Learning approaches

"Sommaire:
1. Introduction : le choix des méthodes, le thème, les aspects à comparer. (p. 2- 3)
2. Présentation factuelle des deux manuels.Quelques nuances, remarques, critiques et observations subjectives. (p. 3-6)
3. L’approche actionnelle et la notion de tâche dans les deux manuels.Analyse de la mise en œuvre : tâtonnement ou réussite ? (p. 6-11)
3.1 L’apprenant comme acteur social et la classe comme microsociété : à la recherche des allures d’une dimension collective dans les deux méthodes. (p. 11-12)
4. Autoévaluation de l’apprenant versus autocorrection : de l’intention non factuelle à l’atteinte. (p. 12-13)
5. L’autonomie chez l’apprenant : autoévaluation et stratégies d’apprentissage. (p. 14-15)
6. Conclusion (p. 15-16)
7. Bibliographie (p. 17)"

Professeure de FLE depuis 2005 à l’Alliance française de La Havane et ayant utilisé Tout Va Bien ! 1 et 2 en classe, je considère m’être appropriée ce manuel par l’usage et être en mesure de l’examiner aussi du point de vue théorique. Cinq ans après de son arrivée en cours, la direction de l’Alliance a décidé de le remplacer par un autre manuel. Plusieurs en ont été testés et certains nous ont été présentés par des maisons d’édition dont Latitudes 1. Intéressée par la perspective actionnelle, j’ai voulu étudier son évolution à travers l’analyse comparative de sa mise en œuvre dans ces deux manuels de FLE. D’autre part, captivée par l’autonomisation de l’apprentissage, je n’ai pas pu m’empêcher d’observer le traitement de l’autonomie chez l’apprenant comme une zone d’intersection de l’approche actionnelle.

"El estudio que presentamos tiene como objetivo identificar la representación de los estudiantes universitarios sobre la toma de apuntes y su uso, así como identificar las relaciones posibles entre el tipo de representación y el enfoque de aprendizaje que adoptan los estudiantes cuando abordan las tareas académicas que se les plantean. Partimos de la hipótesis de que tanto la representación de la toma de apuntes y su uso como el enfoque de aprendizaje son variables que pueden incidir en el proceso de anotación así como en el uso que los estudiantes acaban realizando de sus apuntes en los contextos educativos formales, especialmente en la universidad.

En este estudio participaron 55 estudiantes de 3er curso de Psicología de la Universidad de Barcelona. Los datos fueron obtenidos a partir de un cuestionario elaborado ad hoc para explorar el tipo de representación de los estudiantes en relación a la toma de apuntes y su uso y de una prueba estandarizada (CEPEA. Barca, 1999) que permite determinar el enfoque de aprendizaje de los estudiantes. Los resultados ponen de manifiesto diferentes perfiles de representación de la toma de apuntes y su uso posterior (recogida de información vs. construcción del conocimiento). Del mismo modo, se observan también diferencias según el enfoque de aprendizaje. Por una parte, los estudiantes con un enfoque de aprendizaje profundo tienden a representarse la toma de apuntes como un instrumento o procedimiento de aprendizaje que permite la construcción del conocimiento y por la otra, estos estudiantes se representan realizando un uso más elaborado de sus apuntes que los estudiantes con un enfoque de aprendizaje superficial, incluyendo actividades de escritura como hacer resúmenes, ampliar el contenido de los apuntes con otras fuentes de información o realizar esquemas o mapas conceptuales a partir de los mismos."

Feedback has been shown to substantially influence students' learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors' and students' specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value ...

Khuriyah. A.I.2017. Love Dilemma of the Main Character as seen in Stephanie Perkins’s Anna and the French Kiss: A Psychological Approach. S1 Thesis. Yogyakarta. Universitas Ahmad Dahlan.

