Search results for: and teachers' interaction approaches

Authors: Yogesh D. Bansod, Jiri Bursa

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The quantitative study of cell mechanics is of paramount interest since it regulates the behavior of the living cells in response to the myriad of extracellular and intracellular mechanical stimuli. The novel experimental techniques together with robust computational approaches have given rise to new theories and models, which describe cell mechanics as a combination of biomechanical and biochemical processes. This review paper encapsulates the existing continuum-based computational approaches that have been developed for interpreting the mechanical responses of living cells under different loading and boundary conditions. The salient features and drawbacks of each model are discussed from both structural and biological points of view. This discussion can contribute to the development of even more precise and realistic computational models of cell mechanics based on continuum approaches or on their combination with microstructural approaches, which in turn may provide a better understanding of mechanotransduction in living cells.

Keywords: cell mechanics, computational models, continuum approach, mechanical models

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Authors: Kofi Nkonkonya Mpuangnan, Samantha Govender, Hlengiwe Romualda Mhlongo

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In recent years, a noticeable and worrisome pattern has emerged in numerous developing nations which is a steady and persistent rise in unemployment rates. This escalation of economic struggles has become a cause of great concern for parents who, having invested significant resources in their children's education, harboured hopes of achieving economic prosperity and stability for their families through secure employment. To effectively tackle this pressing unemployment issue, it is imperative to adopt a holistic approach, and a pivotal aspect of this approach involves incorporating entrepreneurial education seamlessly into the entire educational system. In this light, the authors explored approaches to integrating entrepreneurial education into school curriculum focusing on the following questions. How can an entrepreneurial mindset among learners be promoted in school? And how far have pedagogical approaches improved entrepreneurship in schools? To find answers to these questions, a systematic literature review underpinned by Human Capital Theory was adopted. This method was supported by the three stages of guidelines like planning, conducting, and reporting. The data were specifically sought from publishers with expansive coverage of scholarly literature like Sage, Taylor & Francis, Emirate, and Springer, covering publications from 1965 to 2023. The search was supported by two broad terms such as promoting entrepreneurial mindset in learners and pedagogical strategies for enhancing entrepreneurship. It was found that acquiring an entrepreneurial mindset through an innovative classroom environment, resilience, and guest speakers and industry experts. Also, teachers can promote entrepreneurial education through the adoption of pedagogical approaches such as hands-on learning and experiential activities, role-playing, business simulation games and creative and innovative teaching. It was recommended that the Ministry of Education should develop tailored training programs and workshops aimed at empowering educators with the essential competencies and insights to deliver impactful entrepreneurial education.

Keywords: education, entrepreneurship, school curriculum, pedagogical approaches, integration

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Authors: Madrine King'endo

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This study dealt with the influence of spelling errors on English language performance among learners with dysgraphia in public primary schools in West Embu, Embu County, Kenya. The study purposed to investigate the influence of spelling errors on the English language performance among the class three pupils with dysgraphia in public primary schools. The objectives of the study were to identify the spelling errors that learners with dysgraphia make when writing English words and classify the spelling errors they make. Further, the study will establish how the spelling errors affect the performance of the language among the study participants, and suggest the remediation strategies that teachers could use to address the errors. The study could provide the stakeholders with relevant information in writing skills that could help in developing a responsive curriculum to accommodate the teaching and learning needs of learners with dysgraphia, and probably ensure training of teachers in teacher training colleges is tailored within the writing needs of the pupils with dysgraphia. The study was carried out in Embu county because the researcher did not find any study in related literature review concerning the influence of spelling errors on English language performance among learners with dysgraphia in public primary schools done in the area. Moreover, besides being relatively populated enough for a sample population of the study, the area was fairly cosmopolitan to allow a generalization of the study findings. The study assumed the sampled schools will had class three pupils with dysgraphia who exhibited written spelling errors. The study was guided by two spelling approaches: the connectionist stimulation of spelling process and orthographic autonomy hypothesis with a view to explain how participants with learning disabilities spell written words. Data were collected through interviews, pupils’ exercise books, and progress records, and a spelling test made by the researcher based on the spelling scope set for class three pupils by the ministry of education in the primary education syllabus. The study relied on random sampling techniques in identifying general and specific participants. Since the study used children in schools as participants, voluntary consent was sought from themselves, their teachers and the school head teachers who were their caretakers in a school setting.

Keywords: dysgraphia, writing, language, performance

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Authors: Olga Castiblanco, Diego Vizcaíno

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Changing the traditional way of using experimentation in science teaching is quite a challenge. This research results talk about the characterization of physics experiments, not because of the topic it deals with, nor depending on the material used in the assemblies, but related to the possibilities it offers to enrich interaction in the classroom and thereby contribute to the development of scientific thinking skills. It is an action-research of type intervention in the classroom, with four courses of Physics Teaching undergraduate students from a public university in Bogotá. This process allows characterizing typologies such as discrepant, homemade, illustrative, research, recreational, crucial, mental, and virtual experiments. Students' production and researchers' reports on each class were the most relevant data. Content analysis techniques let to categorize the information and obtain results on the richness that each typology of experiment offers when interacting in the classroom. Results show changes in the comprehension of new teachers' role, far from being the possessor and transmitter of the truth. Besides, they understand strategies to engage students effectively since the class advances extending ideas, reflections, debates, and questions, either towards themselves, their classmates, or the teacher.

