Contribution of Conceptual Mapping to Understanding and Memorizing: An Intervention Program for a Student with Special Learning Difficulties in The History Lesson
The current educational research conducted in the context of special education is an attempt to ascertain whether conceptual maps enhance memory and help a child with special learning difficulties in understanding a theoretical lesson, such as the lesson of history. That is why a first-grade Junior high school student diagnosed with special learning difficulties is chosen, who was discouraged by his ineffectual attempt to understand and retrace the lesson of history no longer showed any interest in the lesson. In the framework of this qualitative research, in order to verify the effectiveness of the conceptual maps, a personalized intervention is made in the lesson of history for the student of the first grade, constructing the conceptual maps on the computer with the help of the software program "Inspiration 9". The lessons were based on the book of the history of first-grade Junior high school and refer to the Classical era in Athens. The intervention program lasted five weeks and the student actively participated in this. Upon completion of the intervention, as well as the student's answers to the same test on the 5th and 7th week of intervention, together with the information given to us by the school teacher and the special education teacher in the integration section, verified the valuable help of conceptual charts in this lesson. In particular, their effectiveness in the field of education and in particular of special education was established and the conditions necessary for conceptual charts to help as much as possible in teaching were explored.
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The document discusses learner strategies and their implications for second or foreign language teaching. It reviews previous research on learner strategies and how they affect language learning success. Learner strategies refer to conscious actions and behaviors used by language learners to improve language learning. The document aims to provide ideas for how language teachers can (1) incorporate learner strategies into curriculum, (2) provide learners with a menu of strategies to choose from for different tasks, and (3) help develop habits of good language learners through strategies training.
Making scientific concepts explicit through explanations simulations of a hig...Lazar Stosic
There is a current research interest into high-leverage teaching practices which are geared towards making concepts explicit to learners. Explanations are a common practice in science education for sharing and constructing meaning with students. However, current studies insufficiently articulate a framework for understanding pre-service teachers’ explanations; neither do they assess the practical criteria for development. This article documents various criteria for pre-service science teachers’ explanations as related to the cognitive science literature and their assessment in the context of an instrument designed for teacher education. A rubric was constructed which organized structural and supportive elements into three levels. A validation process is described, and its application in teacher education programs to detect possible patterns and changes in pre-service science teachers’ explanations. The results show the explanation strengths of pre-service teachers working with examples, graphs and images. However, difficulties were found in using and improving analogies, metaphors, and models, and also approaching mis-conceptions as a learning opportunity. Theoretical and practical issues are discussed from a cognitive perspective. We conclude that the signaling implications of using rubrics sensitive to progress-monitoring during teacher education for high-leverage teaching practices give opportunities to simulate and rehearse practices that are highly conducive to learning.
Observational study on teachers’ approach in teaching children with autism to...Alexander Decker
This document summarizes an observational study on the approaches used by teachers to teach reading to children with autism. Two special education teachers at an autism center participated in the study. The researchers observed the teachers' reading lessons at different times and analyzed the phases of reading instruction. The teachers did not rely on a single theory, but instead used a combination of theories, including traditional, cognitive, and metacognitive reading theories as well as Vygotsky's sociocultural theory. The findings suggest teachers should consider students' unique cognitive and social characteristics and employ various techniques to effectively promote reading skills in children with autism.
Assessment of mathematics textbooks potential in terms of student’s motivatio...Alexander Decker
The document analyzes mathematics textbooks used in grades 6-9 in Kosovo in terms of their potential to motivate students and enhance comprehension. Two methods are used - Rivers matrix and Skovsmose's learning milieus. The Rivers matrix finds textbooks lack factors like historical notes, biographies, and real-world applications that motivate students. Most examples are abstract with few real-life connections. Tasks are also largely disconnected from real contexts. The textbooks have a logic-focused philosophy with little attention to engaging students or connecting to their experiences. Overall, the analysis finds the textbooks provide limited support for motivation and comprehension.
Self-Efficacy, Scientific Reasoning, and Learning Achievement in the STEM Pro...Nader Ale Ebrahim
The main goal of education is to prepare students for future job opportunities and civic responsibilities, and this is one of the biggest challenges in the 21st century. Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL) prepare students to master their new role as a global citizen with greater responsibilities. This systematic review analyzed 265 papers that are related to the STEM PjBL. The papers were collected from well-known databases such as Web of Science® and SCOPUS by using the quality assessment and relevant criteria. This study inspected the top 48 distinguished papers by covering three dimensions, Search result, Subject, and Research methodology. STEM and PjBL come together, due to the natural overlap between the fields of Science, Technology, Engineering, Mathematics and PjBL. The fully integrated STEM with PjBL can increase the effectiveness of teaching. Nonetheless, this inspection uncovered that previous research has not fully integrated STEM with PjBL. Thus, despite the wealth of existing research, there are still significant opportunities for future research on STEM PjBL in high schools to prepare students for 21st century challenges.
The document discusses several areas of research that have implications for 21st century teaching and learning. It summarizes research on educational neuroscience, cognitive science, technology, and constructivism. The research emphasizes applying findings from neuroscience in conjunction with other fields to inform educational practices. It also found that student learning outcomes increase when they control their own learning in a constructivist environment. This implies a shift towards project-based and student-centered pedagogies utilizing technology.
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The document discusses learner strategies and their implications for second or foreign language teaching. It reviews previous research on learner strategies and how they affect language learning success. Learner strategies refer to conscious actions and behaviors used by language learners to improve language learning. The document aims to provide ideas for how language teachers can (1) incorporate learner strategies into curriculum, (2) provide learners with a menu of strategies to choose from for different tasks, and (3) help develop habits of good language learners through strategies training.
Making scientific concepts explicit through explanations simulations of a hig...Lazar Stosic
There is a current research interest into high-leverage teaching practices which are geared towards making concepts explicit to learners. Explanations are a common practice in science education for sharing and constructing meaning with students. However, current studies insufficiently articulate a framework for understanding pre-service teachers’ explanations; neither do they assess the practical criteria for development. This article documents various criteria for pre-service science teachers’ explanations as related to the cognitive science literature and their assessment in the context of an instrument designed for teacher education. A rubric was constructed which organized structural and supportive elements into three levels. A validation process is described, and its application in teacher education programs to detect possible patterns and changes in pre-service science teachers’ explanations. The results show the explanation strengths of pre-service teachers working with examples, graphs and images. However, difficulties were found in using and improving analogies, metaphors, and models, and also approaching mis-conceptions as a learning opportunity. Theoretical and practical issues are discussed from a cognitive perspective. We conclude that the signaling implications of using rubrics sensitive to progress-monitoring during teacher education for high-leverage teaching practices give opportunities to simulate and rehearse practices that are highly conducive to learning.
Observational study on teachers’ approach in teaching children with autism to...Alexander Decker
This document summarizes an observational study on the approaches used by teachers to teach reading to children with autism. Two special education teachers at an autism center participated in the study. The researchers observed the teachers' reading lessons at different times and analyzed the phases of reading instruction. The teachers did not rely on a single theory, but instead used a combination of theories, including traditional, cognitive, and metacognitive reading theories as well as Vygotsky's sociocultural theory. The findings suggest teachers should consider students' unique cognitive and social characteristics and employ various techniques to effectively promote reading skills in children with autism.
Assessment of mathematics textbooks potential in terms of student’s motivatio...Alexander Decker
The document analyzes mathematics textbooks used in grades 6-9 in Kosovo in terms of their potential to motivate students and enhance comprehension. Two methods are used - Rivers matrix and Skovsmose's learning milieus. The Rivers matrix finds textbooks lack factors like historical notes, biographies, and real-world applications that motivate students. Most examples are abstract with few real-life connections. Tasks are also largely disconnected from real contexts. The textbooks have a logic-focused philosophy with little attention to engaging students or connecting to their experiences. Overall, the analysis finds the textbooks provide limited support for motivation and comprehension.
Self-Efficacy, Scientific Reasoning, and Learning Achievement in the STEM Pro...Nader Ale Ebrahim
The main goal of education is to prepare students for future job opportunities and civic responsibilities, and this is one of the biggest challenges in the 21st century. Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL) prepare students to master their new role as a global citizen with greater responsibilities. This systematic review analyzed 265 papers that are related to the STEM PjBL. The papers were collected from well-known databases such as Web of Science® and SCOPUS by using the quality assessment and relevant criteria. This study inspected the top 48 distinguished papers by covering three dimensions, Search result, Subject, and Research methodology. STEM and PjBL come together, due to the natural overlap between the fields of Science, Technology, Engineering, Mathematics and PjBL. The fully integrated STEM with PjBL can increase the effectiveness of teaching. Nonetheless, this inspection uncovered that previous research has not fully integrated STEM with PjBL. Thus, despite the wealth of existing research, there are still significant opportunities for future research on STEM PjBL in high schools to prepare students for 21st century challenges.
The document discusses several areas of research that have implications for 21st century teaching and learning. It summarizes research on educational neuroscience, cognitive science, technology, and constructivism. The research emphasizes applying findings from neuroscience in conjunction with other fields to inform educational practices. It also found that student learning outcomes increase when they control their own learning in a constructivist environment. This implies a shift towards project-based and student-centered pedagogies utilizing technology.
MUSEUM PENDIDIKAN INDONESIA: HAS IT BEEN USEFUL?IJITE
This document discusses a case study that examined the Museum Pendidikan Indonesia to determine if it has been useful as a learning resource. Interviews were conducted with the museum head and visitors. The results showed that while the museum has served its role as a learning resource through various programs, it still needs improvements to collections, displays, promotions, and systems to better maximize its potential.
Effect of Multiple Intelligence- Based Instructional Technique (MIBIT) On Stu...iosrjce
The study determined the effect of Multiple Intelligence Based Instructional Technique (MIBIT) on
students’ achievement and interest in the learning of difficult biology concepts. Two research questions were
asked and two research hypotheses were formulated and tested at 0.05 level of significance. The research
design was a quasi – experimental study. The sample was made up of seventy four (74) senior secondary one
(SS1) students from two randomly selected co-educational secondary schools from Aguata Education Zone of
Anambra state. The Biology Interest Scale (BIS) was the instrument used for data collection. Cronbach Alpha
was used to determine the reliability of BIS which yielded the coefficient of internal consistent of 0.85 . Mean
and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA)
was used to test the null hypotheses at p<0.05. The result of the findings indicated that MIBIT promotes
academic interest in difficult biology concepts. Gender was discovered to have no significant influence on
students ’academic interest. No interaction effect existed between MIBIT and gender on students’ overall
interest. Conclusion from the findings led to various recommendations, some of which are that biology teachers
should adopt the MIBIT in the teaching of difficult biology concepts in order to carter for the diverse learning
styles of students in their classroom and promote students’ interest. Curriculum designers should integrate
MIBIT in the curriculum and teachers should be sponsored to workshops and seminars on how to improve their
teaching skills using MIBIT
This document describes how a science lesson was developed and implemented based on multiple intelligences theory. It begins by providing background on multiple intelligences theory and its potential benefits for science teaching and learning. It then describes how a lesson on particulate nature of matter was taught to an 8th grade class in Turkey. The lesson was developed using Gardner's multiple intelligences theory and involved identifying students' intelligences, considering challenges they may face with the topic, and designing activities matched to different intelligences. Observation of the lesson provided insights into effectively planning and carrying out multiple intelligences-based science lessons.
