В статье обобщается опыт использования активных методов обучения в учебном процессе университета. Приведен сравнительный анализ методов активизации для студентов начальных курсов и старшекурсников. The article summarizes the experience of using active teaching methods in the university learning process. The authors suggest a comparative analysis of activation methods for elementary students and undergraduates
The article considers the problems of teaching and application of methods of activating the educational audience in the global pandemic COVID-19 and the transition to the format of distance and blended learning. Using examples from the experience of teaching compulsory disciplines for training specialists in sociology at the Faculty of Sociology at the Taras Shevchenko National University of Kiev, the authors considered the possibilities of using game and projective techniques, role-based discussions, visualizing students' answers and explanations in the context of distance learning and technically mediated communication with students. The possibilities of using various online platforms and services (KNU Education Online, Google Meet, Google Classroom, Zoom, kahoot.it, triventy.com, quizizz.com, jeopardylabs.com, baamboozle.com, mentimeter.com, ArcGIS Online, Google Maps , Bing Maps) to energize student work and generate feedback from the audience. The use of distance learning methods allows us to rethink and suggest new ways to solve traditional problems of teaching in higher education, such as: the connection of theory and practice, visualization of theoretical material, activating the audience during classes. Involvement of game techniques partially overcomes the difficulties of distance learning and communication with students, which is an objective consequence of the impossibility of dialogue in the usual face-to-face format. At the same time, there are other important problems and issues of organizing the educational process, associated not only with the availability of the necessary material and technical support, but also with the willingness and ability of direct participants in the educational system to work with the necessary software — digital literacy of teachers. All this creates new challenges for the teachers, the search for alternative options for introducing the latest or updated techniques and constant reflection on the advantages and disadvantages of their use.
The article deals with the methodology of discussion teaching which allows forming and developing the main discussion skills and discussion abilities. The proposed approach to the organisation of the process of discussion teaching is designed using the development of connections between the substance of the thinking activity during the discussion of problematic situations and the speech means of its expression. The characteristics, included in the concept of "discussion", are given; its nature and principles are revealed. The classification of discussion skills and abilities, designed using speech and thinking acts with various thinking forms and techniques, is provided. The main focus is on the system of discussion teaching which includes a number of interconnected stages; the description of the methodology of the work on each stage is given. The ways of the construction and the technology of completing a number of exercises for the discussion skill formation and the discussion ability development are shown. The organisation and the management of the process of discussion teaching are considered.
The fundamental objective of this research is establishing favorable active methods applied to students in laboratory work, taking into account the peculiarities of students and the theme specificity so that they form certain practical skills to sensory and textural analysis of cheese. For the research purposes, students were grouped from one of the specializations in two heterogeneous groups. Taking into account their potential for learning, a different method of teaching and learning was applied separately for both groups of students. These methods are associated with other active methods for the skills training of sensory analysis of cheese and to stimulate the student's creativity. Finally, the same process of assessment is applied to the students and evaluation results of the two groups of students will be compared, by following to determine the effectiveness of the educational process in the case of two different methods, and the measures that are required.
This article examines the theoretical prerequisites for the use of active, and interactive methods of teaching English in the conditions of distance learning. The analysis of literary sources and the semantic understanding of the content of the research topic made it possible to develop a methodological apparatus for distance learning. The research objective of the article: theoretical justification of the use of active and interactive methods of teaching English in the conditions of distance learning. The object of the study is the process of distance teaching of the English language. The subject of the study is the use of active and interactive methods of distance teaching of English. Within the framework of the study, the following hypothesis is put forward if digital means are used in the process of distance teaching as an important condition of a distance learning system. It is necessary to take into account their content components, and the relationship with the taxonomy of learning goals, and learning experience, since this will reflect the activity, and interactivity of teaching English in distance learning.