Keywords: physics teacher training, non-traditional experimentation, contextualized education, didactics of physics

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Authors: Wai Ha Leung

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Mother tongue language (MTL) curriculum is core to school education in most countries/regions' school curriculum. Through mother tongue language learning, students are expected to enhance their understanding of the nation's culture and foster the sense of cultural and ethnic identity. However, MTL education in Hong Kong is complicated by the colonial history. This study examines Hong Kong Chinese language teachers' perceptions of MTL education, and the implication on MTL curriculum development. The questionnaire was administrated to 97 teachers, and interviews were carried out on 17 teachers. Usually, MTL is both the tool with which knowledge and skills are taught and learned and the vehicle for students to learn about the traditions of the countries' literature and culture. In Hong Kong, 95% of the population is of Chinese descent. Traditionally, education in China was a mixture of philosophy, history, politics and literacy. Chinese as an MTL subject in pre-colonial Hong Kong has always been assigned the mission of developing students' cultural identity in addition to the development of linguistic proficiency. During the colonial period, the Chinese Language curriculum shifted to be more language skills based with less emphasis on Chinese culture and moral education. After the sovereignty of Hong Kong was returned to China in 1997, although a new curriculum was implemented in 2002, teaching and learning in school as well as public examinations seem to be remaining language skills oriented instead of culturally based. This deviation from the trend of both Chinese traditional education and global mother tongue language education makes some Chinese language teachers feel confused. In addition, there is comment that in general Hong Kong students' Chinese language proficiency is becoming weaker and weaker in recent years. Thus, effectiveness of the skills oriented language curriculum has come under question. How a language teacher views the aims and objectives of the language subject he or she is teaching has a direct effect on the curriculum delivery and pedagogies used. It is, therefore, important to investigate what is the language teachers' perception of MTL education, and whether the current school curriculum can meet the teachers' expectation as well as achieve the aims of MTL education. Given this context, this study explored the views of Hong Kong Chinese language teachers on MTL education. The data indicate that teachers showed a strong resentment towards the current curriculum. Results may have implications on mother tongue language curriculum development.

Keywords: Chinese language education, curriculum development, mother tongue language education, teachers' perception

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Authors: Todd Pennington, Carol Wilkinson, Keven Prusak

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Traditional models of student teaching practices typically involve the placement of a student teacher with an experienced mentor teacher. However, due to the ever-decreasing number of quality placements, an alternative triad approach is the paired placement of student teachers with one mentor teacher in a community of practice. This study examined the paired-placement of student teachers in physical education to determine the benefits and drawbacks after a 14-week student teaching experience. PETE students (N = 22) at a university in the United States were assigned to work in a triad with a student teaching partner and a mentor teacher, making up eleven triads for the semester. The one exception was a pair that worked for seven weeks at an elementary school and then for seven weeks at a junior high school, thus having two mentor teachers and participating in two triads. A total of 12 mentor teachers participated in the study. All student teachers and mentor teachers volunteered and agreed to participate. The student teaching experience was structured so that students engaged in: (a) individual teaching (one teaching the lesson with the other observing), (b) co-planning, and (c) peer coaching. All students and mentor teachers were interviewed at the conclusion of the experience. Using interview data, field notes, and email response data, the qualitative data was analyzed using the constant comparative method. The benefits of the paired placement experience emerged into three categories (a) quality feedback, (b) support, and (c) collaboration. The drawbacks emerged into four categories (a) unrealistic experience, (b) laziness in preparation, (c) lack of quality feedback, and (d) personality mismatch. Recommendations include: providing in-service training prior to student teaching to optimize the triad experience, ongoing seminars throughout the experience specifically designed for triads, and a hybrid model of paired placement for the first half of student teaching followed by solo student teaching for the second half of the experience.

Keywords: community of practice, paired placement, physical education, student teaching

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Authors: A. Alshabeb

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Vocabulary is one of the elements that links the four skills of reading, writing, speaking, and listening and is very critical in learning a foreign language. This study aims to determine how Saudi Arabian EFL students learn English vocabulary via Twitter. The study adopts a mixed sequential research design in collecting and analysing data. The results of the study provide several recommendations for vocabulary learning. Moreover, the study can help teachers to consider the possibilities of using Twitter further, and perhaps to develop new approaches to vocabulary teaching and to support students in their use of social media.