[16 27]effect of problem solving teaching strategy on 8th grade students’ att...Alexander Decker
The document summarizes a study that examined the effects of problem-solving teaching strategies on 8th grade students' attitudes toward science. The study used an experimental research design where one group received problem-solving instruction while the other received traditional teaching. Students in the experimental group showed significantly greater positive improvement in their attitudes toward science learning compared to the control group. The study concludes that incorporating problem-solving strategies into science teaching can help improve students' attitudes toward learning science.
This document discusses using mind maps to improve university students' academic writing abilities. It begins by defining academic writing and noting the challenges students face, particularly English language learners. The document then introduces mind maps as a tool to help students organize and generate ideas. An experiment was conducted with 30 agriculture students writing essays on ICT uses in agriculture with and without mind maps. Results showed students included an average of 7 points of interest in their first essays but 13 points after learning mind mapping, indicating mind maps doubled the number of ideas students incorporated into their writing. The document concludes that mind maps can help students improve their academic writing by facilitating idea generation and organization.
Enhancing Pupils’ Knowledge of Mathematical Concepts through Game and Poemiosrjce
The study investigated the effects of game and poem enhanced instruction on pupils’ knowledge of
mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and
sphere; Capacity and Weight). A total of 344 pupils from twelve (12) public primary schools of Ogbia and
Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest
control group quasi-experimental design was adopted in the research. The moderating effects of gender were
also examined on the independent and dependent variables. Using ANCOVA statistics, the results revealed that
pupils exposed to game and poem enhanced instruction have better mean score in knowledge of mathematics
concepts than the control groups. Poem was found to be more effective in improving pupils’ knowledge of
mathematics concepts than game and a non-significant gender difference existed in the mean scores in
knowledge of mathematics concepts. There was no significant interaction effect of gender on pupils’ knowledge
of mathematics concepts. The implication of the findings was discussed and appropriate recommendations were
made.
Conceptions and Reasonings of Beninese Learners in Solving Physics Problems I...inventionjournals
In this work, we describe the modes of reasoning of the learners in order to resolve two types of problems and involving the object "acceleration" in a scientific context and the object "rapidity" in an empirical context or everyday life. These learners are young Beninese students with a scientific G.C.E.A.Level and who have been trained according to the competency approach by qualified teachers with at least five years of experience and with course materials authorized by the inspection directorate education and secondary education. From the different analyzes (lexical and sequential), it emerges that in the resolution of these problems, the concepts, rules and formulas mobilized by these learners appear as concepts and theorems-in-act (Vergnaud, 1994) Categorized profiles and according to the contexts of investigation. Different modes of reasoning stem from their distances from the design intended for the object of investigation. If, according to Rey, Defrance and Kahn (2006) and Carette (2009), reasonings and conceptions are indispensable to be competent, it seems to us that the didactic choices prescribed by the actors of the Beninese education system in the implementation of this new approach will allow Difficult to achieve the objectives of the change of approach.
Tesla T-Pack Instructional Design Model in Virtual Reality for Deeper Learnin...2dimpaian
The presentation is related to the Instructional Design of the TESLA project; an innovative instructional design constitutes the basis of the Palestinian Universities Curriculum redesign to incorporate Virtual Reality Environments in the Higher Education teaching and learning practice.
In general, TESLA project will enable Palestinian HEIs to offer higher capabilities in translating some major key-concept into a dynamic and a fully interactive VR component.
Due to the special geopolitical context of Palestinian territories and restrictions imposed by the occupation, the virtual reality will offer students, researcher and academic staff in Palestinian universities the ability to conduct research in simulated virtual labs and avoiding on the same time mobility issues, access to material, lack of specialized laboratories, and the expensive character of such experiences.
On the other hand, virtual reality will be expanded in this project to include the instruction of GIS courses by a common learning management system using maps and built-in GIS tools which enable students to perform tests and simulate real-life conditions in an instructional evaluated context.
The main characteristics of the VR project will tend to offer better service then consolidate multiple functions into one tool, decreasing need for supplies and equipment, empowerment of users, improved interface, increased customizability, increased longevity, increased productivity, reduced user effort, reduced environmental impact, and finally saving of money.
Aims and Objectives
❖ Concrete aims
● Involving Palestinian HEI's in Research Movement related to Virtual Reality in Europe.
● Encourage Palestinian researchers and academics to have an interest in topics related to Ergonomics, Cognitive Psychology, and Human Impact.
● Reduce the cost of material related to experimentation and mobility issues.
● Reduce risks by offering simulated controlled environment and immersive learning experience.
● Involving Palestinian 3D Modellers and Programmers into the VR development process.
❖ Concrete Objectives
● Setting-up a common VR development framework throughout Palestinian HEI’s providing excellence in term of instructional design, development, and exploitation of services.
● Designing, piloting, and evaluating first courses which integrate the VR concept.
● Creating an international research network about VR integration into instructional technologies.
● Implementing immersive learning experience into technical courses with a high - level of abstraction like topography, criminology, and geography.
REFERENCE
TESLA / ERASMUS+ PROJECT
http://www.tesla-vr.net/index.php/en/index.php
Optimising the use of note-taking as an external cognitive aid for increasing...Tamas Makany
This study compared the effectiveness of linear note-taking versus a non-linear (SmartWisdom) note-taking technique. 26 adult learners participated and were split into a linear note-taking group and a non-linear note-taking group. Both groups took notes during two video presentations - a science lecture and a panel discussion. They were then tested on comprehension, accuracy, knowledge representation, memory, and metacognition. The researchers hypothesized that non-linear note-taking would lead to better cognitive performance.
Using Visual Aids to Enhance Third Year Undergraduate Teacher Trainee Student...Premier Publishers
There is a plethora of teaching strategies that are espoused by the science teacher to attain his/her lesson objectives. Researchers have over the years found most of these methods, the tactics used by teachers in teaching, to be effective in teaching science concepts to learners. However, research has not ascertained which one teaching strategy is most effective in imparting knowledge to learners. This study seeks to find an appropriate teaching strategy that will arouse the interest and participation of students in the teaching and learning process. Visual aids were employed as the main intervention strategy. A total of one hundred third year undergraduate teacher trainees from the University of Education, Winneba, Ghana constitute the research sample. The participants were put into experimental and control groups. Tests and questionnaires were the main instruments used to collect data for analysis. Data collected were analyzed quantitatively using the Statistical Package for the Social Sciences, SPSS. The study found that the academic achievement of the students in the experimental group improved tremendously after the intervention, as opposed to that of their counterparts in the control group. The study concludes with the recommendation that visual aids should be used to teach concepts of science that are abstract in nature in order to make the lesson real to the learners.
The effects of collaborative learning on problem solving abilities among seni...Alexander Decker
This study investigated the effects of collaborative learning on problem solving abilities among senior secondary physics students learning about simple harmonic motion (SHM). The study found that:
1) Most physics teachers in the schools studied lacked proper teaching qualifications.
2) Students faced difficulties with SHM problems due to lack of understanding terms, basic math skills, and confidence. They benefited from collaborative learning and computer simulations.
3) Students taught with collaborative learning scored significantly higher on problem solving tests than those taught with traditional methods, showing collaborative learning improved problem solving abilities in SHM.
Dr. M.THIRUNAVUKKARASU
Research Associate
Department of Education
Bharathidasan University,
Tiruchirappalli - 620 024, Tamil Nadu, India
E-mail: edutechthiru@gmail.com
Professionalism in teaching mathematics demographic profiling of secondary sc...Alexander Decker
1) The document profiles secondary school mathematics teachers in Taraba State, Nigeria based on their teaching experience, university subject studied, and academic qualifications.
2) It surveyed 327 secondary school mathematics teachers and found that they come from diverse backgrounds and less than 40% have teacher certification in mathematics education.
3) The study aimed to examine teachers' conceptions of problem solving and how they relate to professionalism in teaching mathematics, in order to help address poor student performance in the subject.
Development of Science Process Skills among Nigerian Secondary School Science...Premier Publishers
Abstract
Science process skills (SPS) are skills that occur naturally and spontaneously in our minds as we think individually, collectively and logically about how the world or nature works. Science exposes the knowledge about how the world works. It is this scientific knowledge that builds up scientific character which modern science teachings tries to nurture in the learner. Consequently, SPS are transferable skills needed to undertake meaningful scientific enquiry. This paper highlighted the different science process skills and how some could be developed as we learn science in school. Some advantages and disadvantages were discussed and conclusion drawn.
Impact of working memory on academic achievement of university science studen...Alexander Decker
This document discusses the relationship between working memory and academic achievement in university science students in Pakistan. It begins by defining working memory as the ability to temporarily store and manipulate information. The study found no significant gender differences in working memory or academic achievement among 150 male and 150 female university science students. Previous research has linked working memory to academic performance, but little research had examined this relationship among Pakistani university students.
This document summarizes modern developments in science education based on a review of recent research literature. It finds that science education worldwide is facing a crisis, as interest in science is declining and students are not being adequately prepared for careers requiring science and technology skills. The document outlines several promising teaching approaches to improve science learning, such as concept mapping, analogies, inquiry-based learning, and addressing environmental issues. It also reviews research published between 2008-2011 on factors influencing science education, such as teaching methods, students' conceptions, and curriculum and assessment. The overall goal is to identify ways to enhance science learning and improve the quality of science education.
An Analysis Of Science Textbooks For Grade 6 The Electric Circuit LessonLisa Cain
The document analyzes and compares how electric circuits are presented in 6th grade science textbooks in Finland and Thailand. It finds that:
1) The Thai textbook emphasized procedural knowledge, while the Finnish textbook emphasized conceptual knowledge to a greater extent.
2) Both textbooks introduced physics concepts by describing their relation to other concepts introduced earlier.
3) Representations used included diagrams, pictures, and tables to clarify concepts, employing traditional contexts like technical applications and how technology relates to society.