Legislation for dredged material is becoming more severe. Remediation strategies for pollutants and organotin compounds more specifically are becoming a very important issue. This is particularly the case for tributyltin (TBT) due to its high toxicity. Different methods for remediation of polluted sediments exist. Some are based on natural attenuation phenomenons which are often long and limited to some pollutants, while others stabilize and confine the pollution by chemical or thermal treatment. The use of electroremediation for dredge sediments is a novel approach which has been applied to contaminated soils. This innovative technology for sediments has only received few applications at the pilot or industrial stage on an international basis. The basic principle of the electro remediation is to exploit the migration of ionic species under the effect of an electric field between one or more cathodes and one or more anodes located in a porous medium. The main phenomena for remediation are: electromigration, for ionic species, to the corresponding electrode (to the cathode for cations, to the anode for anions) and electroosmosis, for uncharged species, mostly to the cathode. The effectiveness of electroremediation is controlled by the flow of pollutants in the soil solution, their transport velocity and their concentration in the liquid phase. Thus, optimization of the processes depends simultaneously on electrochemical factors that control the transport of pollutants and on physical and chemical factors that influence the matter transfer. In this thesis, several experiments were conducted on a solid matrix model and on a real sediment to study the effect of decontamination of theses matrices under electroremediation. The matrices were a model contaminated sediment (TBT spiked kaolin) and severely contaminated sediment. Decontamination experiments were performed under various conditions of pH and potential electrical gradient. These conditions were also applied to contaminated sediments. Results for the decontamination of sediments show that a TBT reduction level better than 90 % can be obtained for the solid matrix model, TBT spiked kaolin, and can reach up to 70 % reduction for natural sediment. They also show that the compounds preferentially move to the cathode. We have identified the competition between two mechanisms: transfer / transport of butyltin to the electrodes and transport of reactive which help the in-situ degradation of these species. This work has demonstrated very promising results for the active degradation of TBT at pilot stage. They offer a promising alternative for the active remediation of contaminated sediments from dredging operations. ; Avec une législation devenant de plus en plus stricte concernant les sédiments de dragages, la décontamination des polluants et plus particulièrement, à cause de leur forte toxicité, des composés organostanniques, notamment le tributylétain (TBT) représente un enjeu très important. Différents procédés de décontamination des sédiments pollués existent. Certains reposent sur les phénomènes d'atténuation naturelle souvent longs et limités à certains polluants, tandis que d'autres consistent à stabiliser et confiner la pollution par voie chimique ou thermique. L'électrodécontamination est une technique innovante qui n'a encore reçu que peu d'applications au stade pilote ou sur le terrain au plan international. Le principe de base de ce procédé consiste à exploiter le déplacement d'espèces ioniques polluantes sous l'effet d'un champ électrique entre une ou plusieurs cathodes et une ou plusieurs anodes implantées dans un milieu poreux. D'une manière simplifiée, la dépollution qui s'effectue essentiellement par électromigration pour les espèces ioniques (métaux libres.) vers l'électrode correspondante (cathode pour les cations et anode pour les anions) et par électroosmose pour les espèces neutres (composés organiques ou organométalliques neutres.) le plus souvent vers la cathode. Son efficacité est contrôlée par le flux de polluants dans la solution du sol donc par leur vitesse de transport et de leur concentration dans la phase liquide. L'optimisation du procédé dépend donc simultanément de facteurs électrochimiques qui contrôlent le transport des polluants et de facteurs physico-chimiques qui influencent le transfert de matière. Plusieurs expériences ont été menées sur un modèle de matrice solide (kaolinite dopée en tributylétain (TBT)) et sous diverses conditions de pH et de gradient de potentiel. Des essais ont été également réalisés sur un sédiment naturel avec diverses conditions opératoires concernant le pH, le gradient de potentiel et la température. Les résultats montrent que nous obtenons des pourcentages d'abattements en TBT supérieurs à 90 % pour un modèle de matrice solide, la kaolinite dopée en TBT, et peuvent atteindre jusqu'à 70 % d'abattement pour un sédiment naturel. Ils montrent également que les composés migrent préférentiellement vers la cathode. Les résultats obtenus ont permis de mettre en évidence la compétition entre deux mécanismes : le transfert / transport des composés butylés de l'étain vers les électrodes et le transport du réactif facilitant la dégradation in-situ de ces espèces. Les travaux ont montré des résultats très satisfaisants et extrêmement prometteurs quant à l'application du procédé au stade pilote. Ils ont ouverts une voie particulièrement intéressante sur la décontamination des sédiments et leur gestion future.