ABSTRACT
Humans need love to get happiness. Love is a part of life and it’s a basic of human emotion. In love, someone usually face dilemma. Dilemma is a problem offering at least two solutions or possibilities. The aims of the research are; 1) to explain the characterization of the main character in Anna and the French Kiss by Stephanie Perkins, 2) to describe the love dilemma of the main character and how the main character solves them, 3) to describe the moral values that can be taken from the story cross the different culture.
The research belongs to descriptive qualitative research. The procedure can be described as follows: 1) the researcher visited the library like Universitas Ahmad Dahlan to get the important data. There are two types of data in this research namely, the primary data and the secondary data. The primary data are taken from the novel Anna and the French Kiss (2013) and the secondary data are taken from books and articles are relevant with the subject being investigated in this research. 2) after the data gathered, they are classified, analyzed and interpreted by using theories and approach namely (1) psychological approach by Wallek and Warren (1966: 81), (2) Character by Subhan (2015), (3) Characterization by Minderop(2013:2),(4) of love by Sternberg(1986:119), dilemma by Hampden (1990) and  moral value by Nugriyantoro(1995).

This study examines the Internet usage of high school students for educational purposes in relation to their learning approaches. In the study, 921 secondary school students were subjected, and Learning Process Questionnaire (LPQ) was used. This tool consisted of two dimension, deep learning and surface learning. According to the data obtained, surface learners use the Internet more when compared to deep learners, though they use it for non-instructional purposes. The ratios of the Internet use of deep learners for educational purposes are higher when compared to those of surface learners. Ratios of the Internet use for educational purposes by the students who are given assignments requiring the use of the Internet are higher.

Learning styles research has been widely applied within the fields of management education and development. This article intro- duces an alternative concept of learning styles – approach to learning – which has scarcely impacted on the field of management learning. The development of an approach to learning instrument, the Revised Approaches to Studying Inventory (RASI) is described. I outline how approaches to learning may contribute to our understanding of teaching and learning in management education using a model of presage–process–product. Using confirmatory factor analysis (CFA), some psychometric properties of the RASI are examined using samples of business and management undergraduate students. CFAs support the hypothesized structure of Tait and Entwistle (1996). Consequently, use of the RASI by management educators is encouraged. The article concludes with some ways in which the RASI may be applied to enhance the quality of learning of management students.

The application of Behaviourism in the classroom aims to increase student performance, motivation and learning. Knowing students' behaviours,  teachers, lecturers or trainers will find it easier to teach as they know how to tackle students to engage in a more meaningful, interesting and motivating work.

The aim of the current work is to assess the challenges that gamification in education are facing nowadays. Benefits and disadvantages of using gamification in classroom are both discussed to offer a clearer view on the impact of using gamification within learning process. Exploratory study cases are provided to investigate the relation between motivation and engagement of the students and gamification in training. Following this idea, a survey was conducted to assess how students behavior and motivation is affected by introducing a single, specific gamification element during a semester learning process. To stimulate competition among students, a ranking type plugin was introduced within the university learning management system used for extramural education. The results prove that motivation decreases by comparison to the previous semester.

Despite the advances that have taken place in the last decades in the methodology used to teach languages, the origin of the student is rarely taken into account. Through some internal and external studies, we have the certainty that the Spanish are well below the average in learning foreign languages. This shortage is something disturbing since globalisation has made spectacular advances in recent years and these improvements reduce the distances between countries. Nowadays, job opportunities are endless, but to take full advantage of it, we must keep up with regarding communication. From this study, the specific needs to assimilate the English language by the Spanish speakers are analysed. The study also points out some of the deficiencies during the learning of the Anglo-Saxon language in the curriculum. Therefore, this shortage is the cornerstone of this proposal: the introduction of a methodology used successfully in the UK: Synthetic Phonics.

There are three common views of what constitutes teaching: teaching as transmission, teaching as transaction, and teaching as transformation.  This chapter excerpt describes each with the conclusion that the transformational view has the greatest potential to make an impact on the learner and education.  Video mini-lectures are included.