Keywords: social media, twitter, vocabulary, web 2

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Authors: S. Kawther, C. Marshall

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Educational neuroscience has the intention of transforming research findings of the underpinning neural processes of learning to educational practices. A main criticism of the field, hitherto, is that less focus has been put on studying the in-progress practical application of these findings. Therefore, this study aims to gain a better understanding of teachers’ perceptions of the practical application and utilization of brain knowledge. This was approached by investigating the answer to 'What are the facilitators and barriers for bringing research from neuroscience to bear on education?'. Following a qualitative design, semi-structured interviews were conducted with 12 teachers who had a proficient course in educational neuroscience. Thematic analysis was performed on the transcribed data applying Braun & Clark’s steps. Findings emerged with four main themes: time, knowledge, teacher’s involvement, and system. These themes revealed that some effective brain-based practices are being engaged in by the teachers. However, the lack of guidance and challenges regarding this implementation were also found. This study discusses findings in light of the development of educational neuroscience implementation.

Keywords: brain-based, educational neuroscience, neuroeducation, neuroscience-informed

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Authors: Nermin Noshi Esraeil Abdalla

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Inclusive schooling offerings for college kids with Autism stays in its early developmental levels in Thailand. despite many greater youngsters with autism are attending schools since the Thai authorities brought the training Provision for human beings with Disabilities Act in 2008, the services students with autism and their families obtain are typically missing. This quantitative examine used attitude and Preparedness to educate college students with Autism Scale (APTSAS) to investigate 110 number one faculty teachers’ attitude and preparedness to educate college students with autism inside the widespread training school room. Descriptive statistical evaluation of the records discovered that scholar behavior changed into the most good sized factor in constructing teachers’ terrible attitudes students with autism. the majority of teachers additionally indicated that their pre-service schooling did not put together them to fulfill the mastering needs of children with autism especially, folks who are non-verbal. The take a look at is substantial and offers path for enhancing trainer education for inclusivity in Thailand.

Keywords: attitude, autism, teachers, sports activities, movement skills, motor skills

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Authors: Kew-Cheol Shim, Sung-Hwan Moon, Ji-Hyon Kil, Kyoungho Kim

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The purpose of this paper was to examine views of secondary school science teachers about purposes to use practical works in school science. The instrument to survey consisted eighteen items, which were categorized into four components as follows: ‘Scientific inquiry’, ‘Scientific knowledge’, ‘Science-related attitude’, and ‘STS (science-technology-society)’. Subjects were 152 secondary school science teachers (male 70 and female 82; middle school 50 and high school 102), who are teaching in 42 schools of 8 provinces. On the survey, science teachers were asked to answer on 5-point Lickert scale (from 1 to 5) how they thought of using practical works on purposes with domains of science objectives in school. They had positive views about using practical works for improving scientific inquiry process skills, science-related attitudes, and perceptions about STS literacy, and acquiring scientific knowledge. They would have the most willingness of using practical works for ‘Scientific Inquiry’ among domains of science objectives in school.

Keywords: secondary school, science teacher, practical work, scientific inquiry, scientific knowledge, scientific attitude, STS

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Authors: Louis N. Y. Wong

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En-echelon fractures are commonly found in rocks, which appear as a special set of regularly oriented and spaced fractures. By using both experimental and numerical approaches, this study investigates the interaction among them, and how this interaction finally contributes to the development of a shear rupture (fault), especially in brittle natural rocks. Firstly, uniaxial compression tests are conducted on marble specimens containing en-echelon flaws. The latter is cut by using the water abrasive jet into the rock specimens. The fracturing processes of these specimens leading to the formation of a fault are observed in detail by the use of a high speed camera. The influences of the flaw geometry on the production of tensile cracks and shear cracks, which in turn dictate the coalescence patterns of the entire set of en-echelon flaws are comprehensively studied. Secondly, a numerical study based on a recently developed contact model, flat-joint contact model using the discrete element method (DEM) is carried out to model the present laboratory experiments. The numerical results provide a quantitative assessment of the interaction of en-echelon flaws. Particularly, the evolution of the stress field, as well as the characteristics of new crack initiation, propagation and coalescence associated with the generation of an eventual shear rupture are studied in detail. The numerical results are found to agree well with the experimental results obtained in both microscopic and macroscopic observations.

Keywords: discrete element method, en-echelon flaws, fault, marble

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Authors: Nadine Yehya, Chantal Maatouk

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Low energy buildings have been developed to achieve global climate commitments in reducing energy consumption. They comprise energy efficient buildings, zero energy buildings, positive buildings and passive house buildings. The reduced energy demands in Low Energy buildings call for advanced building energy modeling that focuses on studying active building systems such as heating, cooling and ventilation, improvement of systems performances, and development of control systems. Modeling and building simulation have expanded to cover different modeling approach i.e.: detailed physical model, dynamic empirical models, and hybrid approaches, which are adopted by various simulation tools. This paper uses DesignBuilder with EnergyPlus simulation engine in order to; First, study the impact of efficiency measures on building energy behavior by comparing Low energy residential model to a conventional one in Beirut-Lebanon. Second, choose the appropriate energy systems for the studied case characterized by an important cooling demand. Third, study dynamic modeling of Variable Refrigerant Flow (VRF) system in EnergyPlus that is chosen due to its advantages over other systems and its availability in the Lebanese market. Finally, simulation of different energy systems models with different modeling approaches is necessary to confront the different modeling approaches and to investigate the interaction between energy systems and building envelope that affects the total energy consumption of Low Energy buildings.

