Search results for: science teaching model

Authors: A. Bulatbayeva, A. Kusainov

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In this article has been analyzed Kazakhstani experience in organizing the system after the institute of higher education, legislative-regulative assurance of master preparation, and statistic data in the republic. Have been the features of projecting the master programs, a condition of realization of studying credit system, have been analyzed the technologies of research teaching masters. In conclusion have been given some recommendation on creating personal-oriented environment of research teaching masters.

Keywords: Personal-oriented Environment, Research Teaching, Research Activity, the Technologies of Research Teaching

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Authors: Ken Stevens

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Networked schools have become a feature of education systems in countries that seek to provide learning opportunities in schools located beyond major centres of population. The internet and e-learning have facilitated the development of virtual educational structures that complement traditional schools, encouraging collaborative teaching and learning to proceed. In rural New Zealand and in the Atlantic Canadian province of Newfoundland and Labrador, e-learning is able to provide new ways of organizing teaching, learning and the management of educational opportunities. However, the future of e-teaching and e-learning in networked schools depends on the development of professional education programs that prepare teachers for collaborative teaching and learning environments in which both virtual and traditional face to face instruction co-exist.

Keywords: Advanced Placement, Cybercells, Extranet, Intranet.

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Authors: Joel S. Mtebe, Aron Kondoro, Mussa M. Kissaka, Elia Kibga

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Sub-Saharan Africa is described as the second fastest growing in mobile phone penetration in the world more than in the United States or the European Union. Mobile phones have been used to provide a lot of opportunities to improve people’s lives in the region such as in banking, marketing, entertainment, and paying for various bills such as water, TV, and electricity. However, the potential of mobile phones to enhance teaching and learning has not been explored. This study presents an experience of developing and delivering SMS based quiz questions used to assess mastery of subject content knowledge of science and mathematics secondary school teachers in Tanzania. The SMS quizzes were used as a follow up support mechanism to 500 teachers who participated in a project to upgrade subject content knowledge of teachers in science and mathematics subjects in Tanzania. Quizzes of 10-15 questions were sent to teachers each week for 8 weeks and the results were analyzed using SPSS. Results show that teachers who participated in chemistry and biology subjects have better performance compared to those who participated in mathematics and physics subjects. Teachers reported some challenges that led to poor performance, This research has several practical implications for those who are implementing or planning to use mobile phones in teaching and learning especially in rural secondary schools in sub-Saharan Africa.

Keywords: Mobile learning, e-learning, educational technologies, SMS, secondary education, assessment.

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Authors: Kamolrat Turner, Boontuan Wattanakul

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Critical thinking and creativity are prerequisite skills for working professionals in the 21^st century. A survey conducted in 2014 at the Boromarajonani College of Nursing, Chon Buri, Thailand, revealed that these skills within students across all academic years was at a low to moderate level. An action research study was conducted to develop the EREC IF Model, a framework which includes the concepts of experience, reflection, engagement, culture and language, ICT, and flexibility and fun, to guide pedagogic activities for 75 sophomores of the undergraduate nursing science program at the college. The model was applied to all professional nursing courses. Prior to implementation, workshops were held to prepare lecturers and students. Both lecturers and students initially expressed their discomfort and pointed to the difficulties with the model. However, later they felt more comfortable, and by the end of the project they expressed their understanding and appreciation of the model. A survey conducted four and eight months after implementation found that the critical thinking and creativity skills of the sophomores were significantly higher than those recorded in the pretest. It could be concluded that the EREC IF model is efficient for fostering critical thinking and creativity skills in the undergraduate nursing science program. This model should be used for other levels of students.

Keywords: Critical thinking, creativity, undergraduate nursing students, EREC IF model.