The study was conducted to assess the effectiveness of Peer-Led Team Learning (PLTL) approach against the traditional teaching approach (TTA) in enhancing students' conceptual understanding and attitude towards chemistry. Specifically, it sought to find out if: (1) students exposed to PLTL have higher conceptual understanding than those students exposed to traditional teaching approach (TTA); and (2) students exposed to PLTL have higher positive attitude towards chemistry than those students exposed to traditional teaching approach (TTA). Peer-Led Team Learning approach is a student-centered instruction in which it provides meaningful mentoring and leadership roles for students who bring a renewed sense of enthusiasm and insight. In this approach there is a PLTL workshop made by the researcher which used by the peer leaders in facilitating the discussions.The study used the quasi-experimental pre-test-posttest control group design. The sample of the study consisted of two (2) intact heterogeneous sections of Third Year High School students in a public school in Pasig City who are enrolled during the School Year 2013-2014. Forty three (43) students are in the PLTL class while forty five (45) students are in the TTA class. Instruments used in the study were: (1) Chemistry Concepts Inventory (CCI) to evaluate students' conceptual understanding and (2) Chemistry Attitude and Experiences Questionnaire (CAEQ) to assess students' attitude towards Chemistry. The instruments were all content validated by panel of experts and were pilot tested.

Many English learners are not confident and competent in speaking English language. To find out more about the problem and solution, the researcher has employed a role-play training programme to see its effects. The programme conducted in this study was analyzed from social constructivist perspectives. The conceptual framework was used to examine learners’ perception as well as to measure the impact of role-play training programme on learners’ speaking fluency. The study found that role-play training programme in a conversational course showed a positive result using both quantitative and qualitative instruments such as pre-post tests, questionnaire and reflection journals for students. The overall findings proved that all participants strongly agreed role-playing helped them improve their speaking fluency.  Role-play training programme has brought a positive impact on learners’ speaking fluency because of its flexibility, design (mainly for peer learning and collaboration) and suitability to learners’ needs and levels.

Este artigo trata das contribuições do aplicativo Kahoot no ensino de Jornalismo da
Faculdade Estácio de São Luís. Analisa a inserção e uso do Kahoot para avaliar os conhecimentos
dos alunos na disciplina Práticas de Jornalismo Multimídia em tempo real. Versa sobre um estudo
exploratório e descritivo, que utiliza a pesquisa bibliográfica para discutir os aspectos conceituais a
respeito da inserção estratégica do app-learning (aprendendo com aplicativos) na educação.
Descreve o Kahoot e apresenta suas funcionalidades. Utiliza como instrumento de coleta de dados
a realização de um grupo focal. Verifica que o uso do Kahoot despertou a curiosidade e
engajamento dos alunos, aumentou o interesse pelos estudos e tornou o processo de avaliação da
aprendizagem mais motivacional, colaborativo, interativo e, principalmente, significativo.

Today, increasing communication among people from various countries of the world increase not only the need of foreign language learning but also the methods, approaches and techniques. In parallel with these needs, Common European Framework of Reference for Languages (C.E.F.R.) suggests Action-Oriented Approach where the learners are " social agents " (C.E.F.R., 2000,9). Learners/users are responsible for their own learning in this approach where the social dimension is first mentioned in language teaching. The need to use the language that emerged while fulfilling the tasks makes learning process effective and the learner active. Action oriented approach considers the learner as a social agent in classroom where learning is a social learning environment and develops linguistic and pragmatic skills besides communicative skills. The creation of social language environment where the learner will be able to jointly communicate with each other in the middle of pluricultural and plurilingual environment depends on teachers' skills and knowledge. Because the tasks in classroom or out of classroom must be parallel to the needs of the learners and these are the teachers who make learner feeling these needs which facility their learning process and direct them. If considered that language learning is divided into two as knowledge and skills, Action-Oriented approach is the name of these two processes from the constructive learning where the learner is autonomous and directs his own process in which knowledge is constructed that Piaget, Vygotsky and Bruner emphasized till to the process that the skills are acquired commonly and internationally.