Keywords: physical model, variable refrigerant flow heat pump, dynamic modeling, EnergyPlus, the modeling approach

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Authors: Wang Yanli, Cheng Yun, Yang Jiarui

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Due to the separation of teachers and students, online teaching during the COVID-19 epidemic was faced with many problems, such as low enthusiasm of students, distraction, low learning atmosphere, and insufficient interaction between teachers and students. The essay designed the elaborate online learning activities of the course 'Research Methods of Educational Science' based on the APT model from three aspects of multiple assessment methods, a variety of teaching methods, and online learning environment and technology. Student's online learning experience was examined from the perception of online course, the perception of the online learning environment, and satisfaction after the course’s implementation. The research results showed that students have a positive overall evaluation of online courses, a high degree of engagement in learning, positive acceptance of online learning, and high satisfaction with it, but students hold a relatively neutral attitude toward online learning. And some dimensions in online learning experience were found to have positive influence on students' satisfaction with online learning. We suggest making the good design of online courses, selecting proper learning platforms, and conducting blended learning to improve students’ learning experience. This study has both theoretical and practical significance for the design, implementation, effect feedback, and sustainable development of online teaching in the post-epidemic era.

Keywords: APT model, online learning, online learning activities, learning experience

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Authors: Hsiaoping Wu

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With the wide use of Internet, learners are exposed to the wider world. This exposure permits learners to discover new information and combine a variety of media in order to reach in-depth and broader understanding of their literacy and the world. Many paper-based teaching, learning and assessment modalities can be transferred to a digital platform. This study examines the use of e-portfolios for ESL (English as a second language) pre-service teacher. The data were collected by reviewing 100 E-portfolio from 2013 to 2015 in order to synthesize meaningful information about e-portfolios for ESL pre-service teachers. Participants were generalists, bilingual and ESL pre-service teachers. The studies were coded into two main categories: learning gains, including assessment, and technical skills. The findings showed that using e-portfolios enhanced and developed ESL pre-service teachers’ teaching and assessment skills. Also, the E-portfolio also developed the pre-service teachers’ technical stills to prepare a comprehensible portfolio to present who they are. Finally, the study and presentation suggested e-portfolios for ecological issues and educational purposes.

Keywords: assessment, e-portfolio, pre-service teacher, reflection

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Authors: Karen Koellner, Nanette Seago, Jennifer Jacobs, Helen Garnier

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Although studies of teacher professional development (PD) are prevalent, surprisingly most have only produced incremental shifts in teachers’ learning and their impact on students. There is a critical need to understand what teachers take up and use in their classroom practice after attending PD and why we often do not see greater changes in learning and practice. This paper is based on a mixed methods efficacy study of the Learning and Teaching Geometry (LTG) video-based mathematics professional development materials. The extent to which the materials produce a beneficial impact on teachers’ mathematics knowledge, classroom practices, and their students’ knowledge in the domain of geometry through a group-randomized experimental design are considered. In this study, we examine a small group of teachers to better understand their interpretations of the workshops and their classroom uptake. The participants included 103 secondary mathematics teachers serving grades 6-12 from two states in different regions. Randomization was conducted at the school level, with 23 schools and 49 teachers assigned to the treatment group and 18 schools and 54 teachers assigned to the comparison group. The case study examination included twelve treatment teachers. PD workshops for treatment teachers began in Summer 2016. Nine full days of professional development were offered to teachers, beginning with the one-week institute (Summer 2016) and four days of PD throughout the academic year. The same facilitator-led all of the workshops, after completing a facilitator preparation process that included a multi-faceted assessment of fidelity. The overall impact of the LTG PD program was assessed from multiple sources: two teacher content assessments, two PD embedded assessments, pre-post-post videotaped classroom observations, and student assessments. Additional data was collected from the case study teachers including additional videotaped classroom observations and interviews. Repeated measures ANOVA analyses were used to detect patterns of change in the treatment teachers’ content knowledge before and after completion of the LTG PD, relative to the comparison group. No significant effects were found across the two groups of teachers on the two teacher content assessments. Teachers were rated on the quality of their mathematics instruction captured in videotaped classroom observations using the Math in Common Observation Protocol. On average, teachers who attended the LTG PD intervention improved their ability to engage students in mathematical reasoning and to provide accurate, coherent, and well-justified mathematical content. In addition, the LTG PD intervention and instruction that engaged students in mathematical practices both positively and significantly predicted greater student knowledge gains. Teacher knowledge was not a significant predictor. Twelve treatment teachers were self-selected to serve as case study teachers to provide additional videotapes in which they felt they were using something from the PD they learned and experienced. Project staff analyzed the videos, compared them to previous videos and interviewed the teachers regarding their uptake of the PD related to content knowledge, pedagogical knowledge and resources used.