This document provides a rationale and scope and sequence for a 6-week unit on the global environment movement. The unit aims to develop students' understanding of environmental threats like deforestation and climate change since the 1960s, and the responses of governments and organizations. It will do this through lessons incorporating visual images and strategies like comic strips, posters, documentaries, and a graphic organizer. The unit is meant to engage students in considering notions of responsibility regarding the environment and thinking critically about its significance and continuity/change over time.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Didactic Modules to Improve Academic Performance in Programmable Logic ControlQUESTJOURNAL
This document summarizes a research paper that studied the design and implementation of didactic modules to improve student academic performance in programmable logic control. Control and experimental student groups were established to compare the effects of traditional instruction versus instruction using the new modules. The modules were designed for simplicity, versatility, and to optimize time and space during practical exercises. Evaluations before and after the course found that students using the modules showed greater improvements in interpreting truth tables, translating equations to diagrams, logic sequencing, and control system implementation compared to the control group. Use of the modules also reduced material delivery time, connection time, and space needed for practical exercises. The study concluded the modules were effective at improving student academic performance and logistical aspects of practical
Development of Syntax for Learning Chemistry Based On EtnoSTEM to Build Scien...AJHSSR Journal
ABSTRACT: Local culture in learning canimprovestudents' scientificliteracy and criticalthinkingskills. The
purpose of thisresearchis to develop a local culture-basedchemistrylearningsyntaxthatcan train students'
scientificliteracy and criticalthinkingskills. This researchwasconductedusingresearch and developmentmethods.
The development model in thisstudyincludes five procedures, namelypreliminaryresearch, productdevelopment,
expert validation, testing, and implementation. The final productis an ethno-STEM-basedlearningsyntax,
namely, HENIE.The results of the development of the HENIE syntax show that (1) the validation of the syntax
product is in the Good and Very Good categories. The validator also gave a positive response to this research,
(2) the percentage of lesson plan assessment of 90.90% was in the Good category, (3) the percentage of learning
implementation assessment of 95.80% was in the very good category, (4) student literacy ability assessment is
in the good category, and (5) the percentage of students' critical thinking skills reaching 85.83% is in the Good
category.
Keywords –syntax, ethno-STEM, science literacy skills, critical thinking skills
MUSEUM PENDIDIKAN INDONESIA: HAS IT BEEN USEFUL?IJITE
This document discusses a case study that examined the Museum Pendidikan Indonesia to determine if it has been useful as a learning resource. Interviews were conducted with the museum head and visitors. The results showed that while the museum has served its role as a learning resource through various programs, it still needs improvements to collections, displays, promotions, and systems to better maximize its potential.
Effect of Multiple Intelligence- Based Instructional Technique (MIBIT) On Stu...iosrjce
The study determined the effect of Multiple Intelligence Based Instructional Technique (MIBIT) on
students’ achievement and interest in the learning of difficult biology concepts. Two research questions were
asked and two research hypotheses were formulated and tested at 0.05 level of significance. The research
design was a quasi – experimental study. The sample was made up of seventy four (74) senior secondary one
(SS1) students from two randomly selected co-educational secondary schools from Aguata Education Zone of
Anambra state. The Biology Interest Scale (BIS) was the instrument used for data collection. Cronbach Alpha
was used to determine the reliability of BIS which yielded the coefficient of internal consistent of 0.85 . Mean
and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA)
was used to test the null hypotheses at p<0.05. The result of the findings indicated that MIBIT promotes
academic interest in difficult biology concepts. Gender was discovered to have no significant influence on
students ’academic interest. No interaction effect existed between MIBIT and gender on students’ overall
interest. Conclusion from the findings led to various recommendations, some of which are that biology teachers
should adopt the MIBIT in the teaching of difficult biology concepts in order to carter for the diverse learning
styles of students in their classroom and promote students’ interest. Curriculum designers should integrate
MIBIT in the curriculum and teachers should be sponsored to workshops and seminars on how to improve their
teaching skills using MIBIT
This document describes how a science lesson was developed and implemented based on multiple intelligences theory. It begins by providing background on multiple intelligences theory and its potential benefits for science teaching and learning. It then describes how a lesson on particulate nature of matter was taught to an 8th grade class in Turkey. The lesson was developed using Gardner's multiple intelligences theory and involved identifying students' intelligences, considering challenges they may face with the topic, and designing activities matched to different intelligences. Observation of the lesson provided insights into effectively planning and carrying out multiple intelligences-based science lessons.
[16 27]effect of problem solving teaching strategy on 8th grade students’ att...Alexander Decker
The document summarizes a study that examined the effects of problem-solving teaching strategies on 8th grade students' attitudes toward science. The study used an experimental research design where one group received problem-solving instruction while the other received traditional teaching. Students in the experimental group showed significantly greater positive improvement in their attitudes toward science learning compared to the control group. The study concludes that incorporating problem-solving strategies into science teaching can help improve students' attitudes toward learning science.
This document discusses using mind maps to improve university students' academic writing abilities. It begins by defining academic writing and noting the challenges students face, particularly English language learners. The document then introduces mind maps as a tool to help students organize and generate ideas. An experiment was conducted with 30 agriculture students writing essays on ICT uses in agriculture with and without mind maps. Results showed students included an average of 7 points of interest in their first essays but 13 points after learning mind mapping, indicating mind maps doubled the number of ideas students incorporated into their writing. The document concludes that mind maps can help students improve their academic writing by facilitating idea generation and organization.
Enhancing Pupils’ Knowledge of Mathematical Concepts through Game and Poemiosrjce
The study investigated the effects of game and poem enhanced instruction on pupils’ knowledge of
mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and
sphere; Capacity and Weight). A total of 344 pupils from twelve (12) public primary schools of Ogbia and
Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest
control group quasi-experimental design was adopted in the research. The moderating effects of gender were
also examined on the independent and dependent variables. Using ANCOVA statistics, the results revealed that
pupils exposed to game and poem enhanced instruction have better mean score in knowledge of mathematics
concepts than the control groups. Poem was found to be more effective in improving pupils’ knowledge of
mathematics concepts than game and a non-significant gender difference existed in the mean scores in
knowledge of mathematics concepts. There was no significant interaction effect of gender on pupils’ knowledge
of mathematics concepts. The implication of the findings was discussed and appropriate recommendations were
made.
Conceptions and Reasonings of Beninese Learners in Solving Physics Problems I...inventionjournals
In this work, we describe the modes of reasoning of the learners in order to resolve two types of problems and involving the object "acceleration" in a scientific context and the object "rapidity" in an empirical context or everyday life. These learners are young Beninese students with a scientific G.C.E.A.Level and who have been trained according to the competency approach by qualified teachers with at least five years of experience and with course materials authorized by the inspection directorate education and secondary education. From the different analyzes (lexical and sequential), it emerges that in the resolution of these problems, the concepts, rules and formulas mobilized by these learners appear as concepts and theorems-in-act (Vergnaud, 1994) Categorized profiles and according to the contexts of investigation. Different modes of reasoning stem from their distances from the design intended for the object of investigation. If, according to Rey, Defrance and Kahn (2006) and Carette (2009), reasonings and conceptions are indispensable to be competent, it seems to us that the didactic choices prescribed by the actors of the Beninese education system in the implementation of this new approach will allow Difficult to achieve the objectives of the change of approach.
Tesla T-Pack Instructional Design Model in Virtual Reality for Deeper Learnin...2dimpaian
The presentation is related to the Instructional Design of the TESLA project; an innovative instructional design constitutes the basis of the Palestinian Universities Curriculum redesign to incorporate Virtual Reality Environments in the Higher Education teaching and learning practice.
In general, TESLA project will enable Palestinian HEIs to offer higher capabilities in translating some major key-concept into a dynamic and a fully interactive VR component.
Due to the special geopolitical context of Palestinian territories and restrictions imposed by the occupation, the virtual reality will offer students, researcher and academic staff in Palestinian universities the ability to conduct research in simulated virtual labs and avoiding on the same time mobility issues, access to material, lack of specialized laboratories, and the expensive character of such experiences.
On the other hand, virtual reality will be expanded in this project to include the instruction of GIS courses by a common learning management system using maps and built-in GIS tools which enable students to perform tests and simulate real-life conditions in an instructional evaluated context.
The main characteristics of the VR project will tend to offer better service then consolidate multiple functions into one tool, decreasing need for supplies and equipment, empowerment of users, improved interface, increased customizability, increased longevity, increased productivity, reduced user effort, reduced environmental impact, and finally saving of money.
Aims and Objectives
❖ Concrete aims
● Involving Palestinian HEI's in Research Movement related to Virtual Reality in Europe.
● Encourage Palestinian researchers and academics to have an interest in topics related to Ergonomics, Cognitive Psychology, and Human Impact.
● Reduce the cost of material related to experimentation and mobility issues.
● Reduce risks by offering simulated controlled environment and immersive learning experience.
● Involving Palestinian 3D Modellers and Programmers into the VR development process.
❖ Concrete Objectives
● Setting-up a common VR development framework throughout Palestinian HEI’s providing excellence in term of instructional design, development, and exploitation of services.
● Designing, piloting, and evaluating first courses which integrate the VR concept.
● Creating an international research network about VR integration into instructional technologies.
● Implementing immersive learning experience into technical courses with a high - level of abstraction like topography, criminology, and geography.
REFERENCE
TESLA / ERASMUS+ PROJECT
http://www.tesla-vr.net/index.php/en/index.php
Optimising the use of note-taking as an external cognitive aid for increasing...Tamas Makany
This study compared the effectiveness of linear note-taking versus a non-linear (SmartWisdom) note-taking technique. 26 adult learners participated and were split into a linear note-taking group and a non-linear note-taking group. Both groups took notes during two video presentations - a science lecture and a panel discussion. They were then tested on comprehension, accuracy, knowledge representation, memory, and metacognition. The researchers hypothesized that non-linear note-taking would lead to better cognitive performance.
Using Visual Aids to Enhance Third Year Undergraduate Teacher Trainee Student...Premier Publishers
There is a plethora of teaching strategies that are espoused by the science teacher to attain his/her lesson objectives. Researchers have over the years found most of these methods, the tactics used by teachers in teaching, to be effective in teaching science concepts to learners. However, research has not ascertained which one teaching strategy is most effective in imparting knowledge to learners. This study seeks to find an appropriate teaching strategy that will arouse the interest and participation of students in the teaching and learning process. Visual aids were employed as the main intervention strategy. A total of one hundred third year undergraduate teacher trainees from the University of Education, Winneba, Ghana constitute the research sample. The participants were put into experimental and control groups. Tests and questionnaires were the main instruments used to collect data for analysis. Data collected were analyzed quantitatively using the Statistical Package for the Social Sciences, SPSS. The study found that the academic achievement of the students in the experimental group improved tremendously after the intervention, as opposed to that of their counterparts in the control group. The study concludes with the recommendation that visual aids should be used to teach concepts of science that are abstract in nature in order to make the lesson real to the learners.
