Search results for: differentiated classroom instruction

Authors: Mohammed Belalia Douma

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Interactive learning is considered as the most effective strategy of learning, it is an educational philosophy based on the learner's contribution and involvement mainly in classroom and how he interacts toward his small society “classroom”, and the level of his collaboration into challenge, discovering, games, participation, all these can be provided through the interactive learning, which aims to activate the learner's role in the operation of learning, which focuses on research and experimentation, and the learner's self-reliance in obtaining information, acquiring skills, and forming values and attitudes. Whereas not based on memorization only, but rather on developing thinking and the ability to solve problems, on teamwork and collaborative learning. With the exchange or roles - teacher to student- , when the student will be more active and performing operations more than the student under the interactive learning method; we might face a several issues dealing with class controlling management, noise, and stability of learning… etc. This research paper is observing the application of the interactive learning on reality “classroom” and answers several assumptions and analyzes the issues coming up of these strategies mainly: noise, class control…etc The research sample was about 150 student of the 3rd year primary school in “Chlef” district, Algeria, level: beginners in the range of age 08 to 10 years old . We provided a questionnaire of confidential fifteen questions and also analyzing the attitudes of learners during three months. it have witnessed as teachers a variety of strategies dealing with applying the interactive learning but with a different issues; time management, noise, uncontrolled classes, overcrowded classes. Finally, it summed up that although the active education is an inevitably effective method of teaching, however, there are drawbacks to this, in addition to the fact that not all theoretical strategies can be applied and we conclude with solutions of this case study.

Keywords: interactive learning, student, learners, strategies.

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Authors: Hoi Yan Lau

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In Hong Kong, most families have working parents, and the primary caregivers of young children are helpers. This leads to a lack of interaction and language expression in children’s home environment, which affects their language development. This study aims to explore the effectiveness of parent-child reading in improving young children’s language skills. A 4-year-old girl and her mother are recruited to a 3 months’ parent-child reading program. There is a total of 26 reading sessions which target to enhance the parent’s skill of parent-child reading and to assess the child’s language ability. At the same time, the child’s use of language in normal classroom settings is analyzed by anecdotal records. It is shown that the parent is able to use more and better guiding questions during parent-child reading after this program, which in turn leads to more and longer response of the child during the reading sessions. The child also has an increase in Mean Length of Utterance and has a higher frequency of using complete sentences when interacting with other classmates in the classroom. It is worthwhile to further investigate the inclusion of promoting parent-child reading to enhance children’s language development in preschool curriculum planning.

Keywords: Hong Kong, language skills, parent-child reading, preschoolers

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Authors: Caiwei Zhu, Remke Klapwijk

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Spatial thinking, a way of thinking based on the understanding and reasoning of spatial concepts and representations, is embedded in science, technology, engineering, arts, and mathematics (STEAM) learning. Aside from many studies that successfully used targeted training to improve students’ spatial thinking skills, few have closely examined how spatial thinking can be trained in classroom settings. Design and technology education, which receives increasing attention towards its integration into formal curriculums, inherently encompasses a wide range of spatial activities, such as constructing mental representations of design ideas, mentally transforming objects and materials to form designs, visually communicating design plans through annotated drawings, and creating 2D and 3D design artifacts. Among different design topics, biomimicry offers a unique avenue for students to recognize and analyze the shapes and structures in nature. By mapping the forms of plants and animals onto functions, students gain inspiration to solve human design challenges. This study is one of the first to highlight opportunities for training spatial thinking in a biomimicry design project for primary school students. Embracing methodological principles of educational design-based research, this case study is conducted along with iterations in the design of the intervention and collaboration with teachers. Data are harvested from small groups of 10- to 12-year-olds at an international school in the Netherlands. Classroom videos, semi-structured interviews with students, design drawings and artifacts, formative assessment, and the pre- and post-intervention spatial test triangulate evidence for students' spatial thinking. In addition to contributing to a theory of integrating spatial thinking in the primary curriculum, mechanisms underlying such improvement in spatial thinking are explored and discussed.

Keywords: biomimicry, design and technology education, primary education, spatial thinking

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Authors: Ting Shen, Spyros Konstantopoulos

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During the past three decades, class size effects have been a focal debate in education. The idea of having smaller class is enormously popular among parents, teachers and policy makers. The rationale of its popularity is that small classroom could provide a better learning environment in which there would be more teacher-pupil interaction and more individualized instruction. This early stage benefits would also have a long-term positive effect. It is a common belief that reducing class size may result in increases in student achievement. However, the empirical evidence about class-size effects from experimental or quasi-experimental studies has been mixed overall. This study sheds more light on whether class size reduction impacts reading achievement in eight European countries: Bulgaria, Germany, Hungary, Italy, Lithuania, Romania, Slovakia, and Slovenia. We examine class size effects on reading achievement using national probability samples of fourth graders. All eight European countries had participated in the Progress in International Reading Literacy Study (PIRLS) in 2001, 2006 and 2011. Methodologically, the quasi-experimental method of instrumental variables (IV) has been utilized to facilitate causal inference of class size effects. Overall, the results indicate that class size effects on reading achievement are not significant across countries and years. However, class size effects are evident in Romania where reducing class size increases reading achievement. In contrast, in Germany, increasing class size seems to increase reading achievement. In future work, it would be valuable to evaluate differential class size effects for minority or economically disadvantaged student groups or low- and high-achievers. Replication studies with different samples and in various settings would also be informative. Future research should continue examining class size effects in different age groups and countries using rich international databases.