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Authors: Gianpaolo Ghiani, Emanuela Guerriero, Emanuele Manni, Alessandro Romano

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In this article, we deal with a variant of the classical course timetabling problem that has a practical application in many areas of education. In particular, in this paper we are interested in high schools remedial courses. The purpose of such courses is to provide under-prepared students with the skills necessary to succeed in their studies. In particular, a student might be under prepared in an entire course, or only in a part of it. The limited availability of funds, as well as the limited amount of time and teachers at disposal, often requires schools to choose which courses and/or which teaching units to activate. Thus, schools need to model the training offer and the related timetabling, with the goal of ensuring the highest possible teaching quality, by meeting the above-mentioned financial, time and resources constraints. Moreover, there are some prerequisites between the teaching units that must be satisfied. We first present a Mixed-Integer Programming (MIP) model to solve this problem to optimality. However, the presence of many peculiar constraints contributes inevitably in increasing the complexity of the mathematical model. Thus, solving it through a general-purpose solver may be performed for small instances only, while solving real-life-sized instances of such model requires specific techniques or heuristic approaches. For this purpose, we also propose a heuristic approach, in which we make use of a fast constructive procedure to obtain a feasible solution. To assess our exact and heuristic approaches we perform extensive computational results on both real-life instances (obtained from a high school in Lecce, Italy) and randomly generated instances. Our tests show that the MIP model is never solved to optimality, with an average optimality gap of 57%. On the other hand, the heuristic algorithm is much faster (in about the 50% of the considered instances it converges in approximately half of the time limit) and in many cases allows achieving an improvement on the objective function value obtained by the MIP model. Such an improvement ranges between 18% and 66%.

Keywords: Heuristic, MIP model, Remedial course, School, Timetabling.

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Authors: Salam M. H. Kareem

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Instructional or teaching procedures and their proper sequence are essential for high-quality learning outcomes. These actions are the path that the teacher takes during the learning process after setting the learning objectives. Teachers and specialists in the education field should include teaching procedures with putting in place an effective mechanism for the procedure’s implementation to achieve a logical sequence with the desired output of overall education process. Determining the sequence of these actions may be a strategic process outlined by a strategic educational plan or drawn by teachers with a high level of experience, enabling them to determine those logical procedures. While specific actions may be necessary for a specific form, many Physical Education (PE) teachers can work out on various sports disciplines. This study was conducted to investigate the impact of using the teaching sequence of the teaching pyramid in raising the level of enjoyment in swimming classes. Four months later of teaching swimming skills to the control and experimental groups of the study, we figured that using the tools shown in the teaching pyramid with the experimental group led to statistically significant differences in the positive tendencies of students to participate in the swimming classes by using the traditional procedures of teaching and using of successive procedures in the teaching pyramid, and in favor of the teaching pyramid, The students are influenced by enhancing their tendency to participate in swimming classes when the teaching procedures followed are sensitive to individual differences and are based on the element of pleasure in learning, and less positive levels of the tendency of students when using traditional teaching procedures, by getting the level of skills' requirements higher and more difficult to perform. The level of positive tendencies of students when using successive procedures in the teaching pyramid was increased, by getting the level of skills' requirements higher and more difficult to perform, because of the high level of motivation and the desire to challenge the self-provided by the teaching pyramid.

Keywords: Physical education, swimming classes, teaching process, teaching pyramid.

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Authors: Juris Porozovs, Daina Voita, Anda Kauliņa, Toms Voits, Evita Vaļēviča

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Integrative teaching methodology is based on connecting and summarizing knowledge from different subjects in order to create better understanding of different disciplines and improvement of competences in general. Integrative teaching methodology was implemented and realised during one academic year in 17 Latvian schools according with specially worked out programme by specialists of different fields for adaptation in social environment of children and young people with learning, cognitive functions and motor disorders. Implemented integrative teaching methodology consisted from three subsections which were specialised for adaptation in social environment, improvement of cognitive functions and improvement and harmonization of personality. The results of investigation showed that the use of integrative teaching methodology is an effective way for improvement of learning motivation and negotiation of learning disorders of different age schoolchildren.

Keywords: Adaptation in social environment, integrative teaching methodology, learning disorders, learning motivation.