Legislation for dredged material is becoming more severe. Remediation strategies for pollutants and organotin compounds more specifically are becoming a very important issue. This is particularly the case for tributyltin (TBT) due to its high toxicity. Different methods for remediation of polluted sediments exist. Some are based on natural attenuation phenomenons which are often long and limited to some pollutants, while others stabilize and confine the pollution by chemical or thermal treatment. The use of electroremediation for dredge sediments is a novel approach which has been applied to contaminated soils. This innovative technology for sediments has only received few applications at the pilot or industrial stage on an international basis. The basic principle of the electro remediation is to exploit the migration of ionic species under the effect of an electric field between one or more cathodes and one or more anodes located in a porous medium. The main phenomena for remediation are: electromigration, for ionic species, to the corresponding electrode (to the cathode for cations, to the anode for anions) and electroosmosis, for uncharged species, mostly to the cathode. The effectiveness of electroremediation is controlled by the flow of pollutants in the soil solution, their transport velocity and their concentration in the liquid phase. Thus, optimization of the processes depends simultaneously on electrochemical factors that control the transport of pollutants and on physical and chemical factors that influence the matter transfer. In this thesis, several experiments were conducted on a solid matrix model and on a real sediment to study the effect of decontamination of theses matrices under electroremediation. The matrices were a model contaminated sediment (TBT spiked kaolin) and severely contaminated sediment. Decontamination experiments were performed under various conditions of pH and potential electrical gradient. These conditions were also applied to contaminated sediments. Results for the ...
ABSTRACTThis article introduces a bundle of active learning activities for an introductory undergraduate course in research methods. In particular, the activities aim to help students develop core knowledge and skills that provide a foundation for reading and conducting quantitative and qualitative research. Active learning is a pedagogical practice with well-established benefits such as better student attitudes and improved content comprehension and application. I build on this conventional wisdom by applying a student-centred evaluation method, demonstrating that students perceive active learning as an effective complement to traditional lecturing and assignments for learning core methodological topics in political science.
Schluss mit mühsamer Rosinenpickerei: Bernd Weidenmann hat für dieses Buch 850 Seminarmethoden gesichtet, die besten aktivierenden Methoden herausgefiltert und in der Praxis getestet. Neu: Übersicht, in der für spezielle Seminarsituationen und Ziele im Training die optimalen Methoden vorgeschlagen werden. Bernd Weidenmann hat aus dem riesigen Vorrat an aktivierenden Methoden nach den Kriterien des Active Training die Rosinen herausgepickt und zusätzlich neue Methoden entwickelt. Alle Methoden in diesem Buch sind praxisfreundlich. Sie verlangen kaum Vorbereitung und nehmen maximal 30 Minuten in Anspruch. Bei der Auswahl wurde großer Wert darauf gelegt, dass jede der 80 Methoden didaktisch, lernpsychologisch und gruppendynamisch Sinn macht. Jede Methode ist so ausführlich beschrieben, dass Sie sie sofort anwenden können. Angegeben sind jeweils Materialien, Situationen, Ablauf, Chancen und Risiken, besondere Tipps sowie Varianten. Sie werden überrascht sein, wie Active Training Ihre Seminare und Ihren Trainingsstil verändert! Die Kapitel: Lassen Sie die Teilnehmer aktiv werden! Frische Alternativen zu Standardmethoden. 80 Methoden gruppiert nach den Zutaten: Papier; Dinge; Seil, Schnur und Faden; Stühle; Figuren; Körper; Raum; Fantasie; Geschichten. Methodenbeispiele: Häuptlingsfedern, Hausbriefkasten, Waagschale, Taschentheater, Seilbrücke, Eierkochen, Tankstelle, Intimus, Sommergewitter, Lebender Katalog, Krokodilfluss, Wortkarg, der Fremde, Roboter und Chefs, Tomaten auf den Augen, Mini-Mysteries.
