Preparing first-year engineering students for cooperation in real-world projects

Havenga, Marietjie; Swart, Athur James

doi:10.1080/03043797.2022.2037521

Cited by 8 publications

(4 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students need to engage in group processing (Havenga & Swart, 2022). Group processing may be defined as the examination of the effectiveness of the process members use to maximize their own and each other's learning, so that the ways to improve the process may be identified (VanRyzin & Roseth, 2019).…”

Section: Group Processingmentioning

confidence: 99%

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

2023

View full text Add to dashboard Cite

The study is aimed at enhancing pedagogical content knowledge (PCK) and skills of in-service mathematics teachers (IMTs) using cooperative teaching and learning approach (CTLA). A sequential multiple case study was employed to develop eight IMTs knowledge and skills to design, develop, and enact lessons in trigonometry. The lessons were anchored on CTLA in two phases of a professional development arrangement (PDA) initiated in the study. The analysis of classroom observation, interview, CTLA lessons and the independent sample t-test is suggestive of significant improvement in the IMTs PCK. Further, although, the IMTs were rooted in teacher-centered pedagogies and encountered challenges, they effectively incorporated CTLA as a pedagogical tool in the teaching and learning of trigonometry. As a result of which, IMTs exhibited an enhanced content knowledge. Implications and recommendations for effective PDA in incorporating CTLA as an innovative pedagogical strategy for the teaching of mathematics at high school are discussed.

show abstract

Section: Group Processingmentioning

confidence: 99%

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

2023

View full text Add to dashboard Cite

show abstract

“…PBL is an engaging and effective learning method that centers on the student and utilizes realworld problems. This approach not only helps students understand concepts but also develops important skills valuable for their future endeavors (Abushkin et al, 2018;Ali, 2019;Havenga & Athur, 2022;Prasad & O'Malley, 2022) highlight its effectiveness in knowledge retention and long-term application. Additionally, PBL is recognized for its emphasis on contextual learning (Guerra, A.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Connections of Students Viewed From Adversity Quotient in Problem-Based Learning Using Math City Map

Supono,

Agoestanto,

Wijayanti

2024

AlphaMath

View full text Add to dashboard Cite

The connection between mathematics and adversity quotient (AQ) has an important role with a person's ability to make decisions to solve problems in life. One of the efforts to improve it is through the application of technology in learning. The Math-City Map (MCM)-assisted Problem-based learning (PBL) model is one of the learning that utilizes technology combining the PBL model and MCM-assisted learning. This study aims to (1) the quality of learning with a problem-based learning model using math city map on mathematical connection ability (KKM, (2) test the effect of AQ on students' mathematical connection ability in MCM-assisted PBL learning. This research is a mixed method research with an explanatory sequential design with a quantitative portion greater than qualitative. The population of this study was grade VII students of SMPN 2 Ambarawa. Qualitative data was taken based on students' AQ, namely climber, camper, and quitter categories. Quantitative data analysis techniques with parametric statistics such as mean tests, classical due diligence, and regression tests. Qualitative data analysis techniques use data reduction, presentation, and conclusions. The results showed that (1) MCM-assisted PBL learning was effective in improving students' mathematical connections (2) there was an influence of AQ on students' mathematical connection abilities in MCM-assisted PBL learning

show abstract

“…Lecturers can use WIL to demonstrate complex concepts, illustrate best practices, and assist students in understanding how to apply gained knowledge in real-life situations. WIL allows lecturers to stay connected with industry trends and innovations (Havenga & Swart, 2022). By maintaining close ties with industry professionals, lecturers update their knowledge regularly, ensuring they deliver up-to-date and industryrelevant content.…”

Section: Introductionmentioning

confidence: 99%

TVET Lecturer Work-Integrated Learning: Opportunities and Challenges

Mesuwini,

Mokoena

2023

IJLTER

View full text Add to dashboard Cite

There is a widening gap between industry expectations and what Technical and Vocational Education and Training (TVET) lecturers teach to students. In South Africa, work-integrated learning (WIL) equips lecturers with industry skills and experience necessary for effective teaching and learning. Most TVET lecturers in South Africa lack industry experience. There is a lacuna of research as lecturers’ industry opportunities and challenges are not much researched. This study aims to explore the opportunities gained by lecturers through WIL and reflect on the challenges encountered in industry. The qualitative study adopted an interpretive paradigm and employed face-to-face semi-structured interviews to generate data from twenty-seven participants (18 lecturers and 9 industry personnel) in KwaZulu-Natal province, South Africa. Purposive sampling focused on characteristics of the lecturer population of interest, which was considered information-rich to answer the research questions. Mechanical industry personnel hosted lecturers and were considered information-rich. This study employed Kolb’s experiential learning theory, which was complemented by Shulman’s framework on domains of teacher knowledge. Data were analysed thematically from transcriptions, identifying patterns, coding, developing themes, juxtaposing the relationships amongst the different themes, and developing an interpretation of meaning. Findings revealed that lecturers acquired industry experience through exposure to the latest machines, technology processes and practices, and networking with artisans. Challenges included a lack of supervision and support from industry personnel and college, a lack of hands-on engagement with expensive machinery and weak industry induction processes. This study recommends an embedded WIL component in the training of TVET lecturers to ensure their competency. Some crucial issues are highlighted in this study which can improve TVET delivery and the livelihood of citizens.

show abstract

Preparing first-year engineering students for cooperation in real-world projects

Cited by 8 publications

References 22 publications

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

Mathematical Connections of Students Viewed From Adversity Quotient in Problem-Based Learning Using Math City Map

TVET Lecturer Work-Integrated Learning: Opportunities and Challenges

Contact Info

Product

Resources

About