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Authors: Shahlan Surat, Saemah Rahman, Saadiah Kummin

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When teachers reflect and evaluate whether their teaching methods actually have an impact on students’ learning, they will adjust their practices accordingly. This inevitably improves their students’ learning and performance. The approach in meta-teaching can invigorate and create a passion for teaching. It thus helps to increase the commitment and love for the teaching profession. This study was conducted to determine the level of metacognitive thinking of teachers in the process of teaching and learning in the classroom. Metacognitive thinking teachers include the use of metacognitive knowledge which consists of different types of knowledge: declarative, procedural and conditional. The ability of the teachers to plan, monitor and evaluate the teaching process can also be determined. This study was conducted on 377 graduate teachers in Klang Valley, Malaysia. The stratified sampling method was selected for the purpose of this study. The metacognitive teaching inventory consisting of 24 items is called InKePMG (Teacher Indicators of Effectiveness Meta-Teaching). The results showed the level of mean is high for two components of metacognitive knowledge; declarative knowledge (mean = 4.16) and conditional (mean = 4.11) whereas, the mean of procedural knowledge is 4.00 (moderately high). Similarly, the level of knowledge in monitoring (mean = 4.11), evaluating (mean = 4.00) which indicate high score and planning (mean = 4.00) are moderately high score among teachers. In conclusion, this study shows that the planning and procedural knowledge is an important element in improving the quality of teachers teaching in the classroom. Thus, the researcher recommended that further studies should focus on training programs for teachers on metacognitive skills and also on developing creative thinking among teachers.

Keywords: Metacognitive thinking skills, procedural knowledge, conditional knowledge, declarative knowledge, meta-teaching and regulation of cognitive.

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Authors: Nikolina Ribarić

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This paper compares the readiness of chemistry teachers to use information and communication technologies in chemistry in 2018 and 2021. A survey conducted in 2018 on a sample of teachers showed that most teachers occasionally use visualization and digitization tools in chemistry teaching (65%), but feel that they are not educated enough to use them (56%). Also, most teachers do not have adequate equipment in their schools and are not able to use ICT in teaching or digital tools for visualization and digitization of content (44%). None of the teachers find the use of digitization and visualization tools useless. Furthermore, a survey conducted in 2021 shows that most teachers occasionally use visualization and digitization tools in chemistry teaching (83%). Also, the research shows that some teachers still do not have adequate equipment in their schools and are not able to use ICT in chemistry teaching or digital tools for visualization and digitization of content (14%). Advances in the use of ICT in chemistry teaching are linked to pandemic conditions and the obligation to conduct online teaching. The share of 14% of teachers who still do not have adequate equipment to use digital tools in teaching is worrying.

Keywords: Chemistry, digital content, e-learning, ICT, visualization.

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Authors: D. Zabala, Y. Cárdenas, G. Núñez

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In this work the numerical simulation of transient heat transfer in a cylindrical probe is done. An experiment was conducted introducing a steel cylinder in a heating chamber and registering its surface temperature along the time during one hour. In parallel, a mathematical model was solved for one dimension transient heat transfer in cylindrical coordinates, considering the boundary conditions of the test. The model was solved using finite difference method, because the thermal conductivity in the cylindrical steel bar and the convection heat transfer coefficient used in the model are considered temperature dependant functions, and both conditions prevent the use of the analytical solution. The comparison between theoretical and experimental results showed the average deviation is below 2%. It was concluded that numerical methods are useful in order to solve engineering complex problems. For constant k and h, the experimental methodology used here can be used as a tool for teaching heat transfer in mechanical engineering, using mathematical simplified models with analytical solutions.

Keywords: Heat transfer experiment, thermal conductivity, finite difference, engineering education.

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Authors: Jia Xu

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There is a lot of bottom space in the teaching area of Zijingang Campus of Zhejiang University, which benefits to the ventilation, heat dissipation, circulation, partition of quiet and noisy areas and diversification of spaces. Hangzhou is hot in summer but cold in winter, so teachers and students spend much less time in the bottom space of buildings in winter than in summer. Recently, depending on the teachers and students’ proposals, the school transformed the bottom space in the teaching area to provide space for relaxing, chatting and staying in winter. Surveying and analyzing the existing ways to transform, the paper researches deeply on the transformation projects of bottom space in the teaching buildings. It is believed that this paper can be a salutary lesson to make the bottom space in the teaching areas of universities richer and bring more diverse activities for teachers and students.

Keywords: Bottom space, teaching area, transformation, Zijingang Campus of Zhejiang University.