Keywords: class size, reading achievement, instrumental variables, PIRLS

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Authors: Makhim Artikova, Shavkat Duschanov

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So far, there have been a plethora of attempts to improve learners’ academic writing skills. However, this issue remains to be a real concern among the majority of students, especially those who are standing on their academic life threshold. The purpose of this research is improving students’ academic writing skills through 'Questions and Answer Reading' activities. Using well-prepared and well-chosen reading materials (from textbooks, scientific journals, or magazines) and applying questions and answer activities in the classroom facilitate learners to become great critical readers. Furthermore, it boosts their writing skills, which are the most crucial part of students’ personal and academic developments. In this activity, the class is divided into small groups of four. Then, the instructor will give students whether one section of the text or full text asking them to read and to find unfamiliar words within the group. After discovering the meaning of unknown words, each group has to share their findings with the class. In the next stage of the activity, students should be asked to create questions in a group based on the given reading material. Follow by each group should ask the other groups their questions which are an excellent opportunity to challenge leads to improve critical thinking skills. In the last part, the students are asked to write the text or article summary, which is the activity core that pilots to the writing skills perfection. This engaging activity highlights the effectiveness of incorporating reading materials into the classroom when it comes to improving students’ composition writings. Structural writing after every reading activity resulted in improving students’ coherence and cohesion in writing well-organized essays. Having experimented with high school 9th and 11th-grade students, implementing reading activities into the classroom is proved to be a productive tool to enhance one’s academic writing skills. In the future, this method planning to be implemented among university students.

Keywords: academic writing, coherence and cohesion, questions and answer activities, scientific reading

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Authors: Uwaruile Austin Obuh

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This research work focuses on the use of computers in improving the academic performance of students in mathematics in Benin City, Edo State. To guide this study, two research questions were raised, and two corresponding hypotheses were formulated. A total of one hundred and twenty (120) respondents were randomly selected from four schools in the city (60 boys and 60 girls). The instrument employed for the collation of data for the study was the multiple-choice test items on geometry (MCTIOG), drawn from past senior school certificate examinations (SSCE) questions. The instrument was validated by an expert in mathematics and measurement and evaluation. The data obtained from the pre and post-test were analysed using the mean, standard deviation, and T-test. The study revealed a non-significant difference between the experimental and control group in the pre-test, and the two groups were found to be the same before treatment began. The study also revealed that the experimental group performed better than the control group. One can, therefore, conclude that the use of computers for mathematics instruction has improved the performance of students in Geometry. Therefore, the hypothesis was rejected. The study finally revealed that there was no significant difference between the boys and girls taught mathematics using a computer. Therefore, the hypothesis which states there will be no significant difference in the performance of boys and girls taught mathematics using the computer was not rejected. Consequent upon the findings of this study, a number of recommendations were postulated that would enhance the performance of teachers in the use of computer-aided instruction.

Keywords: computer, teaching, learning, mathematics

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Authors: Iara Rezende, Djalma Silva, Alcino Costa Neto

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Considering the transformations of the contemporary world linked to globalization and climate changes caused by global warming, the environmental and energy issues have been increasingly present in the decisions of the world scenario. Thus, the aim of reducing the impacts caused by human activities there are the energy efficiency measures, which are also applicable in the scope of Civil Engineering. Considering that a large part of the energy demand from buildings is related to the need to adapt the internal environment to the users comfort and productivity, measures capable of reducing this need can minimize the climate changes impacts and also the energy consumption of the building. However, these important measures are currently little used by civil engineers, either because of the interdisciplinarity of the subject, the time required to apply certain methods or the difficult interpretation of the results obtained by computational programs that often have a complex and little applied approach. Thus, it was proposed the development of a Java application with a simpler and applied approach to evaluate the thermal performance of a building in order to obtain results capable of assisting the civil engineers in the decision making related to the users thermal comfort. The program was built in Java programming language and the method used for the evaluation was the Center Scientifique et Technique du Batiment (CSTB) method. The program was used to evaluate the thermal performance of a university classroom. The analysis was carried out from simulations considering the worst climatic situation of the building occupation. Thus, at the end of the process, the favorable result was obtained regarding the classroom comfort zone and the feasibility of using the program, thus achieving the proposed objectives.

Keywords: building occupation, CSTB method, energy efficiency measures, Java application, thermal comfort

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Authors: Mariana Faria Brito Francisquini

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Many thermal phenomena are present and play a substantial role in our daily lives. This presence makes the study of this area at both High School and University levels a very widely explored topic in the literature. However, a lot of important concepts to a meaningful understanding of the world are neglected at the expense of a traditional approach with senseless algebraic problems. In this work, we intend to show how the introduction of new technologies in the classroom, namely thermal cameras, can work in our favor to make a clearer understanding of many of these concepts, such as thermal conductivity. The use of thermal cameras in the classroom tends to diminish the everlasting abstractness in thermal phenomena as they enable us to visualize something that happens right before our eyes, yet we cannot see it. In our study, we will provide the same amount of heat to metallic cylindrical rods of the same length, but different materials in order to study the thermal conductivity of each one. In this sense, the thermal camera allows us to visualize the increase in temperature along each rod in real time enabling us to infer how heat is being transferred from one part of the rod to another. Therefore, we intend to show how this approach can contribute to the exposure of students to more enriching, intellectually prolific, scenarios than those provided by traditional approaches.