The effects of collaborative learning on problem solving abilities among seni...Alexander Decker
This study investigated the effects of collaborative learning on problem solving abilities among senior secondary physics students learning about simple harmonic motion (SHM). The study found that:
1) Most physics teachers in the schools studied lacked proper teaching qualifications.
2) Students faced difficulties with SHM problems due to lack of understanding terms, basic math skills, and confidence. They benefited from collaborative learning and computer simulations.
3) Students taught with collaborative learning scored significantly higher on problem solving tests than those taught with traditional methods, showing collaborative learning improved problem solving abilities in SHM.
Dr. M.THIRUNAVUKKARASU
Research Associate
Department of Education
Bharathidasan University,
Tiruchirappalli - 620 024, Tamil Nadu, India
E-mail: edutechthiru@gmail.com
Professionalism in teaching mathematics demographic profiling of secondary sc...Alexander Decker
1) The document profiles secondary school mathematics teachers in Taraba State, Nigeria based on their teaching experience, university subject studied, and academic qualifications.
2) It surveyed 327 secondary school mathematics teachers and found that they come from diverse backgrounds and less than 40% have teacher certification in mathematics education.
3) The study aimed to examine teachers' conceptions of problem solving and how they relate to professionalism in teaching mathematics, in order to help address poor student performance in the subject.
Development of Science Process Skills among Nigerian Secondary School Science...Premier Publishers
Abstract
Science process skills (SPS) are skills that occur naturally and spontaneously in our minds as we think individually, collectively and logically about how the world or nature works. Science exposes the knowledge about how the world works. It is this scientific knowledge that builds up scientific character which modern science teachings tries to nurture in the learner. Consequently, SPS are transferable skills needed to undertake meaningful scientific enquiry. This paper highlighted the different science process skills and how some could be developed as we learn science in school. Some advantages and disadvantages were discussed and conclusion drawn.
Impact of working memory on academic achievement of university science studen...Alexander Decker
This document discusses the relationship between working memory and academic achievement in university science students in Pakistan. It begins by defining working memory as the ability to temporarily store and manipulate information. The study found no significant gender differences in working memory or academic achievement among 150 male and 150 female university science students. Previous research has linked working memory to academic performance, but little research had examined this relationship among Pakistani university students.
Impact of working memory on academic achievement of university science studen...
Similar to Contribution of Conceptual Mapping to Understanding and Memorizing: An Intervention Program for a Student with Special Learning Difficulties in The History Lesson
This document summarizes modern developments in science education based on a review of recent research literature. It finds that science education worldwide is facing a crisis, as interest in science is declining and students are not being adequately prepared for careers requiring science and technology skills. The document outlines several promising teaching approaches to improve science learning, such as concept mapping, analogies, inquiry-based learning, and addressing environmental issues. It also reviews research published between 2008-2011 on factors influencing science education, such as teaching methods, students' conceptions, and curriculum and assessment. The overall goal is to identify ways to enhance science learning and improve the quality of science education.
An Analysis Of Science Textbooks For Grade 6 The Electric Circuit LessonLisa Cain
The document analyzes and compares how electric circuits are presented in 6th grade science textbooks in Finland and Thailand. It finds that:
1) The Thai textbook emphasized procedural knowledge, while the Finnish textbook emphasized conceptual knowledge to a greater extent.
2) Both textbooks introduced physics concepts by describing their relation to other concepts introduced earlier.
3) Representations used included diagrams, pictures, and tables to clarify concepts, employing traditional contexts like technical applications and how technology relates to society.
This document provides a rationale and scope and sequence for a 6-week unit on the global environment movement. The unit aims to develop students' understanding of environmental threats like deforestation and climate change since the 1960s, and the responses of governments and organizations. It will do this through lessons incorporating visual images and strategies like comic strips, posters, documentaries, and a graphic organizer. The unit is meant to engage students in considering notions of responsibility regarding the environment and thinking critically about its significance and continuity/change over time.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Didactic Modules to Improve Academic Performance in Programmable Logic ControlQUESTJOURNAL
This document summarizes a research paper that studied the design and implementation of didactic modules to improve student academic performance in programmable logic control. Control and experimental student groups were established to compare the effects of traditional instruction versus instruction using the new modules. The modules were designed for simplicity, versatility, and to optimize time and space during practical exercises. Evaluations before and after the course found that students using the modules showed greater improvements in interpreting truth tables, translating equations to diagrams, logic sequencing, and control system implementation compared to the control group. Use of the modules also reduced material delivery time, connection time, and space needed for practical exercises. The study concluded the modules were effective at improving student academic performance and logistical aspects of practical
Development of Syntax for Learning Chemistry Based On EtnoSTEM to Build Scien...AJHSSR Journal
ABSTRACT: Local culture in learning canimprovestudents' scientificliteracy and criticalthinkingskills. The
purpose of thisresearchis to develop a local culture-basedchemistrylearningsyntaxthatcan train students'
scientificliteracy and criticalthinkingskills. This researchwasconductedusingresearch and developmentmethods.
The development model in thisstudyincludes five procedures, namelypreliminaryresearch, productdevelopment,
expert validation, testing, and implementation. The final productis an ethno-STEM-basedlearningsyntax,
namely, HENIE.The results of the development of the HENIE syntax show that (1) the validation of the syntax
product is in the Good and Very Good categories. The validator also gave a positive response to this research,
(2) the percentage of lesson plan assessment of 90.90% was in the Good category, (3) the percentage of learning
implementation assessment of 95.80% was in the very good category, (4) student literacy ability assessment is
in the good category, and (5) the percentage of students' critical thinking skills reaching 85.83% is in the Good
category.
Keywords –syntax, ethno-STEM, science literacy skills, critical thinking skills
A Genre-Based Approach To The Teaching Of Report-WritingBrooke Heidt
This document discusses using a genre-based approach to teach report writing to students learning English for specific purposes. It describes analyzing the structure of report genres to identify the key components and rules. The document outlines how a program was developed to provide structured feedback on student reports based on these genre conventions. The program standardized the feedback and ensured it addressed all necessary elements. This approach aimed to both teach students report writing structures and facilitate scientific thinking.
The document discusses using mind maps as an educational tool for teaching political translation. A study was conducted with students learning about the US political system. Students were split into two groups, with one group creating mind maps for each lesson and the other using traditional methods for the first lesson then mind maps for later lessons. Test scores showed that students who used mind maps scored higher and their motivation and performance improved over time, showing mind maps can enhance learning. The document argues mind maps help students organize information and build cognitive schemas in a similar way to how the brain processes knowledge.
Effect of Concept Mapping and Competitive Instructional Strategy on Basic Sci...ijtsrd
This study was conducted to determine the effect of Concept mapping and competitive instructional strategy on Basic Science students on academic performance in Ardo Kola Local Government Area of Taraba Statte. Three research questions and hypotheses were formulated and tested at 0.05 level of significance. The quasi experimental research was adopted. The population of the study was 2,228 Upper Basic level students of public schools. The sample was 60 students, consists of male 32 female 28 selected through a random sampling technique to form two intact classes. Thermal Energy Performance Test TEPT was used for the collection of data. Mean and standard deviation were used to answer the three research questions, while the three hypotheses were tested with t test statistic tool. The research revealed that concept mapping has a substantial effect on students’ academic performance in Thermal Energy while gender have no substantial effect on students’ academic performance. Based on the findings of this study, it is recommended that the use of concept mapping teaching strategy should be encourage at upper basic, hence it enhanced better performance. Concept mapping teaching strategy is gender friendly, it should be encouraged among Males and Females students at upper basic level. Gor, Jeremiah A | Daudu, Bunsheya C "Effect of Concept Mapping and Competitive Instructional Strategy on Basic Science Education Students Academic Performance in Thermal Energy in Ardo-Kola Local Government Area of Taraba State, Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60050.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/60050/effect-of-concept-mapping-and-competitive-instructional-strategy-on-basic-science-education-students-academic-performance-in-thermal-energy-in-ardokola-local-government-area-of-taraba-state-nigeria/gor-jeremiah-a
1. This document discusses ten key findings from cognitive research on learning. The findings illustrate how teaching and learning can be better understood by applying insights from cognitive science.
2. One finding is that learning occurs within the learner - teachers can provide information but students must actively construct new knowledge structures themselves. Prior knowledge also strongly influences new learning.
3. Another finding is that optimal learning requires integrating new and prior knowledge by linking more abstract relationships. Both conceptual knowledge and procedural skills are important, as are metacognitive skills to reflect on one's own learning.
Development and Evaluation of Concept Maps as Viable Educational Technology t...paperpublications3
Abstract: This study had developed and evaluated concept maps as viable educational technology to facilitate learning and assessment. The development process concluded upon establishing validity and reliability. These maps were classified into two: concept maps to facilitate learning; and, fill-in-the-maps to facilitate assessment. A one group pre-test-posttest pre-experimental design was employed. Fill-in-the-maps were utilized for unit pre-tests and posttests. Complete concept maps were used to facilitate learning. For midterm examination, students were given composition as basis for constructing concept map. For final examination, students were provided concept maps to write their own composition. Rubrics were used to assess students’ outputs. z-test for correlated means showed significant increases of Mean Percentage Score (MPS) from pre-test to posttest. The overall posttest result was correlated with those of objective, fill-in-the-map, map construction and composition writing. Significant correlations were observed. Results accentuated that concept maps can be developed and evaluated to facilitate learning and assessment.
Artefacts Teach-Math. The Meaning Construction Of Trigonometric FunctionsBryce Nelson
This document describes a teaching approach for building students' understanding of trigonometric functions with technological artifacts. It involves three phases: 1) posing an initial question about measuring a tree's height, 2) returning to this question after research on clinometers, and 3) having students use a dynamic geometry software to model the situation and determine the tree's height and whether it can be safely cut down. The approach is grounded in theoretical frameworks of instrumental genesis and semiotic mediation to support students' meaningful learning of trigonometric concepts through active problem-solving with digital tools.
Honkela.t leinonen.t lonka.k_raike.a_2000: self-organizing maps and construct...ArchiLab 7
This document discusses using self-organizing maps (SOMs) to model constructive learning. It presents two key ideas:
1) SOMs provide a more realistic model of human learning than traditional computer memory models, as they are dynamic, associative, and adapt existing knowledge rather than just storing facts.