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Authors: Haiyan Wang

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Constructivism, the latest teaching and learning theory in western countries which is based on the premise that cognition (learning) is the result of "mental construction", lays emphasis on the learner's active learning. Guided by constructivism, this thesis discusses the teaching plan and its application in extensive reading course. In extensive reading classroom, emphasis should be laid on the activation of students' prior knowledge, grasping the skills of fast reading and the combination of reading and writing to check extracurricular reading. With three factors supplementing each other, students' English reading ability can be improved effectively.

Keywords: Constructivism, extensive reading, constructivist teaching.

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Authors: Hana Maresova, Daniel Ecler, Miroslava Mensikova

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This article focuses on the use of 3D multi-user virtual environment in language teaching and presents the results of a four-year research at the Palacky University Olomouc Faculty of Education (Czech Republic). Language teaching was conducted in an experimental form in the 3D virtual worlds of Second Life and Kitely (experimental group) and, in parallel to this, there was also traditional teaching conducted on identical topics in the form of lectures using a textbook (control group). The didactic test, which was presented to both of the groups in an identical form before the start of teaching and after its implementation, verified the effect of teaching in the experimental group by comparing the achieved results of both groups. Out of the three components of mother tongue teaching (grammar, literature, composition and communication education) students achieved partial better results (in the case of points focused on the visualization of the subject matter, these were statistically significant) in literature. Students from the control group performed better in grammar and composition. Based on the achieved results, we can state that the most appropriate use of multi-user virtual environment (MUVE) can be seen in teaching those topics that have the possibility of dramatization, experiential learning and group cooperation.

Keywords: 3D virtual reality, multiuser environments, online education, language education.

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Authors: Kamel Hashem, David Mioduser

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This paper describes part of a project about Learningby- Modeling (LbM). Studying complex systems is increasingly important in teaching and learning many science domains. Many features of complex systems make it difficult for students to develop deep understanding. Previous research indicates that involvement with modeling scientific phenomena and complex systems can play a powerful role in science learning. Some researchers argue with this view indicating that models and modeling do not contribute to understanding complexity concepts, since these increases the cognitive load on students. This study will investigate the effect of different modes of involvement in exploring scientific phenomena using computer simulation tools, on students- mental model from the perspective of structure, behavior and function. Quantitative and qualitative methods are used to report about 121 freshmen students that engaged in participatory simulations about complex phenomena, showing emergent, self-organized and decentralized patterns. Results show that LbM plays a major role in students' concept formation about complexity concepts.

Keywords: Complexity, Educational technology, Learning by modeling, Mental models

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Authors: Haiyan Wang

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Being main teaching media and major source of comprehensive target language input, teacher talk plays an important role in learners' second-language acquisition. Under the trend of "learner-centered" teaching mode, some researchers think that the best teacher talk means less. But the author holds that, in Chinese second language classroom, it is not advisable to lay too much stress on the formal students' participation, which requires the teacher to say as little as possible and the student to say as much as possible. The emphasis should be put on how to raise teacher talk's quality.

Keywords: Comprehensive language input, "learner-centered" teaching mode, teacher talk, teacher talk's quality.

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Authors: Haiyan Wang

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As an important input and teaching media in foreign language teaching classes, teacher talk (TT) has a great effect on language output. This paper explores the problems related to teacher talk (TT) and language output in practical ELT (English Language Teaching) classroom and presents some suggestions for solving the problems which affect learner' effective language output.

Keywords: Second language acquisition, teacher talk, language output.

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Authors: Ozlem Bozok, Yusuf Bozok

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The importance of using mother tongue and translation in foreign language classrooms cannot be ignored and translation can be utilized as a method in English Language Teaching courses. There exist researches advocating or objecting to the use of translation in foreign language learning but they all have a point in common: Translation should be used as an aid to teaching, not an end in itself. In this research, prospective English language teachers’ opinions about translation use and use of mother tongue in foreign language teaching are investigated and according to the findings, some explanations and recommendations are made.

Keywords: Exposure to foreign language, translation, foreign language learning, prospective teachers’ opinions, use of L1.