Como Conquistar Uma Amiga Passo-A-Passo. Esta é uma das perguntas mais recorrentes nos e-mails e comentários que recebo todos os dias. O tempo todo há um cara interessado em saber como conquistar uma amiga. Descubra agora 5 dicas poderosas para conquistá-la sem perder a amizade. E se você se identificar com alguma das fotos publicadas neste artigo é porque muito provavelmente você está na Friend zone. A maioria dos homens já ouviu a famosa frase: " vamos ser apenas amigos ". Quando a mulher diz que quer ser somente sua amiga, ela quer dizer nas entrelinhas que não sente qualquer atração por você, ou seja: não te vê como um homem para se relacionar. O problema não está nela e nem em você, significa apenas que você se comporta como um amigo, o que é muito frustrante principalmente quando se está apaixonado. Mas porque isso ocorre? Como Pegar Uma Amiga: Entenda O Processo Da Sedução Antes de seguir em frente e para que aprenda Como Pegar Uma Amiga eu quero que você entenda três questões importantes sobre as mulheres: 1. A atração pelo homem ocorre através de uma comunicação sexual a nível inconsciente, ou seja, ela não escolhe por quem se sentir atraída. 2. Um homem desperta atração na mulher muito mais pelas suas atitudes do que por palavras, por isso é que você deve aprender a agir da forma correta. 3. Compreender o processo da conquista fará toda a diferença no relacionamento com sua amiga ou com qualquer outra mulher, isso é garantido! O processo da conquista ocorre em 3 fases, que são: Fase da Atração Fase do Conforto Fase da Sedução A fase da atração é aquela que ocorre a partir do primeiro contato quando você se aproxima e puxa conversa. É a sua abordagem e a forma como você se comporta neste momento que vai gerar nela o interesse por você. Na fase seguinte, você deve gerar conforto () estabelecendo um nível maior de conexão – inclusive emocional-, com ela. O problema é que, é nesta etapa que a maioria dos caras estaciona. São aqueles que conseguem passar pela fase do conforto os que geralmente seduzem e pegam mulheres. Veja mais em: http://segredosdaseducao.net/como-pegar-uma-mulher

This paper takes a panoramic view of language, situates English and ESP in the broad spectrum and argues that Polytechnic students are ESP learners whose needs must be identified before deciding on what to teach them.  The paper explains the Communicative Language Teaching (CLT) approach, the precursor of ESP, and makes some recommendations which it hopes will enhance the relevance of ESP in Nigerian Polytechnics.

Natural-Based Approach and Communicative Language Teaching Approach  share certain similarities. Both approaches share the same goal, which focuses on teaching speaking competence. To be competent in a language, the child must go through three main stages namely Comprehension, Early Production, and Emergent Language. Besides, referring to Irvine Valley College (2013), the Natural-Based Approach is designed to develop communication skills while Richards (2006) stated that Communicative Language Teaching Approach aims at teaching communicative competence, and which includes the following aspects of language knowledge:

İnsan, yaşantıları neticesinde meydana gelen değişimler ile öğrenmektedir. Öğrenmenin kaynağı, çok eskiye, bilginin kökenini inceleyen bilgi felsefesine dayanmasına karşın öğrenmenin nasıl gerçekleştiği ile ilgili geleneksel bir kabul yoktur. Öğrenmenin insanda nasıl gerçekleştiğine dair bilgiler veren öğrenme yaklaşımları tanımlayıcı (açıklayıcı) yaklaşımlar olarak ifade edilmektedir. Öğrenme yaklaşımları, öğrenme sürecini farklı bakış açılarıyla tanımlamaktadır. Öğrenme yaklaşımları öğrenmenin nasıl gerçekleştiği ile ilgili bir çerçeve sunmaktadır ve öğrencilerin ilgili öğrenme yaklaşımlarına dayalı etkinliklere katıldıklarında farklı yetenekler kazandıkları varsayılmaktadır. Dolayısıyla “en iyi öğrenme yaklaşımı” yoktur, bağlama ve hedeflere özgü olarak dikkate alınabilecek öğrenme yaklaşımları vardır. Öğrenme yaklaşımları sadece bilinmesi gereken yapılar olmaktan öte etkili uygulamalar ve öğretim tasarımları gerçekleştirme noktasında kullanılarak işe koşulması gerekmektedir. Öğretim teknolojilerinin öğrenme yaklaşımlarına bakış açısı aslında bu yaklaşımların sunmuş olduğu ilkelerin uygulamaya dönüştürülmesi noktasındadır. Öğrenme yaklaşımları öğretim teknolojilerine öğrenme ortamlarının oluşturulmasında bir çerçeve sunar. Öğretimin öğrenmeyi gerçekleştirme ve destekleme işi olarak tasarlandığı düşünüldüğünde, öğrenmenin nasıl gerçekleştiğini açıklayan öğrenme yaklaşımlarının bilinmesinin ne denli önemli olduğu görülmektedir.