Keywords: teacher learning, professional development, pedagogical content knowledge, geometry

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Authors: Tanvi Rajesh Sanghavi

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Introduction: Neurodiversity is a concept which captures the different ways in which everyone's brain functions and is considered as part of normal variation. It is a strength-based approach which focuses on the individual's strengths and capabilities and believes in providing support wherever necessary. In many parts of the world, those diagnosed with autism spectrum disorder have been ostracized and ridiculed due to their sensory and communication differences. Hence, it becomes important for the teachers to have knowledge about autism and understand the needs of children with Autism. Need: India is rich in terms of culture, languages and religious diversity. It is important to study neurodiversity in such a population for better understanding of neurodiverse individuals and appropriate intervention. Aim & objectives: This study seeks teachers' knowledge of the causes, traits and educational requirements of children with autism spectrum disorder (ASD). It also aims to find out whether mainstream schools actually provide training programs to the teachers to manage such children along with the necessary accommodations. Method: The current study was a cross-sectional study conducted among school teachers. A total of 30 school teachers were taken for the study. The participants were enrolled after informed consent. The participants were directed to a google form consisting of objective questions. The first part of the questionnaire elicited information about school, teaching experience, qualification, etc. There were specific questions extracting details on attending/conducting sensitization and professional programs in regard to care for autistic children. The second part of the questionnaire consisted of some basic questions on the teacher’s understanding of diagnosis, traits, causes, road to recovery and understanding the educational and communication needs of autistic children from the teacher’s perspective. The responses were tabulated and analyzed descriptively. Results: Most of the teachers had 5–10 years of teaching experience. The majority of the teachers used the term “special child” for autistic children. Around 54.8% (17 teachers) of the total teachers felt that the parents of autistic children should teach their child to learn adaptive skills and 41.9% of the teachers felt that they should take medical intervention. About 50% of the teachers felt that the cause of autism is related to pre-natal maternal factors and about 40% felt that its cause is genetic. Only a small percentage of teachers felt that they were trained to manage the children with autism. More than 50% of the teachers mentioned that their schools do not conduct training programs for managing these children. Discussion & Conclusion: In this study, the knowledge and perspectives of teachers on children with ASD were studied. The most widely held contemporary belief is that genetic factors play a major part in the development of ASD, although the existing evidence is muddled, with numerous opposing perspectives on the nature of this mechanism. It is worth noting that any culture's level of humanity is mirrored in how that society "treats" its vulnerable population.

Keywords: autism, neurodiversity, awareness, education

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Authors: Somayeh Sharifi

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The purpose of this study is to investigate the effects of collaborative reflection and class observation on improving the quality of teacher training courses and the students reading comprehension skills. 13 inexperienced English teachers teaching elementary courses that were at the same level of proficiency were chosen. Thirteen participants were allocated in two groups, with 7 teachers in the experimental group and the other 6 teachers in the control group. Since two groups were not selected randomly, this study is a form of quasi-experimental research. In addition to a 3-day teacher training course for both groups, teachers in experimental group recorded and observed 20 sessions of their own classes and 30 sessions of experienced teachers’ class and participated in 12 meetings -3 month once a week- in which teachers shared any event that they found interesting during observations and their own teaching and compare it with strategies that they learned in teacher training courses. In contrast, the control group did not engage in any process of observation and collaboration. In order to test students' performance in English before and after the treatment, a Key English Test (KET) was employed to check students' reading skill. The result of the test shows that there is not a significant difference in mean of scores in KET pretest in and, since they are close to each other. However by considering mean and median of posttest in both classes we perceive that although both control and experimental group students' proficiency in English enhanced, there was a significant difference in experimental group students' final scores before and after treatment.

Keywords: collaborative reflection, reading comprehension, teacher training courses, key English test (KET)

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Authors: Haif Alharthy, Samar Altarteer

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Blind and sighted teenagers might find it challenging to communicate and have fun interaction with each other. The previous studies emphasize the importance of the interactive communication of the blind with the sighted people in developing the interpersonal and social skills of the blind people . Playing games is one of the effective ways used to engage the blind with the sighted people and help in enhancing their social skills. However, it is difficult to find a fun game that is designed to encourage interaction between blind and sighted teenagers in which the blind can play it independently without help and that the sighted find its design attractive and satisfying. The aim of this paper is to examine how challenging is to have fun interaction between blind and sighted people and offer interactive tabletop game solution in which both of them can independently participate and enjoy. The paper discusses the importance and the impact of the interactive fun communication between blind and sighted people and how to get them involved with each other through games. The paper investigates several approaches to design a universal game. A survey was conducted for blind teenager’s family members to discover what difficulties they face while playing and communicating with their blind family member and to identify the blind’s needs and interests in games. The study reveals that although families like to play tabletop games with their blind member, they find difficulties in finding universal games that is interesting and adequate for both. Also, qualitative interviews were conducted with blind teenager shows the sufficiency in tabletop games that do not require help from another family member to play the game. The results suggested that an effective approach is to develop an interactive tabletop game embedded with audio and tactile techniques. The findings of the pilot study highlighted the necessary information such as tools, visuals, and game concepts that should be considered in developing interactive card game for blind and sighted teenagers.