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Authors: Liping Li, Wenan Tan, Na Wang

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With the rapid development of information technology, project management has gained more and more attention recently. Based on CDIO, this paper proposes some teaching reform ideas for software project management curriculum. We first change from Teacher-centered classroom to Student-centered and adopt project-driven, scenario animation show, teaching rhythms, case study and team work practice to improve students' learning enthusiasm. Results showed these attempts have been well received and very effective; as well, students prefer to learn with this curriculum more than before the reform.

Keywords: CDIO, teaching reform, engineering education, project-driven, scenario animation simulation.

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Authors: Kavitha Thamadharan, Nurazean Maarop

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The implementation of e-assessment as tool to support the process of teaching and learning in university has become a popular technological means in universities. E-Assessment provides many advantages to the users especially the flexibility in teaching and learning. The e-assessment system has the capability to improve its quality of delivering education. However, there still exists a drawback in terms of security which limits the user acceptance of the online learning system. Even though there are studies providing solutions for identified security threats in e-learning usage, there is no particular model which addresses the factors that influences the acceptance of e-assessment system by lecturers from security perspective. The aim of this study is to explore security aspects of eassessment in regard to the acceptance of the technology. As a result a conceptual model of secure acceptance of e-assessment is proposed. Both human and security factors are considered in formulation of this conceptual model. In order to increase understanding of critical issues related to the subject of this study, interpretive approach involving convergent mixed method research method is proposed to be used to execute the research. This study will be useful in providing more insightful understanding regarding the factors that influence the user acceptance of e-assessment system from security perspective.

Keywords: Secure Technology Acceptance, E-Assessment Security, E-Assessment, Education Technology.

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Authors: Irina-Ana Drobot

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Teaching English to Engineers is part of English for Specific Purposes, a domain which is under the attention of English students especially under the current conditions of finding jobs and establishing partnerships outside Romania. The paper will analyse the existing textbooks together with the teaching strategies they adopt. Teaching English to Engineering students can intersect with domains such as psychology and cultural studies in order to teach them efficiently. Textbooks for students of ESP, ranging from those at the Faculty of Economics to those at the Faculty of Engineers, have shifted away from using specialized vocabulary, drills for grammar and reading comprehension questions and toward communicative methods and the practical use of language. At present, in Romania, grammar is neglected in favour of communicative methods. The current interest in translation studies may indicate a return to this type of method, since only translation specialists can distinguish among specialized terms and determine which are most suitable in a translation. Engineers are currently encouraged to learn English in order to do their own translations in their own field. This paper will analyse the issue of the extent to which it is useful to teach Engineering students to do translations in their field using cognitive psychology applied to language teaching, including issues such as motivation and social psychology. Teaching general English to engineering students can result in lack of interest, but they can be motivated by practical aspects which will help them in their field. This is why this paper needs to take into account an interdisciplinary approach to teaching English to Engineers.

Keywords: Cognition, ESP, motivation, psychology.

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Authors: Dení Stincer Gómez, Zuraya Monroy Nasr

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Pedagogy of science historically has given priority to teaching strategies that mobilize the cognitive mechanisms leaving out emotional mechanisms. Modern epistemology, cognitive psychology and psychoanalysis begin to argue and prove that emotions are relevant epistemological functions. They are 1) the selection function: that allows the perception and reason choose, to multiple alternative explanation of a particular fact, those are relevant and discard those that are not, 2) heuristic function: that is related to the activation cognitive processes that are effective in the process of knowing; and 3) the so-called content-bearing function: it argues that emotions provide the material reasoning that is subsequently transformed into linguistic propositions. According to these hypotheses, scientific knowledge seems to come from emotions that meet these functions. This paper argues that science education must start from the presence of certain emotions in the learner if we want to form citizens with a scientific or cultural future.

Keywords: Epistemic emotions, science education, formation of citizens and scientists, epistemic functions of emotions.

