A Journey Through Innovation and Its Importance in Education
Mariluz Leiton Quintero,
Meliza Mesa Bejarano,
Sandra Sorany Ortiz Carabali
Issue:
Volume 10, Issue 5, October 2022
Pages:
150-154
Received:
30 May 2022
Accepted:
16 August 2022
Published:
16 September 2022
DOI:
10.11648/j.sjedu.20221005.11
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Abstract: The following article makes a general presentation on the meaning of the word "innovation", this being a constant in the history of humanity, expressing the idea of the new or the transformation into novelty of what already exists. He mentions what is thought about innovation in education and the importance that this concept has had and currently has in this context: education, as with the passage of time it has become a workhorse to generate strategies, modes and alternatives to improve teaching-learning processes. Likewise, it presents the pillars of innovation in education, namely: the quality of the teaching staff - who are cataloged as facilitators of new experiences - changes in school management and the educational model, constant internal review, construction of citizenship, diversity and sustainability over time. Finally, the article refers to the great importance of the actors-protagonists in education: students and teachers, emphasizing that the latter falls on the most important of the tasks to seek and apply innovative alternatives in the classroom at all times in order to generate changes of vital importance in the children and young people of today's society, that are lasting over time and that generate a positive impact in each of their lives.
Abstract: The following article makes a general presentation on the meaning of the word "innovation", this being a constant in the history of humanity, expressing the idea of the new or the transformation into novelty of what already exists. He mentions what is thought about innovation in education and the importance that this concept has had and currently h...
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Geometric Thinking Behaviours of Undergraduates on-Entry and at-Exit of Online Geometry Course
Peter Akayuure,
Richard Asumadu Oppong,
Dorcas Attuabea Addo,
Denis Osei Yeboah
Issue:
Volume 10, Issue 5, October 2022
Pages:
155-163
Received:
18 September 2022
Accepted:
4 October 2022
Published:
17 October 2022
DOI:
10.11648/j.sjedu.20221005.12
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Abstract: The development of students’ geometry thinking through digital platforms remains quite debatable in pedagogical literature. This descriptive study examined the entry and exit geometric thinking behaviours of students who took an undergraduate Geometry course via vclass Moodle platform for the first time. The 14-week course was designed and delivered using Gagne’s nine events of instructions. Data were collected from a cohort of 280 first year students pursuing degree of Bachelor of Science in Mathematics Education at the University of Education, Winneba. The van Hiele’s Geometric thinking test was used to assess entry and exit behaviours of participants. Data were first analysed descriptively and displayed in proportions and charts. Paired samples t-test was carried out to test for significant differences between entry and exit geometric thinking behaviours of participants. On-entry, the result shows that close to three-quarters of the students operated at the lowest level of geometric thinking i.e. visualization. Only about 20% and 6% exhibited analysis and abstraction skills respectively while no participant demonstrated the highest thinking skills of geometric deduction and rigor. At-exit, the proportions of students increased markedly and differed substantially from entry across geometric thinking levels. The difference in students’ geometric thinking behaviours between entry and exit were statistically significant. The study concludes that delivering undergraduate geometry course via the vclass Moodle platform significantly improves undergraduates’ geometric thinking skills despite some observed constraints. It is recommended that lecturers design their undergraduate geometry course on vclass in line with Gagne’s nine events of instructions to bridge existing thinking gaps.
Abstract: The development of students’ geometry thinking through digital platforms remains quite debatable in pedagogical literature. This descriptive study examined the entry and exit geometric thinking behaviours of students who took an undergraduate Geometry course via vclass Moodle platform for the first time. The 14-week course was designed and delivere...
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