Keywords: teaching physics, thermal cameras, thermal conductivity, thermal physics

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Authors: Tahmina Huq

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This paper presents the findings of an action research study that aimed to investigate the efficacy of a visual dialogue strategy in assisting autistic students with intellectual disabilities in managing their immediate emotions and improving their academic achievements. The research sought to explore the effectiveness of teaching self-regulation techniques as an alternative to traditional approaches involving segregation. The study identified visual dialogue as a valuable tool for promoting self-regulation in this specific student population. Action research was chosen as the methodology due to its suitability for immediate implementation of the findings in the classroom. Autistic students with intellectual disabilities often face challenges in controlling their emotions, which can disrupt their learning and academic progress. Conventional methods of intervention, such as isolation and psychologist-assisted approaches, may result in missed classes and hindered academic development. This study introduces the utilization of visual dialogue between students and teachers as an effective self-regulation strategy, addressing the limitations of traditional approaches. Action research was employed as the methodology for this study, allowing for the direct application of the findings in the classroom. The study observed two 15-year-old autistic students with intellectual disabilities who exhibited difficulties in emotional regulation and displayed aggressive behaviors. The research question focused on the effectiveness of visual dialogue in managing the emotions of these students and its impact on their learning outcomes. Data collection methods included personal observations, log sheets, personal reflections, and visual documentation. The study revealed that the implementation of visual dialogue as a self-regulation strategy enabled the students to regulate their emotions within a short timeframe (10 to 30 minutes). Through visual dialogue, they were able to express their feelings and needs in socially appropriate ways. This finding underscores the significance of visual dialogue as a tool for promoting emotional regulation and facilitating active participation in classroom activities. As a result, the students' learning outcomes and social interactions were positively impacted. The findings of this study hold significant implications for educators working with autistic students with intellectual disabilities. The use of visual dialogue as a self-regulation strategy can enhance emotional regulation skills and improve overall academic progress. The action research approach outlined in this paper provides practical guidance for educators in effectively implementing self-regulation strategies within classroom settings. In conclusion, the study demonstrates that visual dialogue is an effective strategy for enhancing emotional regulation in autistic students with intellectual disabilities. By employing visual communication, students can successfully regulate their emotions and actively engage in classroom activities, leading to improved learning outcomes and social interactions. This paper underscores the importance of implementing self-regulation strategies in educational settings to cater to the unique needs of autistic students.

Keywords: action research, self-regulation, autism, visual communication

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Authors: Chika Ethel Esege

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Electronic learning is learning facilitated by technology which has basically altered approaches globally, including the field of education. This trend is compelling educators to focus on approaches that improve classroom practices in order to enhance students’ learning and participation in a global digital society. However, e-learning is not fully utilized across subject disciplines particularly in the field of humanities, in the context of Nigerian secondary education. This study focused on the use of e-learning to enhance the development of digital skills, particularly, collaboration and communication in secondary school students in Nigeria. The study adopted an ‘action research’ involving 210 students and 7 teachers, who utilised the e-learning platform designed by the researcher for the survey. Mixed methods- qualitative and quantitative- were used for data collection including questionnaire, observation, interview, and analysis of statutory documents. The data were presented using frequency counts for questionnaire responses and figures of screenshots for learning tasks. The VOD Burner software was also used to analyse interviews and video recordings. The study showed that the students acquired collaboration and communication skills through e-learning intervention lesson, and demonstrated satisfaction with this approach. However, the study further revealed that the traditional teaching approach could not provide digital education or develop the digital skills of the students. Based on these findings, recommendations were made that the Nigerian Government should incorporate digital content across subject disciplines into secondary school education curricular and provide adequate infrastructure in order to enable educators to adopt relevant approaches necessary for the enhancement of students’ learning especially in a technologically evolving and advancing world.

Keywords: developing collaboration and communication skills, electronic learning, improving classroom teaching, secondary schools in Nigeria

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Authors: M. Rodionov, Z. Dedovets

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This article discusses ways to implement a differentiated approach to developing academic motivation for mathematical studies which relies on defining the primary structural characteristics of motivation. The following characteristics are considered: features of realization of cognitive activity, meaning-making characteristics, level of generalization and consistency of knowledge acquired by personal experience. The assessment of the present level of individual student understanding of each component of academic motivation is the basis for defining the relevant educational strategy for its further development.

Keywords: learning activity, mathematics, motivation, student

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Authors: Doaa Saad, Igor Verner, Rinat B. Rosenberg-Kima

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This case study demonstrates how the Task-Centered Instructional Strategy can be used to develop robotics competencies in middle-school science teachers without programming knowledge, thereby reducing their anxiety about robotics. Sixteen middle school science teachers participated in a teachers’ professional development program. The strategy combines the progression of real-world tasks with explicit instruction that serves as the backbone of instruction. The designed progression includes three tasks that integrate building and programming robots, pedagogy, and science knowledge, with an increasing level of complexity and decreasing level of support. We used EV3 LEGO kits and programming blocks, a new technology for most of the participating teachers. Pre-post questionnaires were used to examine teachers’ anxiety in performing robotics tasks before the program began and after the program ended. In addition, post-program questionnaires were used to obtain teachers’ feedback on the program’s overall quality. The case study results showed that teachers were less anxious about performing robotics tasks after the program and were highly satisfied with the professional development program. Overall, our research findings indicate a positive effect of the Task-Centered Instructional Strategy for preparing in-service science teachers to integrate robotics activities into their science classes.