This article contains review a book “Approaches to The Study of Religion”
by Peter Connolly. This book discuss about various kinds of approaches to the study of religion, such as anthropology approach, sociology approach, also philosophy approach, etc.

In the 21st century individuals are expected to use their knowledge to find user-centric solutions in a variety of circumstances, places and times. Design thinking is a human-centric process application compatible with 21st century skills such as innovation, creativity, problem solving, critical thinking, communication, and cooperation. Design thinking takes the theoretical structure of thinking and turns it into action. The design thinking approach is a tool to raise individuals who solve problems, question situations and create products. Design thinking asks students to solve complex problems with more than one applicable solution and evaluates the students in a flexible and dynamic structure. This study aimed to ascertain student teachers’ opinions about the concept of design thinking before they started to work as teachers. The phenomenology approach, which is a qualitative research design was used in the study. The participants of this study comprised 28 student teachers in different departments of the selected faculty of education. The purposeful criterion sampling method and maximum variation sampling method were used to identify the participants. Semi-structured and non-directive focus group interviews were conducted to collect the data. During the focus group interview, the data were enriched and deepened through social interaction and group dynamics. The opinions were obtained via the focus group interviews qualitatively in accordance with the content analysis and presented through the program Maxqda-20. The results showed that student teachers saw design thinking as a flexible and dynamic structure that could facilitate high quality cooperative interaction. Also, in the changing and developing structure of a world with ever more complex problems, the student teachers found design thinking to be a strong alternative to combat challenges. The findings, additionally, indicated that looking into the concept of design thinking as a sustainable learning tool in teacher training was very important to raise students with a focus on design thinking.

In the last decade the Communicative Approach has taken an important position within the English Language Teaching world. Many countries have abandoned their traditional methods and have started implementing the communicative activities as their language teaching policy. 

This research has as a main objective to analyze the transitioning to Communicative Activities in a Primary-level EFL Classroom in the Dominican Republic based on that the majority of teachers still work with traditional methods. The investigation also focuses on identifying the communicative activities that students are more receptive to, we analyze new strategies to have successful communicative activities and we also investigate students’ attitudes when developing communicative activities.

In order to carry out the investigation, three interventions are applied to the classroom, interviews are administered prior and after the sessions and participant observation is implemented as well as the teacher’s diary and note-taking as a way of registering the events.

This study investigated the associations among intellectual styles in the three approaches: cognition-centered, personality-centered, and activity-centered approaches. Field dependence-independence, psychological types, and learning approaches were respectively selected as the representatives of the cognition-centered, personality-centered, and activity-centered styles. This study also explored the relationships between intellectual styles and ability as well as between intellectual styles and personality. The participants in this study were 510 students in a Chinese university. The results showed that the three style constructs did not significantly share common variance, implying that styles in different approaches likely represent different rather than similar constructs. Also, field dependence-independence strongly associated with ability, whereas psychological types and learning approaches strongly associated with personality. This suggested that different style constructs relate to ability and personality to different degree: cognition-centered styles may closely relate to ability, whereas personality-centered and activity-centered styles may highly relate to personality.

The main purpose of using active learning approaches to archaeological sources is to encourage the active role of learners, enhance their motivation, develop their abilities and skills, enable a better understanding of history topics, and promote a positive evaluation of cultural heritage. The paper highlights the role, importance and types of active learning approaches to archaeological sources. It highlights experiential learning, multi-perspective learning, multisensory learning, enquiry-based learning and critical thinking. Active learning approaches to archaeological sources are categorized into two types, namely those that can be used during history lessons in a classroom (in school) and those relating to museums. Learning approaches differ from one another on account of several factors, all of which are based on the active role of the learner. Active learning approaches intended for use in schools are mostly founded on cross-curricular integration, and on promoting the learners’ research work and critical thinking. The active learning approaches highlighted as examples in archaeological museums focus on experiential learning, creative expression and multisensory learning. This paper aims to illustrate the diverse possibilities of using archaeological sources in schools and museums.