2) SOMs can be used in computer-supported collaborative learning environments to help visualize complex concepts and support inquiry-based learning processes. Two examples of using SOMs for these purposes are described.
This document discusses frameworks for children's mathematical thinking and the importance of experiences in developing conceptual understanding of mathematics. It argues that experiences should illustrate concepts in multiple contexts to build representations and connections. Concrete materials can help students understand concepts but must be closely linked to the intended concept. The teacher's role is to provide engaging experiences that emphasize conceptual understanding and a positive attitude towards math.
Analysis of Media Graphs and Significant SenseAM Publications
This paper discusses aspects of interpretation of graphs including those related to the interface between
different contexts of interpretation. Particularly it is discussed the notion of Critical Sense as a skill to analyse data its
interrelations rather than simply accepting the initial impression given by the graph. We suggest that Critical Sense in
graphing can help readers to balance several aspects involved interpretation of media graphs in certain contexts. This
paper also presents initial findings from our analyses of study with student teachers interpreting media graphs. We
are concerned to study Critical Sense in student teachers as a way of helping us, and them, think about teaching and
learning graphing in ways that will support the development of Critical Sense.
The document contains biographies of two 18-year-old students from Palawan, Philippines who are studying elementary education. It also discusses Dale's Cone of Experience, which visually arranges teaching methods from most to least concrete. The cone ranges from direct experiences to verbal symbols as the most abstract method. Finally, the document contrasts traditional and constructivist uses of technology in education, describing how technology can either deliver instruction or serve as a partner in the learning process.
Curriculum integration in social studies as predictor of academic performance...Alexander Decker
1) The document examines the relationship between curriculum integration in Social Studies and academic performance in Social Sciences.
2) It analyzes test score data from 140 students in Nigeria who took Social Studies (an integrated curriculum subject) and traditional social science subjects like Economics and Government.
3) The results show no strong statistical evidence that integrated curriculum leads to better performance. While Social Studies and Government showed the strongest relationship, other subject comparisons did not correlate well. This suggests curriculum integration may not significantly impact academic performance.
Yager, stuart o the role of student and teacher creativity nfaerj v25 n3 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
A Critical View on Pedagogical Dimension of Architectural Education in IndiaIJERA Editor
The built environment is becoming more complex in terms of its quality and structure. In such circumstances
architectural education pedagogical strategies has to be modified to address social, political, economical and
environmental issues and challenges. Innovative interdisciplinary strategies in architecture education have to be
organized in a way which leads to better architecture and urban environments. Pure theoretical approaches are to
be related to practice which can be done with pedagogy comprising real-life examples in respect to new models
and collaboration between architecture education and non-academic partners. This paper discusses the status of
current architectural education in India.It examine the student‟s perception regarding teaching and learning in
schools of architecture from the state of Maharashtra It is aimed to highlight the need for paradigm shift in
pedagogy in schools imparting architectural education in India to enhance learning in architecture education.
A Critical View on Pedagogical Dimension of Architectural Education in IndiaIJERA Editor
The built environment is becoming more complex in terms of its quality and structure. In such circumstances
architectural education pedagogical strategies has to be modified to address social, political, economical and
environmental issues and challenges. Innovative interdisciplinary strategies in architecture education have to be
organized in a way which leads to better architecture and urban environments. Pure theoretical approaches are to
be related to practice which can be done with pedagogy comprising real-life examples in respect to new models
and collaboration between architecture education and non-academic partners. This paper discusses the status of
current architectural education in India.It examine the student‟s perception regarding teaching and learning in
schools of architecture from the state of Maharashtra It is aimed to highlight the need for paradigm shift in
pedagogy in schools imparting architectural education in India to enhance learning in architecture education.
Similar to Contribution of Conceptual Mapping to Understanding and Memorizing: An Intervention Program for a Student with Special Learning Difficulties in The History Lesson (20)
In the early twentieth century, major representatives of the Jadid movement became active participants in the socio-political processes in the Turkestan region. Usmonkhoja Polatkhoja, a progressive from Bukhara, was one of the beams not only in the Emirate of Bukhara, but also in Turkestan. He first participated in the reforms and progressives, and later in the national liberation movements, and fought for the prosperity and independence of the country.This article provides information about Usmonkhoja's life and work in Jadidism, revolts, national liberation struggles, and emmigiration.
Flood is one of the natural disaster known to be part of the earth biophysical processes, which its occurrence can be devastating; due to mostly anthropogenic activities and climatological factors. The aim of the research is to identify and map the extent at which the impact of flood due to intense rainfall and rise in water in the study area using geospatial techniques and the specific objectives are to carry out terrain analysis of the study area and to generate flood indicator maps of the study area. The study analyzed rain fall data;, the drainage system and Shuttle Radar Topographic Mission (SRTM 30m) of the area. ArcGIS 10.8 was to modelled and to generate the contributing factors map of the study area. The drainage system was generated through on-screen digitization of topographic map of scale 1:50,000 of Ondo South-West. The mean annual rainfall of Lagos State was generated in the ArcGIS environment from the rainfall data through spatial analysis tool. The SRTM was used in terrain analysis of the study area. The results generated showed the lowest mean annual rain fall of the area 1,700mm and the highest mean annual rain fall was 2,440mm. Digital elevation model (DEM), slope, flow direction were generated from the SRTM. Drainage density of the area was generated using the drainage system. The slope map of the entire area which are classified into five slope classes of very high (14%-48.5%) to high (7.6%-13.9%) to moderately high (4.2%-7.6%) to low (1.5%-4.2%) and very low (0. % - 1.2%).
Work study is a catch-all phrase encompassing a variety of methodologies, including method research and work measurement, that are applied in a variety of contexts and lead to a systematic assessment of all elements that affect the efficiency and economy of the situation under evaluation that is meant to be improved. The main aim of this study is to examine and enhance the process token in manufacturing a Perfume of the famous, well-known, aromatic, and beautiful Taif Roses. Some changes in the process has been suggested using method study and time study method which lead to reduction in process time, labor cost and production cost.
Workers are the maximum precious method of an association. Their importance to institutions requires not most effective the want to draw the trendy bents but additionally the need to preserve them for a long term. This paper specializes in reviewing the findings of former research carried out with the aid of colourful experimenters with the quit to identify determinants factors of hand retention. This exploration almost looked at the subsequent broad factors improvement openings, reimbursement, work- lifestyles balance, operation/ management, work terrain, social aid, autonomy, training and improvement.
Watering plants during the correct time is very important due to scientific reasons. Both underwatering, as well as overwatering, can lead to the growth of unhealthy plants or in extreme cases, the death of the plant/tree. These issues which are the case with most self-gardeners and plant lovers can be solved using the smart irrigation technique. The main purpose of this innovation is to assist plant lovers to continue their passion to grow plants at home with ease. Smart irrigation system helps in monitoring the moisture level which majorly affects plant growth besides other factors such as sunlight, fertility of the soil, etc. The digital planting pot has been designed in a way that it effectively incorporates the idea of smart irrigation. Arduino Uno R3 has been used as the main chip in this project along with a few other components like a soil moisture sensor, relay, and water pump. This project requires coding to synchronize all the components, and function properly. A required test has been carried out to review the functioning of the mechanism. The project was tested by once using the soil with enough moisture in the pot and then the soil with the least moisture. Both times, it worked exactly how it was supposed to function. When the soil with the least moisture was tested, there was a clear indication of a low level of moisture and accordingly, the water pump got triggered to water the plant, and when the soil with enough moisture was tested, there was again the clear indication of the correct level of moisture and the water pump was inactive. All the readings which were displayed on the LCD were checked back and forth during the project. The outcomes were the same as expected. Hence, it shows that every component in this project is actively functioning and the whole project is effectively designed.
Because of its accessibility and flexibility, cloud technology is among the most notable innovations in today's world. Having many service platforms, such as GoogleApps by Google, Amazon, Apple, and so on, is well accepted by large enterprises. Distributed cloud computing is a concept for enabling every-time, convenient, on-demand network access to processing resources including servers, storage devices, networks, and services that may be mutually configured. The major security risks for cloud computing as identified by the Cloud security alliance (CSA) have been examined in this study. Also, methods for resolving issues with cloud computing technology's data security and privacy protection were systematically examined.
This study's goal is to present Solutions for Determining the importance level of criteria in creating cultural resources’ attractiveness from tourists’ evaluation. Data were collected from 558 international tourists who chose Vietnam as the destination for tourism.
The study points out that we need to resolve challenges such as: building a safe, friendly destination, etc., destinations need to review and re-evaluate the services of their products and tourist attractions to prepare for the largest number of visitors and stimulate the domestic tourism market is a good solution: To boost the domestic tourism market, it is necessary to increase domestic flights and train connections to major tourist destinations.
A new convenient and efficient route for the synthesis of two very important hydroxo-bridged stepped-cubane copper complexes viz: [Cu4(bpy)4Cl2(OH)4]Cl2.6H2O (1) and [Cu4(phen)4Cl2(OH)4]Cl2.6H2O (2) have been obtained. This synthetic route from the mononuclear CubpyCl2 complex is easier, more reproducible and afforded the complex in a much higher yield than the other two previously reported procedures which were equally serendipitously discovered. The purity and formation of the complexes were confirmed with elemental (C,H,N) analysis and the details of the UV-Vis, Fourier transform infrared, electrospray ionization mass spectra of both complexes and the single crystal X-ray crystallography of 1 are presented and discussed. X-ray crystallography confirms the absolute structure of the complexes. The complexes were formed via the connection of four copper atoms to four hydroxide bridging ligands and four bipyridyl ligands with two chloride ligands. There are two coordinate environments around two pairs of copper atoms (CuN2ClO2 and CuN2O3) and each copper atom is pentacoordinate with square pyramidal geometry.
Artocarpus heterophyllus Lam., which is commonly known as jackfruit is a tropical fruit, belonging to Moraceae family, native to Western Ghats of India and common in Asia, Africa, and some regions in South America. It is known to be the largest edible fruit in the world. The Jackfruit is an extremely versatile and sweet tasting fruit that possess high nutritional value. Jackfruit is rich in nutrients including carbohydrates, proteins, vitamins, minerals, and phytochemicals. The jackfruit has diverse medicinal uses especially antioxidant, anti-inflammatory, antimicrobial and antiviral properties, anticancer and antifungal activity, anthelminthic activity. Traditionally, this plant is used in the treatment of various diseases especially for treatment against inflammation, malarial fever, diarrhoea, diabetes and tapeworm infection. Jackfruit is a good natural source of phytochemicals such as phenolics, flavonoids and tannins, saponins. The health benefits of jackfruit have been attributed to its wide range of physicochemical applications. The use of jackfruit bulbs and its parts has also been reported since ancient times for their therapeutic qualities. The beneficial physiological effects may also have preventive application in a variety of pathologies.