Keywords: competencies, educational robotics, task-centered instructional strategy, teachers’ professional development

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Authors: Yasemin Ilkay

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Urban spatial pattern interacts with the minds and bodies of citizens and influences their perception and attitudes, which leads to a two-folded map of the same space: physical and Psychogeographic maps. Psychogeography is a field of inquiry (rooted in literature and fiction) investigating how the environment affects the feelings and behaviors of individuals. This term was posed by Situationist International Movement in the 1950s by Guy Debord; in the course of time, the artistic framework evolved into a political issue, especially with the term Dérive, which indicates ‘deviation’ and ‘resistance’ to the existing spatial reality. The term Dérive appeared on the track of Flânéur after one hundred years; and turned out to be a political tool to transform everyday urban life. The three main concepts of psychogeography [walking, dérive, and palimpsest] construct the epistemological framework for a psychogeographic spatial analysis. Mental representations investigating this framework would provide a designer to capture the invisible layers of the gap between ‘how a space is conceived’ and ‘how the same space is perceived and experienced.’ This gap is a neglected but critical issue to discuss in the planning discipline, and psychogeography provides methodological inputs to cover the interrelation among top-down designs of urban patterning and bottom-up reproductions of ‘the soul’ of urban space at the intersection of geography and psychology. City centers and university campuses exemplify opposite poles of spatial organization and walking practice, which may result in differentiated spatial appropriation forms. There is a traditional city center in Van, located at the core of the city with a dense population and several activities, but not connected to Van Lake, which is the largest lake in the country. On the other hand, the university campus is located at the periphery, and although it has a promenade along the lake’s coast and a regional hospital, it presents a limited walking experience with ambiguous forms of spatial appropriation. The city center draws a vivid urban everyday life; however, the campus presents a relatively natural life far away from the center. This paper aims to reveal the differentiated psychogeographic maps of spatial appropriation at the city center vs. the university campus, which is located at the periphery of the city and along the coast of the largest lake in Turkey. The main question of the paper is, “how do the psychogeographic maps of spatial appropriation differentiate at the city center and university campus in Van within the walking experience with reference to the two-folded map assumption.” The experiential maps of a core group of 15 planning students will be created with the techniques of mental mapping, photographing, and narratives through attentive walks conducted together on selected routes; in addition to these attentive walks, 30 more in-depth interviews will be conducted by the core group. The narrative of psychogeographic mapping of spatial appropriation at the two spatial poles would display the conflicting soul of the city with reference to sub-behavioural regions of walking, differentiated forms of derive and layers of palimpsest.

Keywords: attentive walk, body, cognitive geography, derive, experiential maps, psychogeography, Van, Turkey

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Authors: Ahmed Mohammed Omer Alghamdi

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Since the COVID-19 pandemic started, a rapid, unexpected transition from face-to-face to virtual classroom (VC) teaching has involved several challenges and obstacles. However, there are also opportunities and thoughts that need to be examined and discussed. In addition, the entire world is witnessing that the teaching system and, more particularly, higher education institutes have been interrupted. To maintain the learning and teaching practices as usual, countries were forced to transition from traditional to virtual classes using various technology-based devices. In this regard, the Kingdom of Saudi Arabia (KSA) is no exception. Focusing on how the current situation has forced many higher education institutes to change to virtual classes may possibly provide a clear insight into adopted practices and implications. The main purpose of this study, therefore, was to investigate how both Saudi English as a foreign language (EFL) teachers and students perceived the implementation of virtual classes as a key factor for useful language teaching and learning process during the COVID-19 pandemic period at a Saudi university. The impetus for the research was, therefore, the need to find ways of identifying the deficiencies in this application and to suggest possible solutions that might rectify those deficiencies. This study seeks to answer the following overarching research question: “How do Saudi EFL instructors and students perceive the use of virtual classes during the COVID-19 pandemic period in their language teaching and learning context?” The following sub-questions are also used to guide the design of the study to answer the main research question: (1) To what extent are virtual classes important intra-pandemic from Saudi EFL instructors’ and students’ perspectives? (2) How effective are virtual classes for fostering English language students’ achievement? (3) What are the challenges and obstacles that instructors and students may face during the implementation of virtual teaching? A mixed method approach was employed in this study; the questionnaire data collection represented the quantitative method approach for this study, whereas the transcripts of recorded interviews represented the qualitative method approach. The participants included EFL teachers (N = 4) and male and female EFL students (N = 36). Based on the findings of this study, various aspects from teachers' and students’ perspectives were examined to determine the use of the virtual classroom applications in terms of fulfilling the students’ English language learning needs. The major findings of the study revealed that the virtual classroom applications during the current pandemic situation encountered three major challenges, among which the existence of the following essential aspects, namely lack of technology and an internet connection, having a large number of students in a virtual classroom and lack of students’ and teachers’ interactions during the virtual classroom applications. Finally, the findings indicated that although Saudi EFL students and teachers view the virtual classrooms in a positive light during the pandemic period, they reported that for long and post-pandemic period, they preferred the traditional face-to-face teaching procedure.

Keywords: virtual classes, English as a foreign language, COVID-19, Internet, pandemic

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Authors: A. Schuchter, M. Promegger

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The outbreak of the COVID-19 pandemic has shown us that online education is so much more than just a cool feature for teachers – it is an essential part of modern teaching. In online math teaching, it is common to use tools to share screens, compute and calculate mathematical examples, while the students can watch the process. On the other hand, flipped classroom models are on the rise, with their focus on how students can gather knowledge by watching videos and on the teacher’s use of technological tools for information transfer. This paper proposes a co-educational teaching approach for coding and engineering subjects with the help of drone-building to spark interest in technology and create a platform for knowledge transfer. The project combines aspects from mathematics (matrices, vectors, shaders, trigonometry), physics (force, pressure and rotation) and coding (computational thinking, block-based programming, JavaScript and Python) and makes use of collaborative-shared 3D Modeling with clara.io, where students create mathematics knowhow. The instructor follows a problem-based learning approach and encourages their students to find solutions in their own time and in their own way, which will help them develop new skills intuitively and boost logically structured thinking. The collaborative aspect of working in groups will help the students develop communication skills as well as structural and computational thinking. Students are not just listeners as in traditional classroom settings, but play an active part in creating content together by compiling a Handbook of Knowledge (called “open book”) with examples and solutions. Before students start calculating, they have to write down all their ideas and working steps in full sentences so other students can easily follow their train of thought. Therefore, students will learn to formulate goals, solve problems, and create a ready-to use product with the help of “reverse engineering”, cross-referencing and creative thinking. The work on drones gives the students the opportunity to create a real-life application with a practical purpose, while going through all stages of product development.