Keywords: Blind, card game, communication, interaction, play, tabletop game, teenager

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Authors: Huda Alazmi

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Social studies educational research has, so far, devoted very little attention towards spatial thinking in classroom teaching. To help address such paucity, this study explores the spatial thinking instructional experiences of middle school social studies teachers in Kuwait. The goal is to learn their teaching practices and assess teacher understanding for the spatial thinking concept to enable future improvements. Using a qualitative study approach, the researcher conducted semi-structured interviews to examine the relevant experiences of 14 social studies teachers. The findings revealed three major themes: (1) concepts of space, (2) tools of representation, and (3) spatial reasoning. These themes illustrated how social studies teachers focus predominantly upon simple concepts of space, using multiple tools of representation, but avoid addressing critical spatial reasoning. The findings help explain the current situation while identifying weaker areas for further analysis and improvement.

Keywords: spatial thinking, concepts of space, spatial representation, spatial reasoning

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Authors: Masayuki Mori

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This study investigates the relationship between teachers’ perceptions of the usability of classroom space and various elements, including both physical and non-physical, of classroom environments. With the introduction of the GIGA School funding program in Japan in 2019, understanding its impact on learning in classroom space is crucial. The program enabled local educational authorities (LEA) to make it possible to provide one PC/tablet for each student of both elementary and junior high schools. Moreover, at the same time, the program also supported LEA to purchase other electronic devices for educational purposes such as electronic whiteboards, large displays, and real image projectors. A nationwide survey was conducted using random sampling methodology among 100 junior high schools to collect data on classroom space. Of those, 60 schools responded to the survey. The survey covered approximately fifty items, including classroom space size, class size, and educational electronic devices owned. After the data compilation, statistical analysis was used to identify correlations between the variables and to explore the extent to which classroom environment elements influenced teachers’ perceptions. Furthermore, decision tree analysis was applied to visualize the causal relationships between the variables. The findings indicate a significant negative correlation between class size and teachers’ evaluation of usability. In addition to the class size, the way students stored their belongings also influenced teachers’ perceptions. As for the placement of educational electronic devices, the installation of a projector produced a small negative correlation with teachers’ perceptions. The study suggests that while the GIGA School funding program is not significantly influential, traditional educational conditions such as class size have a greater impact on teachers’ perceptions of the usability of classroom space. These results highlight the need for awareness and strategies to integrate various elements in designing the learning environment of the classroom for teachers and students to improve their learning experience.

Keywords: classroom space, GIGA School, questionnaire survey, teachers’ perceptions

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Authors: Nhac Thanh Huong

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New teaching methods have led to the changes in the teachers’ roles in an English class, in which teachers’ error correction is an integral part. Language error and corrective feedback have been the interest of many researchers in foreign language teaching. However, the techniques and the effectiveness of teachers’ feedback have been a question of much controversy. This present case study has been carried out with a view to finding out the patterns of teachers’ corrective feedback and their impact on students’ uptake in English speaking lessons of legal English major students at Hanoi Law University. In order to achieve those aims, the study makes use of classroom observations as the main method of data collection to seeks answers to the two following questions: 1. What patterns of corrective feedback occur in English speaking lessons for second- year legal English major students in Hanoi Law University?; 2. To what extent does that corrective feedback lead to students’ uptake? The study provided some important findings, among which was a close relationship between corrective feedback and uptake. In particular, recast was the most commonly used feedback type, yet it was the least effective in terms of students’ uptake and repair, while the most successful feedback, namely meta-linguistic feedback, clarification requests and elicitation, which led to students’ generated repair, was used at a much lower rate by teachers. Furthermore, it revealed that different types of errors needed different types of feedback. Also, the use of feedback depended on the students’ English proficiency level. In the light of findings, a number of pedagogical implications have been drawn in the hope of enhancing the effectiveness of teachers’ corrective feedback to students’ uptake in foreign language acquisition process.

