Active learning methods in environment management as a way to optimize the education performance; Procedia Environmental Science, Engineering and Management (P-ESEM); Vol. 8, iss.4
| Parent link: | Procedia Environmental Science, Engineering and Management (P-ESEM) Vol. 8, iss.4.— 2021.— [P. 965-977 |
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| Awdur Corfforaethol: | |
| Awduron Eraill: | , , , , , , , , , , |
| Crynodeb: | Title screen The article studies the problem of improving the quality of education and acquiring the necessary competenciesby students. The aim of the research is to study the practice of using active forms of learning as a way ofeducational process optimization, to determine to what extent advanced methods and technologies, problembased and project-based learning in particular, help students to master the discipline and to form necessarycompetencies. Both general (comparative analysis, sociological survey, mathematical modeling) and specialized (e-learning, active pedagogical) scientific methods are used in the article as the main methods ofthe research. To evaluate the results of subjective assessment of the education activities efficiency the methodof one-way analysis of variance is used. The work is based on the conceptions of learning that affect thecharacteristics of students, on the one hand, and the learning environment or educational context on the other.Since the knowledge, transferring preformed to students, cannot be always successfully acquired, the task ofthe teacher is to create necessary pedagogical conditions. Problem-based and project-based learning methodsplay a significant role in creating such conditions. The study of problem-based learning and project-basedlearning is being carried out as a part of the project dedicated to the modernization of social and humanitariantraining of engineering students in Tomsk Polytechnic University. The article reveals the content and the mainresults of problem-based and project-based learning at the University. Subjective assessment of the efficiencyof problem-based and project-based learning proves the feasibility of their implementation. The authorsconclude that the use of active learning forms in subject mastery contributes to the activation of students'work, to the growth of academic progress and to the acquisition of useful competencies. |
| Iaith: | Saesneg |
| Cyhoeddwyd: |
2021
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| Pynciau: | |
| Mynediad Ar-lein: | http://procedia-esem.eu/pdf/issues/2021/no4/27_Yakimova_21.pdf |
| Fformat: | Electronig Pennod Llyfr |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=668234 |
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| 200 | 1 | |a Active learning methods in environment management as a way to optimize the education performance |f T. B. Yakimova, I. I. Kabanov, O. V. Zheleznikova [et al.] | |
| 203 | |a Text |c electronic | ||
| 300 | |a Title screen | ||
| 330 | |a The article studies the problem of improving the quality of education and acquiring the necessary competenciesby students. The aim of the research is to study the practice of using active forms of learning as a way ofeducational process optimization, to determine to what extent advanced methods and technologies, problembased and project-based learning in particular, help students to master the discipline and to form necessarycompetencies. Both general (comparative analysis, sociological survey, mathematical modeling) and specialized (e-learning, active pedagogical) scientific methods are used in the article as the main methods ofthe research. To evaluate the results of subjective assessment of the education activities efficiency the methodof one-way analysis of variance is used. The work is based on the conceptions of learning that affect thecharacteristics of students, on the one hand, and the learning environment or educational context on the other.Since the knowledge, transferring preformed to students, cannot be always successfully acquired, the task ofthe teacher is to create necessary pedagogical conditions. Problem-based and project-based learning methodsplay a significant role in creating such conditions. The study of problem-based learning and project-basedlearning is being carried out as a part of the project dedicated to the modernization of social and humanitariantraining of engineering students in Tomsk Polytechnic University. The article reveals the content and the mainresults of problem-based and project-based learning at the University. Subjective assessment of the efficiencyof problem-based and project-based learning proves the feasibility of their implementation. The authorsconclude that the use of active learning forms in subject mastery contributes to the activation of students'work, to the growth of academic progress and to the acquisition of useful competencies. | ||
| 461 | |t Procedia Environmental Science, Engineering and Management (P-ESEM) | ||
| 463 | |t Vol. 8, iss.4 |v [P. 965-977 |d 2021 | ||
| 610 | 1 | |a электронный ресурс | |
| 610 | 1 | |a труды учёных ТПУ | |
| 610 | 1 | |a education | |
| 610 | 1 | |a competencies | |
| 610 | 1 | |a modernization of education | |
| 610 | 1 | |a problem-based learning | |
| 610 | 1 | |a project-based learning | |
| 610 | 1 | |a teaching methods | |
| 610 | 1 | |a образование | |
| 610 | 1 | |a компетенции | |
| 610 | 1 | |a проблемное обучение | |
| 610 | 1 | |a проектное обучение | |
| 701 | 1 | |a Yakimova |b T. B. |c Economist |c Associate Professor of Tomsk Polytechnic University, Candidate of economic sciences |f 1978- |g Tatiana Borisovna |3 (RuTPU)RU\TPU\pers\38032 |9 20631 | |
| 701 | 1 | |a Kabanov |b I. I. |g Oleg Vladimirovich | |
| 701 | 1 | |a Zheleznikova |b O. V. |g Olga Vladimirovna | |
| 701 | 1 | |a Khasanova |b M. A. |g Mekhriban Agkha | |
| 701 | 1 | |a Elchin |b L. M. |g Leyla Mekhdieva | |
| 701 | 1 | |a Kondakchjyan |b N. A. |g Nataliya Akopovna | |
| 701 | 1 | |a Medvedev |b A. V. |g Aleksandr Valerjevich | |
| 701 | 1 | |a Novikova |b O. V. |g Olga Vladimirovna | |
| 701 | 1 | |a Pigalova |b L. V. |g Larisa Viktorovna | |
| 701 | 1 | |a Olefirenko |b V. N. |g Viktor Nikolaevich | |
| 701 | 1 | |a Garin |b V. V. |g Vadim Viktorovich | |
| 712 | 0 | 2 | |a Национальный исследовательский Томский политехнический университет |b Школа базовой инженерной подготовки |b Отделение социально-гуманитарных наук |3 (RuTPU)RU\TPU\col\23512 |
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| 856 | 4 | |u http://procedia-esem.eu/pdf/issues/2021/no4/27_Yakimova_21.pdf | |
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