Keywords: flipped classroom, co-creational education, coding, making, drones, co-education, ARCS-model, problem-based learning

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Authors: Loren Clarke, Katie Reed

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The integration of artificial intelligence (AI) in high school education assessment offers transformative potential, providing more personalized, timely, and accurate evaluations of student performance. However, the successful adoption of AI-driven assessment systems requires robust change management strategies to navigate the complexities and resistance that often accompany such technological shifts. This presentation explores effective methods for implementing AI in high school assessment, emphasizing the need for strategic planning and stakeholder engagement. Focusing on a case study of a Victorian high school, it will examine the practical steps taken to integrate AI into teaching and learning. This school has developed innovative processes to support academic integrity and foster authentic cogeneration with AI, ensuring that the technology is used ethically and effectively. By creating comprehensive professional development programs for teachers and maintaining transparent communication with students and parents, the school has successfully aligned AI technologies with their existing curricula and assessment frameworks. The session will highlight how AI has enhanced both formative and summative assessments, providing real-time feedback that supports differentiated instruction and fosters a more personalized learning experience. Participants will learn about best practices for managing the integration of AI in high school settings while maintaining a focus on equity and student-centered learning. This presentation aims to equip high school educators with the insights and tools needed to effectively manage the integration of AI in assessment, ultimately improving educational outcomes and preparing students for future success. Methodologies: The research is a case study of a Victorian high school to examine AI integration in assessments, focusing on practical implementation steps, ethical practices, and change management strategies to enhance personalized learning and assessment. Outcomes: This research explores AI integration in high school assessments, focusing on personalized evaluations, ethical use, and change management. A Victorian school case study highlights best practices to enhance assessments and improve student outcomes. Main Contributions: This research contributes by outlining effective AI integration in assessments, showcasing a Victorian school's implementation, and providing best practices for ethical use, change management, and enhancing personalized learning outcomes.

Keywords: artificial intelligence, assessment, curriculum design, teaching and learning, ai in education

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Authors: Jarmon Sirigunna

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The objective of this study were to investigate the success of the implementation of problem-based learning in classroom and to evaluate the level of satisfaction of Suan Sunandra Rajabhat University’s students who participated in the study. This paper aimed to study and focus on a university students survey conducted in Suan Sunandha Rajabhat University during January to March of 2014. The quota sampling was utilized to obtain the sample which included 60 students, 50 percent male and 50 percent female students. The pretest and posttest method was utilized. The findings revealed that the majority of respondents had gained higher knowledge after the posttest significantly. The respondents’ knowledge increased about 40 percent after the experiment. Also, the findings revealed the top three highest level of satisfaction as follows: 1) the proper roles of teacher and students, 2) the knowledge gained from the method of the problem-based learning, 3) the activities of the problem-based learning, 4) the interaction of students from the problem-based learning, and 5) the problem-based learning model. Also, the mean score of all categories was 4.22 with a standard deviation of 0.7435 which indicated that the level of satisfaction was high.

Keywords: implement, problem-based learning, satisfaction, university students

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Authors: Rehab Abdullah Shendi

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The use of customised soft-core processors in which instructions can be integrated into a system in application hardware is increasing in the Field Programmable Gate Array (FPGA) field. Specifically, the partial run-time reconfiguration of FPGAs in specialised processors for a particular domain can be very beneficial. In this report, the design and implementation for the customisation of a soft-core MIPS processor using an FPGA and partial reconfiguration (PR) of FPGA technology will be addressed to achieve efficient resource use. This can be achieved using a PR design flow that helps the design fit into a smaller device. Moreover, the impact of static power consumption could be reduced due to runtime reconfiguration. This will be done by configurable custom instructions implemented in the hardware as an extension on the MIPS CPU. The aim of this project is to investigate the PR of FPGAs for run-time adaptations of the instruction set of a soft-core CPU, including the integration of custom instructions and the exploration of the potential to use the MultiBoot feature available in Xilinx FPGAs to carry out the PR process. The system will be evaluated and tested on a Nexus 3 development board featuring a Xilinx Spartran-6 FPGA. The system will be able to load reconfigurable custom instructions dynamically into user programs with the help of the trap handler when the custom instruction is called by the MIPS CPU. The results of this experiment demonstrate that custom instructions in hardware can speed up a certain function and many instructions can be saved when compared to a software implementation of the same function. Implementing custom instructions in hardware is perfectly possible and worth exploring.

Keywords: customisation, FPGA, MIPS, partial reconfiguration, PR

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Authors: Madhavi Godavarthy

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The globalized world has been witnessing the ubiquity of the English language and has made it mandatory that students be equipped with the required Communication and soft skills. For students and especially for students studying in technical streams, gaining command over the English language is only a part of the bigger challenges they will face in the future. Linguistic capabilities if blended with the right attitude and a positive personality would deliver better results in the present environment of the digitalized world. An English classroom has that ‘space’; a space if utilized well by the teacher can pay rich dividends. The prescribed syllabus for English in the process of adapting itself to the challenges of a more and more technical world has meted out an indifferent treatment in including ‘literary’ material in their curriculum. A debate has always existed regarding the same and diversified opinions have been given. When the student is motivated to reach Literature through intrinsic motivation, it may contribute to his/her personality-development. In the present paper, the element of focus is on the scope and space to motivate students by creating a specific space for herself/himself amidst the schedules of the teaching-learning processes by taking into consideration a few literary excerpts for the purpose.