Keywords: corrective feedback, error, uptake, speaking English lesson

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Authors: Adnan Ahmad, Yusri Kamin, Asnol Dahar Minghat, Mohd. Khir Nordin, Dayana Farzeha, Ahmad Nabil

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The purpose of this study is to identify the teaching method practices of the practical work subject in Vocational Secondary School. This study examined the practice of Vocational Teaching Method in Automotive Practical Work. The quantitative method used the sets of the questionnaire. 283 students and 63 teachers involved from ten VSS involved in this research. Research finding showed in conducting the introduction session teachers prefer used the demonstration method and questioning technique. While in deliver the content of practical task, teachers applied group monitoring and problem-solving approach. To conclude the task of automotive practical work, teachers choose re-explain and report writing to make sure students really understand all the process of teaching. VTM-APW also involved the competency-based concept to embed in the model. Derived from factors investigated, research produced the combination of elements in teaching skills and vocational skills which could be used as the best teaching method in automotive practical work for school level. As conclusion this study has concluded that the VTM-APW model is able to apply in teaching to make an improvement with current practices in Vocational Secondary School. Hence, teachers are suggested to use this method to enhance student's knowledge in Automotive and teachers will deliver skills to the current and future workforce relevant with the required competency skilled in workplace.

Keywords: vocational teaching method, practical task, teacher preferences, student preferences

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Authors: Muna Al-Siyabi

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When students bring mobile devices into the classrooms, they are frequently viewed as distractions from their daily educational practices rather than developing the twenty-first century skills. Such skills may involve sorting and extracting information, solving problems and evaluating results. Mobile devices, such as smartphones and tablets, have great potential for learning. Currently, schools and universities are embracing these devices with the aim of enhancing education. In Oman, mobile technologies have been introduced in the last ten years in two private schools to keep pace with the technological advancement. The researcher set out to examine the benefits and challenges of employing mobile learning in these two schools with the aim to inform the implementation of mobile technologies in more schools in Oman. The total of 16 teachers and 237 students responded to questionnaires, and 7 teachers and three student focus groups (of 13 students) were involved in interviews to explore how mobile technologies are used in these two schools. The questionnaires indicated that 87.5% of the sample teachers considered mobile learning helpful for learning and teaching. The teachers believed that mobile learning could promote learning, help teaching, offer vast resources, motivate students and save lesson time. Moreover, interviews with the teachers showed that mobile learning could offer several benefits like immediacy, saving lesson time, supporting differentiation, opportunities to learn anywhere, showing understanding, and offering vast resources. Most of the sample were also facing technical and classroom management challenges when employing mobile technologies in their lessons. In the interviews, most teachers complained of the difficulty to control their classes when they had mobile devices, which distracted their attention and understanding. They reported that their students were distracted by games and they needed to be trained to use mobile technologies for educational purposes. Most teachers recommended that certain parameters or restrictions should be established in any mobile learning project that restrict the usage of mobile technologies to educational purposes. In addition, teachers also emphasised that students needed to be trained on the advantages and limitations of mobile technologies. Teachers were also recommending that pedagogical training for using mobile technologies should be considered when implementing mobile learning in schools. These findings reveal that although of the challenges of managing their classes, teachers believe that mobile learning has great potential for learning. These results imply that mobile learning can be effectively implemented in school in Oman if certain factors and restrictions are considered.

Keywords: effective implementation, challenges, mobile learning, opportunities

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Authors: Celeste Labuschagne, Sam Ramaila, Thasmai Dhurumraj

Abstract:

Although formative assessment is acknowledged as crucial for teachers to gauge students’ understanding of subject content, applying formative assessment in an online context is more challenging than in a traditional Physical Sciences classroom. This study examines challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment. The empirical investigation adopted a generic qualitative design and involved three purposively selected Grade 10 Physical Sciences teachers from three different schools and quintiles within the Tshwane North District in South Africa. Data were collected through individual and focus group interviews. Technological, pedagogical, and content knowledge (TPACK) was utilised as a theoretical framework underpinning the study. The study identified a myriad of challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment. These challenges include the utilisation of Annual Teaching Plans, lack of technological knowledge, and internet connectivity. The Department of Basic Education faces the key imperative to provide continuous teacher professional development and concomitant online learning materials that can facilitate meaningful enactment of online formative assessment in various educational settings.

Keywords: COVID-19, challenges, online formative assessment, physical sciences, TPACK

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Authors: Yu-Chen Wei

Abstract:

This study integrated the need fulfillment theory and affective event theory to investigate the effects of the interaction of job involvement and organizational citizenship behavior (OCB) on well-being. Data from 196 paired samples of employees and their supervisors in one supplementary school in Taiwan were analyzed. This study found that while neither job involvement nor OCB directly affects well-being, the interaction of job involvement and OCB can predict well-being. The findings of this study suggest that management can assist employees in improving their well-being by balancing job involvement and OCB.