Myogenic differentiation requires to be exactly explored for the effective treatment of fracture. The speed of healing is affected by skeletal muscle, linked to activation of specific myogenic transcription factors during the repair process. In previous study, we discovered that psoralen enhanced differentiation of osteoblast in primary mouse. In the current study, we show that psoralen stimulates myogenic differentiation through the secretion of factors to hone the quality of repair in fractured mice. 3-month old mice were treated with corn oil or psoralen followed by a tibial fracture surgery. Fractures were tested 7, 14, and 21 days respectively later by histology and images observation. Skeletal muscles including soleus muscle and posterior tibial muscle around the damaged bone were collected for quantitative real-time PCR, HE staining, as well as western blot. Daily treatment with psoralen at seven, fourteen days or twenty-one days improves protein or mRNA levels responsible for the whole myogenic differentiation process, makes the muscle fibers more tightly aligned, and promotes callus formation and development. This data shows that high levels of myogenic transcription factors in the process of fracture healing in mice foster the repair of damaged muscles, and indicates a pharmacological approach that targets myogenic differentiation to improve fracture repair. This also reflects the academic thought of "paying equal attention to both muscles and bones" in the prevention and treatment of fracture healing.
The current pandemic has generated the search for new reliable and economic alternatives for the detection of SARS-CoV-2, which produces the COVID-19 disease, one of the recommendations by the World Health Organization, is the detection of the virus by RT-qPCR methods from upper respiratory tract samples. The discomfort of the pharyngeal nasopharyngeal swab described by patients, the requirement of trained personnel, and the generation of aerosols, are factors that increase the risk of infections in this type of intake. It is known that the main means of transmission of SARS-CoV-2 is through aerosols or small droplets, which is why saliva is important as a relevant means of detecting COVID-19. In this study, a modified method based on SARS-CoV-2 RNA release from saliva is described, avoiding the isolation and purification of the genetic material and its quantification of viral copies; the results are compared with paired pharyngeal/nasopharyngeal swab samples (EF/EN). Results showed good agreement in saliva samples compared to EF/EN samples. On average, a sensitivity for virus detection of 80% was demonstrated in saliva samples competing with EF/EN samples. The use of saliva is a reliable alternative for the detection of SARS-CoV-2 by means of RT-PCR in the first days of infection, having important advantages over the conventional method. Saliva still needs to be studied completely to evaluate the detection capacity of the SARS-CoV-2 nucleic acid, however, the described process is viable, due to the decrease in materials and supplies, process times, the increment in the sampling and improvement of laboratory performance.
A recent study establishes that since 1970, there has been an ecological gap between human needs and the planet's resources, with annual resource demand exceeding the bio-productivity of the planet. Specifically, humanity utilises equivalent of 1.75 earths to produce the ecological resources used, with half of this attributable to food consumption. The present work therefore seeks to provide an empirically-based insight into the environmental sustainability of the EF of food consumption in Ijebu Ode. A descriptive cross-sectional approach was used, and primary data were collected from 400 systemically sampled households via structured questionnaires and analysed descriptively using Microsoft Excel and inferentially using mathematical models for calculating ecological footprints. Findings revealed that the household EF of food consumption in Ijebu Ode is 0.05gha per capita, with the footprint of cereal consumption (0.17gha; 37%) taking the major share, followed by meat with a footprint of 0.11gha (23.9%). As a result, it was concluded that Ijebu Ode has sustainable food consumption, which is necessary for its environmental sustainability. However, the sustenance of the former requires creating awareness of the need for sustainable consumption and prioritisation of integrated and population-wide policies and food intervention initiatives to encourage attitudinal change in favour of sustainable food consumption while fostering sustainable food production strategies amidst current environmental realities.
The symmetry occurs in most of the phenomena explained by physics, for example, a particle has positive or negative charges, and the electric dipoles that have the charge (+q) and (-q) which are at a certain distance (d), north or south magnetic poles and for a magnetic bar or magnetic compass with two poles: North (N) and South (S) poles, spins up or down of the electron at the atom and for the nucleons in the nucleus In this form, the particle should also have mass symmetry. For convenience and due to later explanations, I call this mass symmetry or mass duality as follows: mass and mass cloud. The mass cloud is located in the respective orbitals given by the Schrödinger equation. The orbitals represent the possible locations or places of the particle which are determined probabilistically by the respective Schröndiger equation.
Metal-organic molybdenum complexes were synthesized by the hydrothermal method using ammonium heptamolybdate as the metallic source, and as the organic ligand terephthalic acid (BDC) or bis(2-hydroxyethyl) terephthalate (BHET), obtained via glycolysis of poly(ethylene)terephthalate (PET). The BDC-Mo and BHET-Mo complexes were characterized by XRD, N2 physisorption, TGA, ATR-FTIR, SEM, XPS and their in vitro biocompatibility was tested by porcine fibroblasts viability. The results show that molybdates (MoO4-2) are coordinated to the carbonyl functional groups of BDC and BHET by urea bonding (-NH-CO-NH-) which is related to their high biocompatibility and high thermal stability. These organic molybdate complexes possess rectangular prism particles made up of rods arrays characteristics of molybdenum oxides (MoO3). The organic complexes BDC-Mo and BHET-Mo do not show to be cytotoxic for porcine dermal fibroblasts growing on their surface for up to 48 h of culture.
Exercise training with varying intensity increases maximal oxygen intake (VO2max), a strong predictor of cardiovascular and all-cause mortality. Purpose: The aim of this study was to find out the influence of low intensity aerobic training on the vo2 max in 11 to 14 years school girls in Hyderabad district. Methodology: The research scholar has randomly selected thirty (N=30) high school girls were selected as subjects and their age ranged between 11 to 14 years. The subjects were divided into two equal groups, each group consist of 15 total 30. Group one acted as experimental group (EG) and group two acted as control group (CG). The dependent variable vo2 max was selected and it is measured by manual test. Statistical Tool: The statistical tool paired sample ‘t’ test was used for analysing of the data and the obtained ‘t’ ratio was tested for significance at 0.05 level of confidence. Results: The analysis of the data revealed that there was a significant improvement on vo2 max by the application of low intensity aerobic.
Hybrid rice has the potential to outperform existing inbred rice and was said to have the potential to produce 14-20 % more yield. In response, Malaysia Government has introduced its very own first Hybrid Rice Variety knew as Kadaria 1 developed by MARDI. This is in line with one of the strategies outlined in Dasar Agromakanan Negara (DAN) 2011-2020 as an approach to increasing rice productivity within Malaysia. The next step would be developing our hybrid seed rice production system. Therefore, an experiment to determine the planting ratio and planting distance between 0025A (A)-a hybrid with MR283 (R)-inbreed variety was carried out. Planting ratios studied in this study were 2:4, 2:6, 2:8, and 2:10 while planting distance was 14 x 30 cm, 16 x 30 cm, and 18 x 30 cm. Statistical analyses suggested that yield R, yield A, and panicle number A were significantly affected by planting ratios while yield A was significantly affected by an interaction between planting distance and planting ratios. Panicle number A performed significantly higher at planting ratios of 2:4 compared to 2:10. Yield R shows higher significant performance under ratio 2:6 compared to 2:4 and 2:8. Relatively, yield A performed the best under planting distance of 18 x 30 cm. Furthermore, under this particular planting distance, the planting ratio of 2:10 shows the highest significant figure while 2:8 exhibits statistical parity. Both yield R and yield A were significantly affected by planting ratios and have a significant positive association with each other. Therefore, the planting ratio of 2:10 should be the best since it contributed to significantly highest value for yield A while yield R under 2:10 shows statistical parity with 2:6 which was the highest significant value. In conclusion, the combination of 2:10 with a planting distance of 18 x 30 cm was the best since it shows best potential for both yields A and yield R
This document summarizes a study on cassava production systems in the Tivaouane department of Senegal. Key findings include:
- Cassava is an important crop for food security but production in Senegal remains low compared to other African countries.
- The study examined farming practices through surveys of 85 producers in 8 communes across two agro-ecological zones.
- Analysis showed cassava is only grown during rainy season with traditional cultivation methods. Four of five recommended varieties were grown, with different varieties preferred in each zone.
Cassava plays an important role in improving food security and reducing poverty in rural areas. Despite its importance, its production in Senegal remains low compared to other African countries. Nowadays, it is confronted with numerous constraints. It is in this context that a study was conducted on the cassava production system in the Thiès "cassava granary" region, with the objective of examining farmers' cultivation practices. It was conducted in eight communes located in the department of Tivaouane, some of which are located in the Niayes agro-ecological zone and others in the central-northern groundnut basin. Surveys were conducted among the largest cassava producers in these communes. Analysis of the results showed that cassava is only grown in the rainy season with the same cultivation practices that have been used for years. Of the five varieties listed by the President of the Senegalese Cassava Interprofession, only four are grown in the areas surveyed. The Terrasse (43%) and Kombo (36%) varieties are grown more by our respondents in the Niayes area. Soya (75%) and Wallet "Parydiey" (20% of our sample) dominate in the central-northern groundnut basin.
We are witnessing very demanding and stressful times in which we live, and an occupation that is particularly exposed to stress and different working conditions is the job of a nurse. Exposing themselves to everyday challenges and stressful situations, nurses reach a stage of great emotional and physical exhaustion, lethargy, dissatisfaction, and poorer work achievements, which we know as burnout. The aim of this paper was to determine whether there is and to what extent professional burnout is present in nurses and technicians working in nursing homes across Slovenia and Croatia. The paper is answering the questions of the extent of the burnout influenced by individual characteristics (age, education, years of service and work experience at the current workplace). The study involved a validated questionnaire “The Oldenburg Burnout Inventory (OLBI)” to measure professional burnout. Surveying of the nurses was conducted online at their home institutions. The results show that all respondents have a medium or high level of professional burnout, while no one has a low level or shows no signs of burnout. In terms of age, the group from 55-65 years of age had the highest relative level of burnout in the age group category. With regard to education, the highest burnout was measured in registered nurses.
This document discusses hepatitis and its transmission through needlestick injuries. It covers the different types of hepatitis viruses, their epidemiology, risk factors, and transmission. Healthcare workers are at high risk of contracting hepatitis B and C through needlestick injuries involving contaminated needles and sharps. Dental professionals face increased risk due to exposure to blood and saliva. The document recommends vaccination, safe handling of needles and sharps, and post-exposure prophylaxis to prevent transmission of hepatitis viruses occupationally.