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Authors: Wannakarn Likitrattanaporn

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The ultimate purpose of this investigation was to determine the teachers’ opinions as well as students’ opinions towards the Adapted English Lessons. The subjects of the study were 5 Thai teachers, who teach English, and 85 Grade 10 mixed-ability students at Triamudom Suksa Pattanakarn Ratchada School, Bangkok, Thailand. The research instruments included questionnaires and the informal interview. The data from the research instruments was collected and analyzed concerning linguistic principles of minimal pair and articulatory phonetics as well as teaching techniques of mimicry-memorization; vocabulary substitution drills, language pattern drills, reading comprehension exercise, practicing listening, speaking and writing skill and communicative activities; informal talk and free writing. The data was statistically compiled according to an arithmetic percentage. The results showed that the teachers and students have very highly positive opinions towards adapting linguistic principles for teaching and learning phonological accuracy. Teaching techniques provided in the Adapted English Lessons can be used efficiently in the classroom. The teachers and students have positive opinions towards them too.

Keywords: Applying linguistic principles and teaching techniques, teachers’ and students’ opinions, teaching English, the Adapted English Lessons.

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Authors: Alex Elentukh

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The paper is based on data collected from final exams administered during five years teaching the graduate course in software engineering. The visualization instrument with four distinct personas has been used to improve effectiveness of each class. The study offers a plethora of clues toward students' behavioral preferences. Diversity among students (professional background, physical proximity) is too significant to assume a single face of a learner. This is particularly true for a body of on-line graduate students in computer science. Conclusions of the study (each learner is unique and each class is unique) are extrapolated to demystify the notion of an 'average software engineer'. An immediate direction for an educator is to assure a course applies to a wide audience of very different individuals. On another hand, a student should be clear about his/her abilities and preferences - to follow the most effective learning path.

Keywords: K.3.2 computer & information science education, learner profiling, adaptive learning, software engineering.

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Authors: Faroogh Khakzad, Marzieh Dehghani, Elahe Hejazi

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The present study investigates the effect of teaching a Thinking and Research lesson by cooperative and traditional methods on the creativity of sixth-grade students in Piranshahr province. The statistical society includes all the sixth-grade students of Piranshahr province. The sample of this studytable was selected by available sampling from among male elementary schools of Piranshahr. They were randomly assigned into two groups of cooperative teaching method and traditional teaching method. The design of the study is quasi-experimental with a control group. In this study, to assess students’ creativity, Abedi’s creativity questionnaire was used. Based on Cronbach’s alpha coefficient, the reliability of the factor flow was 0.74, innovation was 0.61, flexibility was 0.63, and expansion was 0.68. To analyze the data, t-test, univariate and multivariate covariance analysis were used for evaluation of the difference of means and the pretest and posttest scores. The findings of the research showed that cooperative teaching method does not significantly increase creativity (p > 0.05). Moreover, cooperative teaching method was found to have significant effect on flow factor (p < 0.05), but in innovation and expansion factors no significant effect was observed (p < 0.05).

Keywords: Cooperative teaching method, traditional teaching method, creativity, flow, innovation, flexibility, expansion, thinking and research lesson.

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Authors: Irene Rothe

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Object-oriented programming is a wonderful way to make programming of huge real life tasks much easier than by using procedural languages. In order to teach those ideas to students, it is important to find a good task that shows the advantages of OOprogramming very naturally. This paper gives an example, the game Battleship, which seems to work excellent for teaching the OO ideas (using Java, [1], [2], [3], [4]). A three-step task is presented for how to teach OO-programming using just one example suitable to convey many of the OO ideas. Observations are given at the end and conclusions about how the whole teaching course worked out.

Keywords: OO ideas, Java, teaching, engineering students.

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Authors: Wen-Chao Tang, Tang-Yi Liu, Ming Gao, Gang Xu, Hua-Yuan Yang

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This study developed a method for teaching acupuncture manipulation in small groups optimized with the theory of motor learning. Sixty acupuncture students and their teacher participated in our research. Motion videos were recorded of their manipulations using the lifting-thrusting method. These videos were analyzed using Simi Motion software to acquire the movement parameters of the thumb tip. The parameter velocity curves along Y axis was used to generate small teaching groups clustered by a self-organized map (SOM) and K-means. Ten groups were generated. All the targeted instruction based on the comparative results groups as well as the videos of teacher and student was provided to the members of each group respectively. According to the theory and research of motor learning, the factors or technologies such as video instruction, observational learning, external focus and summary feedback were integrated into this teaching method. Such efforts were desired to improve and enhance the effectiveness of current acupuncture teaching methods in limited classroom teaching time and extracurricular training.

