Furthermore, a matrix will be included to depict the similarities and differences among the five different articles or books. The management philosophy that this author prefers centers on the learning organization. The learning organization is not a new
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Jennifer A. Livingston © 1997 by Jennifer A. Livingston "Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence (e.g., Borkowski, Carr, & Pressley, 1987; Sternberg, 1984, 1986a
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represented an external activity begins to occur internally (Millar, 1995 cited in Rainbird, 2000). Formal and Informal Learning Learning processes can be achieved through a variety of ways, including formal and informal learning. Nowadays, the debates about formal and informal learning are still developed. Then, what formal learning and informal learning are? Formal learning is defined as learning that in general institutionally sponsored, classroom-based, and highly structured (Marsick & Watkins
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JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 38, NO. 2, PP. 222 ± 259 (2001) Using a Metaphor for Learning to Improve Students' Metacognition in the Chemistry Classroom Gregory P. Thomas1 and Campbell J. McRobbie2 1 Department of Curriculum Studies, The University of Hong Kong, Pok Fu Lam Road, Hong Kong S.A.R., China 2 Centre for Mathematics and Science Education, Queensland University of Technology, Victoria Park Road, Brisbane, 4059, Australia Received 6 March 2000; accepted 31 August 2000
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Teachers’ College of Jamaica The effects of the Cooperative Learning Strategies on students’ performance in Science By Jason Smith-Samuels SJTC20102990 A Research Proposal submitted to the department of Professional Studies in partial fulfilment of the requirements for the Bachelor of Education in Primary Education. Table of Contents Chapter 1: Introduction………………………………………………………………………….4 Background and Statement of the problem……………………………………………………4-5 The purpose
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