Keywords: job involvement, organizational citizenship behavior, well-being, need fulfillment

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Authors: Hadi Manjiri, Mahdyeh Bakhshi, Ali Jafari, Maryam Salati

Abstract:

This study investigates the influence of e-learning on teacher-student instructional interactions through the mediating role of computer literacy among elementary school teachers in Tehran. The research method is a survey that was conducted among elementary school students in Tehran. A sample size of 338 was determined based on Morgan's table. A stratified random sampling method was used to select 228 women and 110 men for the study. Bagherpour et al.'s computer literacy questionnaire, Elahi et al.'s e-learning questionnaire, and Lourdusamy and Khine's questionnaire on teacher-student instructional interactions were used to measure the variables. The data were analyzed using SPSS and LISREL software. It was found that e-learning affects teacher-student instructional interactions, mediated by teachers' computer literacy. In addition, the results suggest that e-learning predicts a 0.66 change in teacher-student instructional interactions, while computer literacy predicts a 0.56 change in instructional interactions between teachers and students.

Keywords: e-learning, instructional interactions, computer literacy, students

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Authors: Dorit Alt, Nirit Raichel

Abstract:

Although university teaching is claimed to have a special task to support students in adopting ways of thinking and producing new knowledge anchored in scientific inquiry practices, it is argued that students' habits of learning are still overwhelmingly skewed toward passive acquisition of knowledge from authority sources rather than from collaborative inquiry activities.This form of instruction is criticized for encouraging students to acquire inert knowledge that can be used in instructional settings at best, however cannot be transferred into real-life complex problem settings. In order to overcome this critical inadequacy between current educational goals and instructional methods, the LLAF consortium (including 16 members from 8 countries) is aimed at developing updated instructional practices that put a premium on adaptability to the emerging requirements of present society. LLAF has created a practical guide for teachers containing updated pedagogical strategies and assessment tools, based on the constructivist approach for learning that put a premium on adaptability to the emerging requirements of present society. This presentation will be limited to teachers' education only and to the contribution of the project in providing a scale designed to measure the extent to which the constructivist activities are efficiently applied in the learning environment. A mix-method approach was implemented in two phases to construct the scale: The first phase included a qualitative content analysis involving both deductive and inductive category applications of students' observations. The results foregrounded eight categories: knowledge construction, authenticity, multiple perspectives, prior knowledge, in-depth learning, teacher- student interaction, social interaction and cooperative dialogue. The students' descriptions of their classes were formulated as 36 items. The second phase employed structural equation modeling (SEM). The scale was submitted to 597 undergraduate students. The goodness of fit of the data to the structural model yielded sufficient fit results. This research elaborates the body of literature by adding a category of in-depth learning which emerged from the content analysis. Moreover, the theoretical category of social activity has been extended to include two distinctive factors: cooperative dialogue and social interaction. Implications of these findings for the LLAF project are discussed.

Keywords: constructivist learning, higher education, mix-methodology, structural equation modeling

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Authors: Wei Zhang, Lifen Zhao

Abstract:

The present study aims to translate and validate the Career Motivation Scale among Chinese university and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China.

Keywords: career motivation scale, Chinese University, vocational college teachers, measurement invariance, validation

Procedia PDF Downloads 132

Authors: Ozge Nilay Yalcin

Abstract:

Dialogue has been proposed to be the natural basis for the human-computer interaction, which is behaviorally rich and includes different modalities such as gestures, posture changes, gaze, para-linguistic parameters and linguistic context. However, equipping the system with these capabilities might have consequences on the usability of the system. One issue is to be able to find a good balance between rich behavior and fluent behavior, as planning and generating these behaviors is computationally expensive. In this work, we propose a multi-modal dialogue management system that automates the conversational flow from text-based dialogue examples and uses synchronized verbal and non-verbal conversational cues to achieve a fluent interaction. Our system is integrated with Smartbody behavior realizer to provide real-time interaction with embodied agent. The nonverbal behaviors are used according to turn-taking behavior, emotions, and personality of the user and linguistic analysis of the dialogue. The verbal behaviors are responsive to the emotional value of the utterance and the feedback from the user. Our system is aimed for online planning of these affective multi-modal components, in order to achieve enhanced user experience with richer and more natural interaction.

Keywords: affect, embodied conversational agents, human-agent interaction, multimodal interaction, natural interfaces

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Authors: V. Biasi, A. M. Ciraci, G. Domenici, N. Patrizi

Abstract:

We present two studies centered on the teacher’s perception of self-efficacy and professional competences. The first study aims to evaluate the levels of self-efficacy as attitude in 200 teachers of primary and secondary schools. Teacher self-efficacy is related to many educational outcomes: such as teachers’ persistence, enthusiasm, commitment and instructional behavior. High level of teacher self-efficacy beliefs enhance student motivation and pupil’s learning level. On this theoretical and empirical basis we are planning a second study oriented to assess teacher self-perception of competences that are linked to teacher self-efficacy. With the CDVR Questionnaire, 287 teachers graduated in Education Sciences in e-learning mode, showed an increase in their self-perception of didactic-evaluation and relational competences and an increased confidence also in their own professionalism.

Keywords: teacher competence, teacher self-efficacy, selfperception, self-report evaluation

Procedia PDF Downloads 519