Motivational education for science course

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

In this paper, a motivational education for lecturing a science course in a university has been described. It is a system that maximizes student strengths by increasing students' self-esteem. The technique has to be taken on the faculty first and then to students. A case study of a Digital Circuits course which is conducted in English has been studied. It has been proven practically, as this technique has resulted in better performance by students at Toin Yokohama University (TYU), Japan.

Original languageEnglish
Title of host publicationProceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012
PagesW2A5-W2A7
DOIs
Publication statusPublished - 2012 Dec 28
Event1st IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012 - Hong Kong, Hong Kong
Duration: 2012 Aug 202012 Aug 23

Publication series

NameProceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012

Conference

Conference1st IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012
CountryHong Kong
CityHong Kong
Period12/8/2012/8/23

Keywords

  • "easy-win" subjects
  • desire to learn
  • discipline
  • interative operation control (IOC)
  • motivational education
  • science course
  • self-esteem
  • student's potential
  • the "rule of least effort"

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Fingerprint Dive into the research topics of 'Motivational education for science course'. Together they form a unique fingerprint.

  • Cite this

    Soetanto, K. (2012). Motivational education for science course. In Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012 (pp. W2A5-W2A7). [6360291] (Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012). https://doi.org/10.1109/TALE.2012.6360291