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Contribution of Conceptual Mapping to Understanding and Memorizing: An Intervention Program for a Student with Special Learning Difficulties in The History Lesson
1. Asian Journal of Applied Science and Technology (AJAST)
(Peer Reviewed Quarterly International Journal) Volume 3, Issue 1, Pages 99-110, Jan-March 2019
99 | P a g e Online ISSN: 2456-883X Website: www.ajast.net
Contribution of Conceptual Mapping to Understanding and Memorizing: An
Intervention Program for a Student with Special Learning Difficulties in The History
Lesson
A.Moytzouri1
1
AKMI Metropolitan College, Department of Special Education, Athens, Greece.
Article Received: 29 August 2018 Article Accepted: 18 December 2018 Article Published: 15 February 2019
1. INTRODUCTION
Conceptual mapping as an educational approach was introduced by Professor Joseph D. Novak at the University of
Cornell. Based on a previous study by Ausubel (1968), he concluded that "meaningful learning involves
assimilating new concepts and incorporating them into existing cognitive structures." The conceptual map is a
graphical representation of concepts, where nodes represent the meanings and links between the concepts. The
connections between the concepts are made with arcs or lines and can be one-way, bidirectional or non-directional.
The concepts and sometimes the links are identified (called). Relationships and connections between concepts can
be effectively represented through a conceptual map as the non-linear nature of conceptual maps facilitates the
referral and link between different map elements (Ormord, 1955). The primary objective of this educational
research conducted in the context of special education is to investigate whether cognitive maps and conceptual
mapping help a child with special learning difficulties in understanding and memorizing the lesson of History. In
addition, we will investigate whether the implementation of concept mapping as a pedagogical technique helps to
maximize learning to make sense and to be meaningful to a child with special learning difficulties.
2. THEORETICAL BACKGROUND
Special learning difficulties are a field of research of interest and confusion for a large number of scientists and not
only. According to the most prevalent definition, they concern problems in basic psychological processes of
ABSTRACT
The current educational research conducted in the context of special education is an attempt to ascertain whether conceptual maps enhance memory
and help a child with special learning difficulties in understanding a theoretical lesson, such as the lesson of history. That is why a first-grade Junior
high school student diagnosed with special learning difficulties is chosen, who was discouraged by his ineffectual attempt to understand and retrace
the lesson of history no longer showed any interest in the lesson.
In the framework of this qualitative research, in order to verify the effectiveness of the conceptual maps, a personalized intervention is made in the
lesson of history for the student of the first grade, constructing the conceptual maps on the computer with the help of the software program
"Inspiration 9". The lessons were based on the book of the history of first-grade Junior high school and refer to the Classical era in Athens. The
intervention program lasted five weeks and the student actively participated in this.
Upon completion of the intervention, as well as the student's answers to the same test on the 5th and 7th week of intervention, together with the
information given to us by the school teacher and the special education teacher in the integration section, verified the valuable help of conceptual
charts in this lesson. In particular, their effectiveness in the field of education and in particular of special education was established and the conditions
necessary for conceptual charts to help as much as possible in teaching were explored.
Keywords: 'inspiration 9', Conceptual Mapping, Memorizing, Specific Learning Difficulties.
2. Asian Journal of Applied Science and Technology (AJAST)
(Peer Reviewed Quarterly International Journal) Volume 3, Issue 1, Pages 99-110, Jan-March 2019
100 | P a g e Online ISSN: 2456-883X Website: www.ajast.net
understanding and using speech. In particular, they manifest themselves as difficulties of thinking, memory,
perception, reading, writing, spelling or arithmetic.
In this research, we are called upon to ascertain the effectiveness of the "inspiration" program in enhancing the
memory of a pupil with special learning difficulties, so we need to define what we mean by "memory".
Memory is defined as "the ability to encode, process, and retrieve information to which it has been exposed at some
time (Swanson, Cooney & McNamara, 2004 in Pantelidou & Botsas, 2008 p.25). Memory includes three parts:
short-term, long-term and working. These are three key processes. The first is coding in some form of
representation so that the information is encoded. The second is storage and the third is recall. Difficulties
encountered by pupils with learning difficulties in their mnemonic competence are important because they are
directly related to reading and spelling (Charitaki, Soulis, Tzivinikou, & Peklari, 2018).
Several studies have identified the close relationship between deficiencies in working memory and learning
difficulties (Charitaki, Baralis, Polychronopoulou, Lappas, & Soulis, 2015). The performance of children with
learning difficulties in projects that assess working memory is lower than that of children who do not have a
problem (Johnston & Anderson, 1998).
The memory deficit is due either to inefficient receiving and encoding of information or to the limited capacity of
short-term memory (Swanson, 1993). The deficient coding is due to the reduced use of internal repetition, to the
deficient phonological representation of information (Beaton, 2004). Students with special educational needs have
difficulty in cognitive organization of information because they can not use the cognitive processes of
discrimination, grouping, verbal identification (Sousa, 2001).
In addition, in this lesson we will - as mentioned above - have an intervention program for a high school student in
the history lesson. Therefore it is important to explain what we mean by the term intervention. The term
intervention is equivalent to the concept of differentiated teaching; it refers to "a systematic approach in the overall
teaching design for students with different learning needs.
For the proper planning of teaching, emphasis is placed on two main axes: the student and the curriculum
(Panteliadou & Antoniou, 2008). In particular, with regard to the student, we must take into account three
parameters: his/her level of performance, his/her interests and the way he/she learns, ie whether he/she is aural,
visual or kinesthetic (Bertrand, 2002). On the other hand, on the curriculum we distinguish three dimensions:
content, content processing and the final product. (Panteliadou, 2008). It is important to say what a conceptual map
is in summary and its kinds that have been used in this research. A conceptual map consists of a central concept,
which is broken down into individual concepts and is depicted at the top of the map. In addition, it consists of nodes
3. Asian Journal of Applied Science and Technology (AJAST)
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that represent the concepts and links that define the relationships between concepts by describing how one concept
is linked to another (Gouli, Gogoulou & Grigoriadou, 2006).
They graphically depict the individual concepts in which the central concept is analyzed and identified by a label.
The links reflect the relationships between the concepts, ie they illustrate what kind of relationship they have two
concepts. Links are depicted in the form of lines or arrows. The Triad: Concept-Link-Concept creates a clause.
Thus, a conceptual map in essence is: "a diagrammatic representation of links between two or more concepts in the
form of suggestions pointing out and highlighting links and relationships between concepts. The concepts may
relate to objects or events. Conceptual maps focusing on events are characterized as exploratory as opposed to maps
focusing on objects that are described as descriptive. The process of constructing a map is called conceptual
mapping "(Gouli et al., 2006, p. 354).
The most widespread types of conceptual maps are initially hierarchical maps, which are presented in hierarchical
form, where the most important concept is placed at the top and each individual concept is placed lower on the scale
of the hierarchy depending on the relationship with the other concepts. The second category, the spider gram,
places their basic concept in the center of the map. The concepts are organized around the center outward. The third
category is flowcharts that organize the concepts into a linear or circular representation that can also use algorithms.
Finally, we have systemic conceptual charts, which differ only from the previous ones in that they have their inputs
and outputs: Spidergrams (Mind maps), Hierarchical maps, Flow maps and Systemic maps.
Conceptual maps have been used in the educational process in various fields, such as environmental education
(Vassilopoulou, 2011), science teaching (Biology, Chemistry) (Pearsal et al., 1996, Muryanto, 2006), in medicine
(West et al,2002), in computer science (Gouli, 2005), in language (Riley et Ahlberg, 2004), in emotional education
and development (Charitaki, 2015) and in nursing (Gul Boman, 2006) and at various levels of school education. It
has also been used as a tool for evaluating and investigating students' past knowledge and what they have
understood (Vecchia and Petroni, 2007), but also as a collaborative tool (Hmelo-Silver, 2002). Finally, they have
been used as a means of improving the reading ability of children with learning disabilities (Rogdakis, 2015).
Conceptual maps have much more advantages than conventional language texts. Thanks to the variety of media
transmition, such as images, sounds, colors, they help the student to represent knowledge (Kress & Vanleeuwen,
2001). Indeed, they are a means of critical and creative thinking and help to shift from standardization in the
production of knowledge (Dimitriadou et al., 2011). Still, the benefits include the ability to visualize an object or a
category of objects, resulting in the ability to recall the abstract.
Another positive thing is the possibility of moving away from the process of memorizing and exploring the
student's perceptions with the aim of improving and revising them. In addition, with mental maps, students can
follow the learning process themselves and perform self-correction (post-cognition). And of course, they are given
4. Asian Journal of Applied Science and Technology (AJAST)
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102 | P a g e Online ISSN: 2456-883X Website: www.ajast.net
the ability to construct concepts, which greatly help to identify parallelism, comparisons, differences in a way that
is understandable. Finally, school adjustment could be promoted since many behavioral problems in Children
diagnosed with Specific Learning Disabilities are noted due to their inability to achieve typical attainments
(Charitaki, Marasidi, & Soulis, 2018).
Additionally, the benefits include the ability to connect teaching with technology and the pursuit of independent
learning as well as the development of critical thinking and the improvement of language skills (Argyropoulos,
2013). Extending the advantages, we would say that the concept of conceptual mapping creates a dimension of
communication content that Kress calls "plan" (Kress, 2004, p. 120). Finally, a disadvantage is that they require
some practice in learning to build them and much free time to collaborate with colleagues (Charitaki, Antoniou,
Soulis, & Koutsikou, 2018)..
3. METHOD
3.1 Research Design
For the purposes of this research, the qualitative method will be used, which, according to Denzin & Lincoln
(1994), is a "framework activity" that researchers, for example, examine the objects in their natural environment,
trying to understand and explain them on the basis of the interpretation they have given to them.
3.2 Participants
The pupil who participated in the intervention is a child attending the first-year of Junior high school and is 12 years
old. According to his diagnosis by the University General Hospital of Athens, he faces special learning difficulties,
namely dysgraphia and dyscalculia .
In addition, the child's parents are involved in the survey, namely the mother is forty-seven years old, a salesperson
in a clothing store, and the father is forty-five and works in a transport company. They are both high school
graduates.
On the other hand, the professor of the school, who teaches history and the professor of integration, will participate
in the survey. The professor is a forty-five-year-old graduate of the philology department of the Athens
Philosophical School, on the other hand the professor is thirty-five years old with postgraduate specialization in
special education.
3.3 Research Tools
One of the research tools to use is the interview. The interview is one of the best-known methods of collecting
material, where the researcher submits to the respondent a series of questions to be answered. What interests the
researcher is to find out what the respondent thinks about a subject and to compare the opinions of respondents
(Zafiriou, 2003).