This paper explores how undergraduates’ conceptions of mathematics, approaches to learning and their
attitudes towards numeracy skills are related. The preliminary dataset was obtained using an online survey
completed by 174 self-selecting, volunteer undergraduates from four faculties at a post-1992 UK university.
Although the responding undergraduates were studying a variety of academic disciplines, all their degree
programmes incorporated some mathematical, numerical and/or statistical elements. A positive association
was observed between cohesive conceptions of mathematics and deep approaches to the learning of
mathematics and the development of numeracy skills. Students possessing cohesive conceptions also held
more positive attitudes towards mathematics. Variations due to gender, age, academic discipline (i.e. faculty
in which students were enrolled) and students’ highest pre-university mathematics (or -related) qualifications
are discussed.

This study investigated the psychometric properties of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) among Chinese university students. Four hundred and thirty-nine students participated at Time One, and 352 students from Time One participated at Time Two nine months later. The R-SPQ-2F tested students’ learning approaches at both the sessions. The NEO Five-Factor Inventory-3 assessed students’ personality at Time One to examine the external construct validity of the R-SPQ-2F. The results suggested that among Chinese university students, the R-SPQ-2F had acceptable internal consistency reliability, test-retest reliability, as well as good internal and external construct validity. However, without the division into the learning motivation and strategy subscales, this instrument had a simpler construct and better psychometric properties. Practical implications for education were discussed.

En este artículo se documenta el origen y la evolución de la línea “Students Approach to Learning” (SAL). Se parte de la escuela de Gotemburgo, de donde se propagó esta tendencia de investigación hacia Edimburgo y Australia. Se resaltan los autores pioneros y sus correspondientes investigaciones, y se hace énfasis en las investigaciones pioneras que en nuestro idioma se gestaron en España. Este estudio confi gura unos
sólidos antecedentes que han de servir de base para los investigadores que en Colombia y Latinoamérica deseen emular lo realizado en SAL, así como también desde las investigaciones pioneras que se gestaron desde España.

Students’ approaches to learning are heavily researched in higher education, and are of particular concern in the field of mathematics where many students have been found to struggle with the transition to university mathematics. This article outlines a mixed methods study which sought to describe undergraduate mathematicians’ approaches to learning using the deep-surface-strategic ‘trichotomy’ using the Approaches and Study Skills Inventory for Students with 414 mathematics students and semi-structured interviews with a subset of 13 at a leading British university. Analysis found that neither the ‘approaches to learning’ framework nor the inventory can effectively describe students’ study practices, and conceal important elements of how students learn advanced mathematics for examinations. Therefore, it is important that educators do not try to oversimplify students’ methods using quantitative questionnaires but do seek to support those who would otherwise rely solely on memorisation as a means of passing high-stakes examinations.

A strategy for adaptive control and energetic optimization of aerobic fermentors was implemented, with both air flow and agitation speed as manipulated variables. This strategy is separable in its components: control, optimization, estimation. We optimized parameter’s estimation (from the usual KLa correlation) using sinusoidal excitation of air flow and agitation speed. We have implemented parameter’s estimation trough recursive least squares algorithm with forgetting factor. We carried separate essays on control, optimization and estimation algorithms. We carried our essays using an original computational simulation environment, with noise and delay generating facilities for data sampling and filtering.

Our results show the convergence and robustness of the estimation algorithm used, improved with use of both forgetting factor and KLa dead-band facilities. Control algorithm used in our work compares favorably with PID using the integrated area criteria for deviation between oxygen molarity and critical molarity (set point). Optimization algorithm clearly reduces energetic consumption, respecting critical molarity. Integration of control, optimization and adaptive algorithms was implemented, but future work is needed for stability. Methods were defined and implemented for stability improvement. We have implemented data acquisition and computer manipulation of air flow and agitation speed for actual fermentors.

