Wyniki wyszukiwania - Biblioteka Nauki

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Project Based Learning (PBL) as a Promising Challenge of Teaching Mathematics

100%

Hilai M.

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2016

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nr 40

379-409

PL

Mathematics has always presented a challenge, both for teachers and for pupils, all around the world. Teachers of mathematics of all time periods are interested in having their pupils master the mathematical skills and love math. They deliberate on ways of teaching-learning, because of the tremendous gaps in their pupils’ cognitive abilities and their non-uniform abilities to pay attention and to concentrate. It appears that the main solution in the frontal mathematics lessons is offered to the average pupils, but the main goal is to provide a solution for the entire classroom population. Over the years I have searched for different ways beyond frontal and individualized teaching, so that I could provide a solution for populations with different needs in the mathematics lessons. My search for alternative ways derived also from the need to promote the achievements and to boost the motivation, interest, curiosity, and enjoyment in the learning of mathematics. Contemporary research indicates that there is practical innovative learning which is active and involving; it is called project-based learning (PBL). PBL provides a solution for the improvement of the performances in mathematics, for the motivation of the pupils, and for the inspiration of interest and curiosity in and enjoyment from this field of knowledge. From my experience as a teacher in the past and from the reports of my students in the Gordon Academic College for Education in the PBL course, in such teaching a solution is provided for the different populations in the class. The pupils are engaged in learning in practical and realistic projects that are relevant to their lives. They are more active and autonomous, work cooperatively, and develop patterns of behaviour of independence in learning, self-orientation, and self-regulation. These skills and patterns of behaviour are important to their lives as adults and cultivate the six functions of the learner that are derived from the curriculum in Israel: sensory-motor, self-direction in learning and in its management, intrapersonal and interpersonal, cognitive and meta-cognitive.

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Determination of Traffic Noise on the Selected Area of the City of Zabrze

92%

Kuboszek A. , Boczkowski A. , Kocot P. , Midziak M. , Pociask J. , Przybyła K. , Radziejewska K. , Rosół K.

Multidisciplinary Aspects of Production Engineering

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2021

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tom Vol. 4, Iss. 1

290--300

EN

The article is a substantive summary of research conducted by the Institute of Production Engineering of the Silesian University of Technology in Zabrze, covering the determination of ways to reduce traffic noise in the selected area of the city of Zabrze using measurement and simulation methods. The analysis was conducted within the Project Based Learning (PBL) project which aimed at teaching a selected group of students teamwork, synthesizing information from various sources, making decisions and taking responsibility for them, planning and organizing work and proper time management.

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Managing the ERP teaching process

66%

Bąkała A. M. , Sankowski D.

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tom Vol. 12, No. 2

15--25

EN

Enterprise Resource Planning (ERP) systems are commonly used in many kinds of organizations. Due to including ERP courses into study programmes in some universities, some practical aspects of the didactic process can be noticed in order to enhance the learning effects. Proper management of this process gives the chance of better efficiency in teaching. Even though new, modern, alternative teaching methods require more effort from the teachers, they’re worth applying because the results for the students (their knowledge and skills) are more solid and permanent. In this paper some experiences in the field of ERP teaching were described, selected didactic methods were compared. The aim of this article was to emphasize the role of proper didactic method selection in the teaching process management. Project-Based Learning (PBL) was presented as the preferable method of ERP teaching at the university level. On the basis of own survey, the students opinions and their attitude to ERP learning was shown.

PL

Rosnące zapotrzebowanie na znajomość systemów klasy ERP zauważalne jest w wielu rodzajach organizacji. Przedmioty zawierające treści dotyczące systemów zintegrowanych od kilku lat pojawiają się w ofercie szkół wyższych. W celu usprawnienie procesu dydaktycznego i zwiększenia efektywności nauczania nie tylko obsługi systemów ERP, ale także i zasad ich funkcjonowania, w odniesieniu do procesów biznesowych, niezbędne jest odpowiednie zarządzanie procesem dydaktycznym. Nowoczesne, alternatywne metody nauczania wymagają zwłaszcza od nauczyciela dodatkowego wysiłku, jednak są one warte rozważenia i wdrożenia, gdyż w rezultacie dają praktyczną i trwalszą wiedzę. W artykule przedstawiono doświadczenia dotyczące nauczania studentów systemu klasy ERP z wykorzystaniem wybranych metod dydaktycznych. Zwrócono uwagę na metodę opartą na projekcie – ang. Project-Based Learning (PBL) jako tę, która w największym stopniu angażuje uczestników zajęć, dając trwalsze efekty nauczania. Opisano także wyniki badania dotyczącego opinii studentów na temat nauczania tą metodą.

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Wnioski z zastosowania metody nauczania projektowego na przedmiocie komunikacja przewodowa i bezprzewodowa

58%

Korpas P.

Elektronika : konstrukcje, technologie, zastosowania

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2022

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tom Vol. 63, Nr 12

17--21

PL

W artykule przedstawiono obserwacje i wnioski z przeprowadzonej pierwszej edycji przedmiotu Komunikacja Przewodowa i Bezprzewodowa, prowadzonego metodą nauczania projektowego i realizowanego w ramach studiów pierwszego stopnia na kierunku Inżynieria Internetu Rzeczy na Wydziale Elektroniki i Technik Informacyjnych Politechniki Warszawskiej. Artykuł nie ma formy typowej dla pracy naukowej, lecz stanowi głos w dyskusji dotyczącej wdrażania nowych metod dydaktycznych przydatnych w kształceniu inżynierów elektroników.

EN

The article presents the observations and conclusions from the first edition of the course Wired and Wireless Communications, conducted by the Project Based Learning method and implemented as part of the bachelors’ studies in the field of Internet of Things Engineering at the Faculty of Electronics and Information Technology of Warsaw University of Technology. The article does not have the form of a typical research paper, but is a voice in the discussion on the implementation of new teaching methods useful in the education of electronics engineers. (Conclusions from the application of the Project Based Learning method in the course Wired and wireless communication).