Keywords: English language, teaching and learning process, reader response theory, intrinsic motivation, literary texts

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Authors: E. Syngelaki, C. C. F. Schinkel, S. Klatt, E. Hörandl

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Environmental influence can alter the conditions for plant development and can trigger changes in epigenetic variation. Thus, the exposure to abiotic environmental stress can lead to different DNA methylation profiles and may have evolutionary consequences for adaptation. Epigenetic control mechanisms may further influence mode of reproduction. The alpine species R. kuepferi has diploid and tetraploid cytotypes, that are mostly sexual and facultative apomicts, respectively. Hence, it is a suitable model system for studying the correlations of mode of reproduction, ploidy, and environmental stress. Diploid and tetraploid individuals were placed in two climate chambers and treated with low (+7°C day/+2°C night, -1°C cold shocks for three nights per week) and warm (control) temperatures (+15°C day/+10°C night). Subsequently, methylation sensitive-Amplified Fragment-Length Polymorphism (AFPL) markers were used to screen genome-wide methylation alterations triggered by stress treatments. The dataset was analyzed for four groups regarding treatment (cold/warm) and ploidy level (diploid/tetraploid), and also separately for full methylated, hemi-methylated and unmethylated sites. Patterns of epigenetic variation suggested that diploids differed significantly in their profiles from tetraploids independent from treatment, while treatments did not differ significantly within cytotypes. Furthermore, diploids are more differentiated than the tetraploids in overall methylation profiles of both treatments. This observation is in accordance with the increased frequency of apomictic seed formation in diploids and maintenance of facultative apomixis in tetraploids during the experiment. Global analysis of molecular variance showed higher epigenetic variation within groups than among them, while locus-by-locus analysis of molecular variance showed a high number (54.7%) of significantly differentiated un-methylated loci. To summarise, epigenetic variation seems to depend on ploidy level, and in diploids may be correlated to changes in mode of reproduction. However, further studies are needed to elucidate the mechanism and possible functional significance of these correlations.

Keywords: apomixis, cold stress, DNA methylation, Ranunculus kuepferi

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Authors: Tomas Kos

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An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can collaborate and support each other, other studies indicate that young learners may lack the ability to work together and support one another when interacting on classroom tasks. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on classroom tasks. To fill this gap, this “how-to” article proposes that teaching young learners how to work together is a powerful pedagogical tool that can greatly improve collaborative behavior and a sense of mutuality among young learners. This article will pay particular attention to primary schools and the context of English as a foreign language. It will first review literature related to patterns of interaction and peer support conducted in the cognitive and sociocultural framework. It will then address what it actually means to collaborate. At the heart of the article, it will discuss some practical pedagogical ideas for language teachers, which entail teaching collaborative principles and strategies that will help their students to support each other and engage in communication with each other.

Keywords: young learners, peer collaboration, peer interaction, peer support, patterns of interaction

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Authors: Chin-Tsu Ma, Yi-Jhen Wu, Hsia Ying Cheng, Han Hsiang Huang, Shyh Ming Kuo

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The use of specific molecules including nutrients and pharmacological agents has been tried in modulation of stem cells differentiation (MSCs) to insulin producing cells. The aim of this study is to investigate the ability of nano collagen molecules (nutrient or scaffold) to enhance the MSCs differentiation into insulin-producing cells in combination with nicotinamide and exendin-4 (pharmacological agents) in vitro and in vivo. The results demonstrated that the cells exhibit morphologically islet-like clusters after treatment with nano collagen molecules, nicotinamide and exendin-4. MSCs extra treated with nano collagen molecules showed significant increases in Nkx6.1 and insulin mRNA expression at 14-d and 21-d culture compared with those merely treated with nicotinamide and exendin-4. Early 7-day elevation in PDX-1 mRNA expression was observed. Furthermore, the MSCs exposed to nano collagen molecules produced the highest secretion of insulin (p ＜ 0.05). Type-2 diabetes induced by high-fat diet and low dose of streptozotocin in rat model was built in this study. This rat exhibited higher food intake, water intake, lower glucose tolerance, lower-insulin tolerance, and higher HbA1C (significant increases, p ＜ 0.01) as compared with the normal rat that demonstrated the model of type-2 diabetes was successfully built. Biopsy examinations also showed that obvious destruction of islet. After injection of differentiated MSCs into the destructed pancreas of diabetes rat, more regenerated islet were observed at the rats that treated with nano collagen molecules and exhibited much lower HbA1C as compared with the normal rat and diabetes rat after 4 weeks (significant deceases, p ＜ 0.001). These results indicate that the culturing MSCs with nano collagen molecules, nicotinamide, and exendin-4 are beneficial for MSCs differentiation into islet-like cells. These nano collagen molecules may lead to alternations or up-regulation of gene expression and influence the differentiated outcomes induced by nicotinamide and exendin-4.