Keywords: Acupuncture, group teaching, video instruction, observational learning, external focus, summary feedback.

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Authors: Zeineb Deymi-Gheriani

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In the last two decades, one can clearly observe a boom of interest for e-learning and web-supported programs. However, one can also notice that many of these programs focus on the accumulation and delivery of content generally as a business industry with no much concern for theoretical underpinnings. The existing research, at least in online English language teaching (ELT), has demonstrated a lack of an effective online teaching pedagogy anchored in a well-defined theoretical framework. Hence, this paper comes as an attempt to present constructivism as one of the theoretical bases for the design of an effective online language teaching pedagogy which is at the same time technologically intelligent and theoretically informed to help envision how education can best take advantage of the information and communication technology (ICT) tools. The present paper discusses the key principles underlying constructivism, its implications for online language teaching design, as well as its limitations that should be avoided in the e-learning instructional design. Although the paper is theoretical in nature, essentially based on an extensive literature survey on constructivism, it does have practical illustrations from an action research conducted by the author both as an e-tutor of English using Moodle online educational platform at the Virtual University of Tunis (VUT) from 2007 up to 2010 and as a face-to-face (F2F) English teaching practitioner in the Professional Certificate of English Language Teaching Training (PCELT) at AMIDEAST, Tunisia (April-May, 2013).

Keywords: Active learning, constructivism, experiential learning, Piaget, Vygotsky.

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Authors: Ali Payan

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The aim of this paper is to evaluate the performance of the faculties of Islamic Azad University of Zahedan Branch based on two-component (teaching and research) decision making units (DMUs) in data envelopment analysis (DEA). Nowadays it is obvious that most of the systems as DMUs do not act as a simple inputoutput structure. Instead, if they have been studied more delicately, they include network structure. University is such a network in which different sections i.e. teaching, research, students and office work as a parallel structure. They consume some inputs of university commonly and some others individually. Then, they produce both dependent and independent outputs. These DMUs are called two-component DMUs with network structure. In this paper, performance of the faculties of Zahedan branch is calculated by using relative efficiency model and also, a formula to compute relative efficiencies teaching and research components based on DEA are offered.

Keywords: Data envelopment analysis, faculties of Islamic Azad University of Zahedan branch, two-component DMUs.

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Authors: Fiasal Assiri, Joanna Wincenciak, David Morrison-Love

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With the rapid spread of the COVID-19 pandemic, the Saudi government suspended students from going to school to combat the outbreak. As e-learning was not applied at all in schools, online teaching and learning have been revived in Saudi Arabia by providing a new platform called ‘Madrasati’. The Decomposed Theory of Planned Behaviour (DTPB) is used to examine individuals’ intention behaviour in many fields. Nevertheless, the factors that affect teachers’ continuance intention of the Madrasati platform have not yet been investigated. The purpose of this paper is to present a conceptual model in light with DTPB. To enhance the predictability of the model, the study incorporates other variables including learning content quality and interactivity as sub-factors under the perceived usefulness, students and government influences under the subjective norms, and technical support and prior e-learning experience under the perceived behavioural control. The model will be further validated using a mixed methods approach. Such findings would help administrators and stakeholders to understand teachers’ needs and develop new methods that might encourage teachers to continue using Madrasati effectively in their teaching.

Keywords: Madrasati, Decomposed Theory of Planned Behaviour, continuance intention, attitude, subjective norms, perceived behavioural control.

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Authors: Ersen Yazıcı, Erhan Ertekin

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In this study, any possible differences between mathematics beliefs and anxiety of prospective elementary mathematics teachers have been investigated according to their gender. In this purpose, 1st, 2nd, 3rd and 4th grade students from a Government University in Turkey were selected as a sample. Mathematics Teaching Anxiety Scale (MATAS) and Beliefs About Mathematics Survey (BAMS) has been used as data collection tools. As a result of the study, it has been observed that prospective male teachers have more instrumentalist approach in learning mathematics than females according to their mathematical beliefs. On the other hand, females have more mathematics teaching anxiety than males especially, for subject knowledge in mathematics and selfconfidence.

Keywords: Mathematical beliefs, mathematics teaching anxiety, gender, prospective elementary mathematics teachers.

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