Background: Educational research from the Students’ Approaches to
Learning perspective has explored the mechanisms involved in learning,
as well as factors which may determine learning approaches. Taking Biggs’
(1987) 3P model and Baeten, Kyndt, Struyven, Dochy´s (2010) review as a
cornerstone, this paper presents a systematic review of empirical evidence of
personal and contextual factors which may influence learning approaches.
Method: A systematic review procedure was followed and specific criteria
were used when searching for studies. Results: Many studies show evidence
of association of undergraduates’ approaches to learning with a number of
factors (motivation, knowledge, conceptions of learning, epistemological
beliefs, workload, perception of the evaluation criteria, teachers’ teaching
conceptions and methods, degree, and type of task and content). There is,
however, no conclusive evidence of a relation between approaches and other
variables (sex, age, IQ, type of assessment). Conclusions: Studies have focused
on a number of variables, yet additional research is needed on other
factors, particularly within the Spanish context, which may use this review as
a starting point. Having a detailed account of the various influences on how
students approach their studies may help develop interventions which would
ultimately improve the quality of results and promote meaningful learning.

Introducción: La investigación educativa desde la perspectiva de la corrien-te SAL (Students' Approaches to Learning) ha explorado los mecanismos im-plicados en el aprendizaje, así como los factores que influyen en los enfoques de aprendizaje. Partiendo del modelo 3P de Biggs (1987) y de la revisión de factores de Baeten, Kyndt, Struyven, y Dochy (2010), el presente estudio reali-zó una revisión sistemática para seleccionar y recuperar evidencias empíricas de factores personales y contextuales que pueden influir en los enfoques de aprendizaje. Método: Se siguió el procedimiento de revisión sistemática y se extrajeron estudios en función de unos criterios de selección determinados. Resultados: Muchos de los estudios seleccionados coinciden en sus resultados y evidencian la influencia de diversos factores (motivación, conocimientos previos, concepciones de aprendizaje, creencias epistemológicas, cantidad de trabajo, percepción de los criterios de evaluación, concepciones y métodos de enseñanza de los profesores, titulación y tipo de tarea y contenido) sobre los enfoques de aprendizaje. Sin embargo, no existen resultados concluyentes sobre otras variables (sexo, edad, cociente intelectual, tipo de evaluación). Conclusiones: Se observan desequilibrios en la atención prestada al estudio de determinadas variables, así que la presente revisión puede servir de guía

Learning style is one of the main factors attributed to the success and failure of students’ study. Many students are not aware of what learning style they should practice in order to upgrade their performance for future success, and the classroom teacher usually fails to help their students learn effectively by not giving them enough constructive advice and different techniques in learning. The results of the data indicate that the participants prefer group learning rather than individual learning most of the time. They consider Group Learning to be  less boring, yet more understanding and more effective.

This study is signifying to find out approaches and attitude concerning the Teacher Eligibility Test (TET) among trainee teachers. To conduct the study 180 trainee teachers randomly selected pursuing B.Ed. and M.Ed. in Aligarh district in the northeastern region of India participated in this study. The study being proceeded through survey design.  TET scale was used to collect data from trainee-teachers. To analyse the data, statistical tools as mean, standard deviation correlation and t-test is used. It exhibited through the result of the study the trainee teachers reside in urban areas are more aware about TET than the rural resident subject. Further, the science stream background trainee teachers had more awareness about TET and on the basis of gender and area of living have significant effect on approaches of teacher eligibility test.  So it is recommended that the essential resources and amenities should be provided to the trainee-teachers in the period of their training to get knowledge and awareness about Teacher Eligibility Test.

Pembelajaran bermakna perlu diimplementasikan oleh setiap pendidik pada setiap materi pembelajaran, terlebih materi pembelajaran yang abstrak. Salah satu inovasinya menggunakan pendekatan analogi. Kajian ini bertujuan untuk menguraikan kekuatan analogi sebagai pendekatan untuk menciptakan pembelajaran yang bermakna. Berdasarkan hasil kajian dapat disimpulkan bahwa pendekatan analogi merupakan  proses penalaran yang membandingkan dua buah obyek yang memiliki kesamaan untuk menghasilkan pengetahuan baru berdasarkan pengetahuan yang telah dimiliki peserta didik. Kekuatan analogi tidak terbatas untuk materi berupa konsep saja, melainkan jenis materi proses maupun struktur. Lebih dari itu, penggunaan analogi dalam pembelajaran menyebabkan peserta didik sulit melupakan konsep yang sudah terpatri di otak mereka.