Keywords: nano collagen molecules, nicotinamide, MSCs, diabetes

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Authors: Zolzaya Badmaavanchig, Shoko Miyamoto

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In recent years, universal design for learning (hereinafter referred to as "UDL"), which aims to establish an inclusive education system and to make all children, regardless of their disabilities, experts in learning, has been attracting attention, and there have been some attempts to incorporate it into regular classrooms where children with developmental disabilities and those who show such tendencies are enrolled. The purpose of this study was to examine the effectiveness and challenges of implementing UDL in Japanese elementary schools based on the previous literature. As a method, we first searched for articles on UDL for learning and UDL in the classroom from 2010 to 2022. In addition, we selected practice studies that targeted children with special educational support needs and the classroom as a whole. In response to the extracted literature, this bridge examined the following five perspectives: (1) subjects and grades in which UDL was practiced, (2) methods to grasp the actual conditions of the children, (3) consideration for children with special needs during class, (4) form of class, and (5) effects of the practice. Based on the results, we would like to present issues related to future UDL efforts in Japanese elementary schools.

Keywords: universal design for learning, regular elementary school class, children with special education needs, special educational support

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Authors: Hana Maresova, Daniel Ecler

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The paper focuses on the use of 3D multi-user virtual environments (MUVE) in language teaching and presents the results of four years of research at the Faculty of Education, Palacký University in Olomouc (Czech Republic). In the form of an experiment, mother tongue language teaching in the 3D virtual worlds Second Life and Kitely (experimental group) and parallel traditional teaching on identical topics representing teacher's interpretation using a textbook (control group) were implemented. The didactic test, which was presented to the experimental and control groups in an identical form before and after the instruction, verified the effect of the instruction in the experimental group by comparing the results obtained by both groups. Within the three components of mother-tongue teaching (vocabulary, literature, style and communication education), the students in the literature group achieved partially better results (statistically significant in the case of items devoted to the area of visualization of the learning topic), while in the case of grammar and style education the respondents of the control group achieved better results. On the basis of the results obtained, we can conclude that the most appropriate use of MUVE can be seen in the teaching of those topics that provide the possibility of dramatization, experiential learning and group involvement and cooperation, on the contrary, with regard to the need to divide students attention between the topic taught and the control of avatar and movement in virtual reality as less suitable for teaching in the area of memorization of the topic or concepts.

Keywords: distance learning, 3D virtual environments, online teaching, language teaching

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Authors: Qian Mao, Xiaozan Wang, Jiarong Zhong, Xiaolin Zou

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Introduction: As a result of the decline of students' physical health level and the increase of study pressure, students’ academic performance is not so good. Objective: This study aims to verify whether the Brain-Break intervention in the fourth-grade classroom of primary school can improve students' physical health and academic performance. Methods: According to the principle of no difference in pre-test data, students from two classes of grade four in Fuhai Road Primary School, Fushan district, Yantai city, Shandong province, were selected as experimental subjects, including 50 students in the experimental class (25 males and 25 females) and 50 students in the control class (24 males and 26 females). The content of the experiment was that the students were asked to perform a 4-minute Brain-Berak program designed by the researcher in the second class in the morning and the afternoon, and the intervention lasted for 12 weeks. In addition, the lung capacity, 50-meter run, sitting body forward bend, one-minute jumping rope and one-minute sit-ups stipulated in the national standards for physical fitness of students (revised in 2014) were selected as the indicators of physical health. The scores of Chinese, Mathematics, and English in the unified academic test of the municipal education bureau were selected as the indicators of academic performance. The independent-sample t-test was used to compare and analyze the data of each index between the two classes. The paired-sample t-test was used to compare and analyze the data of each index in the two classes. This paper presents only results with significant differences. Results: in terms of physical health, lung capacity (P=0.002, T= -2.254), one-minute rope skipping (P=0.000, T=3.043), and one-minute sit-ups (P=0.045, T=6.153) were significantly different between the experimental class and the control class. In terms of academic performance, there is a significant difference between the Chinese performance of the experimental class and the control class (P=0.009, T=4.833). Conclusion: Adding Brain-Berak intervention in the classroom can effectively improve the cardiorespiratory endurance (lung capacity), coordination (jumping rope), and abdominal strength (sit-ups) of fourth-grade students. At the same time, it can also effectively improve their Chinese performance. Therefore, it is suggested to promote micro-sports in the classroom of primary schools throughout the country so as to help students improve their physical health and academic performance.

Keywords: academic performance, brain break, fourth grade, physical health

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Authors: Sadeq Al Yaari, Muhammad Alkhunayn, Ayman Al Yaari, Montaha Al Yaari, Adham Al Yaari, Sajedah Al Yaari, Fatehi Eissa

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Background & Aims: Audio-visual aids and computer-aided language instruction (CALI) have been documented to improve receptive skills, namely listening skills, in normal students. The increased listening has been attributed to the understanding of other interlocutors' speech, but recent experiments have suggested that audio-visual aids and CALI should be tested against the listening of students of special needs to see the effects of the former in the latter. This investigation described the effect of audio-visual aids and CALI on the performance of these students. Methods: Pre-and-posttests were administered to 40 students of special needs of both sexes at al-Malādh school for students of special needs aged between 8 and 18 years old. A comparison was held between this group of students and another similar group (control group). Whereas the former group underwent a listening course using audio-visual aids and CALI, the latter studied the same course with the same speech language therapist (SLT) with the classical method. The outcomes of the two tests for the two groups were qualitatively and quantitatively analyzed. Results: Significant improvement in the performance was found in the first group (treatment group) (posttest= 72.45% vs. pre-test= 25.55%) in comparison to the second (control) (posttest= 25.55% vs. pre-test= 23.72%). In comparison to the males’ scores, the scores of females are higher (1487 scores vs. 1411 scores). Suggested results support the necessity of the use of audio-visual aids and CALI in teaching listening at the schools of students of special needs.

Keywords: listening, receptive skills, audio-visual aids, CALI, special needs

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Authors: Aqleem Fatimah

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The purpose of study was to find out the impact of teachers’ gender on students’ score achievement. Focusing on primary level’s teachers & students, a survey research was conducted by using convenient sampling technique. All the students of grade four (1500) and fifty-six teachers (equally divided by gender) from the 50 randomly selected coeducational schools from Lahore were taken as sample. The academic performance was operationalized using a t-test on standardized achievement tests of the students in language, science mathematics and social studies. In addition, all those gender based characteristics of teachers that count a lot in classroom interactions (taking Multi-grade classes, classroom strategies, feedback strategies and evaluation method) that influence students’ achievement were also analyzed by using a questionnaire and an observation schedule. The results of the study showed better academic achievement of students (girl &boy) of female teachers comparatively to the students of male teachers. Therefore, as the female teachers’ number lacks in Pakistan, the study suggests policy makers to seek guidelines to induct more specialized and professionally competent female teachers because their induction will prove highly beneficial for the betterment of students’ score achievement.

Keywords: gender, teacher, competency, score achievement

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Authors: Amin Kaveh Boukani

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Foreign language learning is not straightforward and can be affected by numerous factors, among which personality features like tolerance of ambiguity (TA) are so well-known and important. Such characteristics yet can be affected by other factors like learning additional languages. The current investigation, thus, opted to explore the possible effect of linguistic background (being bilingual or trilingual) on the tolerance of ambiguity (TA) of Iranian EFL learners. Furthermore, the possible mediating effect of TA on multilingual learners' language performance (listening comprehension in this study) was expounded. This research involved 68 EFL learners (32 bilinguals, 29 trilinguals) with the age range of 19-29 doing their degrees in the Department of English Language and Literature of Urmia University. A set of questionnaires, including tolerance of ambiguity (Herman et. al., 2010) and linguistic background information (Modirkhameneh, 2005), as well as the IELTS listening comprehension test, were used for data collection purposes. The results of a set of independent samples t-test and mediation analysis (Hayes, 2022) showed that (1) linguistic background (being bilingual or trilingual) had a significant direct effect on EFL learners' TA, (2) Linguistic background had a significant direct influence on listening comprehension, (3) TA had a substantial direct influence on listening comprehension, and (4) TA moderated the influence of linguistic background on listening comprehension considerably. These results suggest that multilingualism may be considered as an advantageous asset for EFL learners and should be a prioritized characteristic in EFL instruction in multilingual contexts. Further pedagogical implications and suggestions for research are proposed in light of effective EFL instruction in multilingual contexts.

Keywords: tolerance of ambiguity, listening comprehension, multilingualism, bilingual, trilingual

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Authors: Ruthanne Tobin

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As our data-driven, cloud-based, knowledge-centric lives become ever more global, mobile, and digital, educational systems everywhere are struggling to keep pace. Schools need to prepare students to become critical-thinking, tech-savvy, life-long learners who are engaged and adaptable enough to find their unique calling in a post-industrial world of work. Recognizing that no nation can afford poor achievement or high dropout rates without jeopardizing its social and economic future, the thirty-two nations of the OECD are launching initiatives to redesign schools, generally under the banner of Personalized Learning or 21st Century Learning. Their intention is to transform education by situating students as co-enquirers and co-contributors with their teachers of what, when, and how learning happens for each individual. In this focused review of the 2007-2017 literature on personalized learning, the author sought answers to two main questions: “What are the theoretical frameworks that guide personalized learning?” and “What is the conceptual understanding of the model?” Ultimately, the review reveals that, although the research area is overly theorized and under-substantiated, it does provide a significant body of knowledge about this potentially transformative educational restructuring. For example, it addresses the following questions: a) What components comprise a PL model? b) How are teachers facilitating agency (voice & choice) in their students? c) What kinds of systems, processes and procedures are being used to guide the innovation? d) How is learning organized, monitored and assessed? e) What role do inquiry based models play? f) How do teachers integrate the three types of knowledge: Content, pedagogical and technological? g) Which kinds of forces enable, and which impede, personalizing learning? h) What is the nature of the collaboration among teachers? i) How do teachers co-regulate differentiated tasks? One finding of the review shows that while technology can dramatically expand access to information, expectations of its impact on teaching and learning are often disappointing unless the technologies are paired with excellent pedagogies in order to address students’ needs, interests and aspirations. This literature review fills a significant gap in this emerging field of research, as it serves to increase conceptual clarity that has hampered both the theorizing and the classroom implementation of a personalized learning model.

Keywords: curriculum change, educational innovation, personalized learning, school reform

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Authors: Wajeeh Daher, Nimer Baya'a

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High Order Thinking Skills (HOTS) are suggested today as essential for the cognitive development of students and as preparing them for real life skills. Teachers are encouraged to use HOTS activities in the classroom to help their students develop higher order skills and deep thinking. So it is essential to prepare pre-service teachers to write and use HOTS activities for their students. This paper describes a model for integrating HOTS activities with GeoGebra in pre-service teachers’ preparation. This model describes four aspects of HOTS activities and working with them: Activity components, preparation procedure, strategies and processes used in writing a HOTS activity and types of the HOTS activities. In addition, the paper describes the pre-service teachers' difficulties in preparing and working with HOTS activities, as well as their perceptions regarding the use of these activities and GeoGebra in the mathematics classroom. The paper also describes the contribution of a HOTS activity to pupils' learning of mathematics, where this HOTS activity was prepared and taught by one pre-service teacher.

Keywords: high order thinking skills, HOTS activities, pre-service teachers, professional development

Procedia PDF Downloads 347