5. Asian Journal of Applied Science and Technology (AJAST)
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In particular, the structured interview method will be used by one of the child's parents to fully outline the child's
profile. In addition, an interview will be conducted with the humanities teacher of general education and with the
humanities teacher of special education that teach the history lesson to the child in order to obtain information on
the effectiveness of the intervention and how the student's performance is improving in the lesson of history. The
questions were designed based on the curriculum of the first-grade Junior High School. With these questions,
experts will study the effects of these questions on the student's performance.
Another technique to be used in this research is the pre-post test. In this task, on completion of the intervention
program (5th week) the student will receive a performance criterion and the same test will be taken by the same
student after two weeks (7th week) to check the effectiveness of the intervention in order to be able to draw reliable
conclusions.
In particular, the test consists of two sets of questions. The first group includes correct-incorrect exercises as well as
short answer questions, while the second group includes quotes or images analysis and further questions that
require greater development. In particular, there are three questions in the first group, while in the second six. The
test questions are based on the theory of the History book of the first-grade Junior High school.
Finally, free participatory observation has been chosen in this procedure . That is, the teacher is involved in the
activity he is trying to observe. Unstructured observation is used as it allows the collection and recording of more
data, which may not be properly evaluated or omitted in a structured form (Adler & Adler, 1998). Particularly, the
history lesson, the questions of consolidation, the questions posed by the student, possible improvement or not, as
well as the time the student is required to answer the questions, are recorded weekly.
3.4. Validity and reliability
In the present study, validity and reliability are ensured through methodological triangulation (obtaining research
data on efficacy through both informal tests and interviewing teachers in the school context). Here, methodological
triangulation will be used, which is the use of multiple methods to study a phenomenon (Stalikas, 2005). Also,
credibility is ensured through the use of the performance criterion twice.
Finally, both reliability and validity are safeguarded through the use of research tools drawn from the bibliography.
3.5. Research questions
The aim of the research is to investigate the following research questions:
1. Is the use of conceptual mapping helpful for a child with special learning difficulties to understand the
significance of classical events in Greece?
2. Does the use of conceptual mapping help a child with special learning difficulties to understand the importance
of the political changes of the classical era in Greece?
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3. Is the use of conceptual mapping helpful for a child with special learning difficulties to understand the
functioning of the political system of the classical era in Greece?
4. Is the use of conceptual mapping helpful for a child with special learning difficulties to understand the concepts
of equality and justice in the classical era in Greece?
5. Does the use of conceptual mapping help a child with special learning difficulties to understand the importance
of classical culture in Greece?
6. Is the use of conceptual mapping helpful for a child with special learning difficulties to understand the
importance of classical art in Greece?
4. DATA ANALYSIS
4.1. Procedure
The intervention program lasted five weeks in total and the lesson was held at two sessions of forty-five minutes
each per week. The chapter of the classical era of Athens was used from the History book of the first-grade Junior
high school. The unit was depicted on conceptual maps using the Inspiration 9 program.
In particular, conceptual charts were created for the following chapters of the classical era:
• 'Athens: Towards democracy'.
• 'The alliance of Delos - The alliance as a means of imposing the Athenian
hegemony'.
• 'Democracy is stabilizing - Pericles and Democracy'.
• 'Functions of Democracy'.
• 'The formation of the Athenian society'.
• 'The process of education'.
• 'Causes, pretexts and the effects of the Peloponnesian war'.
• 'The hegemony of Sparta: A sovereignty in question'.
• 'The letters, arts and architecture in the classical era'.
Each map corresponds to either a specific paragraph or two or more. We used all types of mental maps that we saw
in the previous chapter. The digital format is preferred because it provides possibilities such as development,
presentation adaptation and reorganization of nodes, as well as offering a superb illustration in no time.
(Mikropoulos, 2016).
4.2. Answer to research questions
With regard to the first research question, whether the use of conceptual charts is helpful in understanding the
events of the classical era, the answer is positive. Indeed, the pupil before using the maps simply learned by heart
the information he was taught without being able to realize the era of the events.
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He simply studied the brochures given to him by the teacher, without being energetically involved in the lesson.
This view is reinforced by the answer of the history teacher of the school and of the integration teacher in question
7, where they answer that the student has understood the importance of the classical era.
With regard to the first research question, whether the use of conceptual charts is helpful in understanding the
events of the classical era, the answer is positive. Indeed, the student before using the maps was mechanically
learning the information he was actually collecting while he had taught the lessons at the school did not understand
at what time he was referring. She simply read the brochures given to her by the teacher, without being
energetically involved in the lesson. This view is reinforced by the answer given by the teacher of the history of the
school and his / her integration teacher to question 7, where they answer that the student has understood the
importance of the classical era (Figures 1 and 2)
General Questions: (History School Teacher)
1. What is the student's performance in the history lesson?
Answer: I would describe the pupil's performance as moderate, around 13-15 in terms of performance in writing.
The student is not examined verbally but with a test at the end of the school term.
2. Do you believe that the student has the ability to explain the historical terms
and concepts mentioned in the book according to the objectives set in the curriculum?
Answer: Not altogether, but the student is making enough efforts to a satisfactory degree.
3. Do you consider that the student has mastered the ability to describe or classify the historical events of different
periods of history? )
Answer: Yes, the student has understood the sequence of events taught in history.
4. Do you think the student can say in his own words and understand the content of the lessons taught in history?
Answer: The student can say in his own words the content of the lessons but to a moderate degree, provided the
vocabulary has been simplified in advance.
5. Do you think that the student can evaluate the action of historical figures and events that are being taught? Has he
/ she developed critical competence, as provided by the curriculum?
Answer: I would say that the student has not acquired critical competence to the extent required. Often, he is
confused when you ask him to judge the work of a person.
6. Do you think that the student has understood the importance of classical culture in Greece?
Answer: The pupil has a good understanding of letters, namely history, philosophy, rhetoric and theater.
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7. Do you think the student has understood the importance of classical art in Greece?
Answer: The student has partly understood the basic features of architecture and how much they affected later
cultures.
With regard to the second research question, that is, if the use of conceptual charts help to understand political
changes, the answer is positive. In order for the student to realize that from the end of the previous era (the Archaic
period) starts the transition from the aristocracy to democracy, which is established in the classical era, the
measures of Solon and Kleisthenes were designed in a conceptual map so that the learner can get a connection of
the events and understand how the constitution is changing. Then, much emphasis was placed on Pericles' measures
in the classical era. "Sparta's hegemony: A domination in question" was depicted in a conceptual map in which the
student understands that after the Athenian defeat in the Peloponnesian war democracy was overthrown and the
tyranny was established. Of course, at the end of the classical era, democracy was restored.
The fact that the student seems to have deeply understood these changes is apparent from his answers, those
especially related to: "Pericles and Democracy. " This understanding is apparent from his answers to questions
eight, twelve and thirteen.
Moreover, through the interview with the class teacher and the special educator, the answers we received were that
the student had realized that the classical era with the measures of strong politicians established democracy and
although after the end of the Peloponnesian war democracy was overthrown, it was restored at the end of the period.
Then, on whether the student has realized the function of the political system in the classical era, the answer is
positive. In this case, in order for the student to understand the functions of the system, he also involved himself by
making a conceptual map after having highlighted important information in the form of bullets with the help of his
teacher so that the student becomes aware of the most representative works of that period. Along with the
conceptual map, the teacher showed images to the child in order to fully understand the differences in the
Ionic-Doric rhythm. The fact that the student could distinguish the differences between these two architectural
styles is evidenced by the fact that he answers easily and with precision question 6 of group B of the tests before and
after and he can compare two images and identify which are Doric or Ionic rhythm. Moreover, it seems to have
consolidated the basics of the lesson from the answer given to the question one of the course: "Architecture of the
Classical Times", but also from the answer to question four of the tests. Finally, the teachers interviewed answered
that the student has grasped the meaning of classical art to a good extent and can tell what work of art is referring to
at this time.
5. CONCLUSION
Therefore, in an overall assessment we find that mapping of concepts is a dynamic cognitive tool that supports the
educational process by promoting learning objectives (Dimitrakopoulou, 2001). In the first place, conceptual
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mapping can promote understanding, since as presented, the knowledge on maps enables both the general view of
the content and the selective focus on an area (Gouli et al., 2006; Novak & Canas, 2006 ).
Moreover, mapping is a tool for the development and cultivation of critical thinking, as it helps the learner to
extract the key points of a text and to avoid the accumulation of unnecessary knowledge (Hannafin, 1992). In
addition, conceptual charts are a post-reading tool because they help learners to "learn how to learn", ie they have
the opportunity to participate in the learning process (Symington & Novak, 1982).
On the other hand, it is also a useful tool for the teacher himself. This is because the teacher can organize course
material and simplify complex concepts (Anderson, Inman & Zeitz, 1993). And, of course, they can use it as a
diagnostic tool, so that the teacher can distinguish interpretations or misinterpretations that make it difficult to
acquire new knowledge and adapt his teaching tactics to facilitate the acquisition of new knowledge (Vosniadou,
1994).
In particular, in this educational research it was investigated whether conceptual mapping helps to understand the
events of the classical age as well as the political situation and political changes. The answer to these questions was
adequately and positively addressed. In addition, the student has been able to focus and understand basic concepts
of the classical age, such as equality and justice. As far as the last two questions are concerned, the student has
comprehended satisfactorily the most basic elements of classical culture and art.
It is worth noting that due to limited time, there was insufficient analysis of each text. More teaching time would be
particularly useful in order to exercise more the student's critical thinking and to be able to evaluate the work of
persons or events.
To conclude, in order to be able to draw safe conclusions we need to have a longer term study, with a larger sample
of pupils, different ages and countries in classroom conditions and in different fields. It should also be emphasized
that it is necessary in a later study teachers to devote a certain teaching time in learning all the steps and stages of
the maps of the concepts, so that students become familiar with the basic concepts and the way they are constructed.
In particular, other surveys could include construction of concept maps supported by a list of concepts and links
with the direct goal of learning students to define relationships between concepts already depicted or to introduce
new concepts. Of course, it is especially important to familiarize students with the key points of a lesson and build
maps with paper and pencil.
This is also a limiting part of the present work, namely that there was no teaching time so that the student first
became acquainted with the construction of conceptual maps on paper or on the computer, taking into consideration
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that the student did not participate actively in the learning process, but it was limited to getting ready-made
drawings.
Two main goals to be conquered before the learner makes the conceptual maps either on the computer or on the
paper is the choice of information as well as the emphasis on the relationships between the basic ideas. Also, the
student needs to be familiar with the technique of paraphrasing, ie he should not transfer text information as it is.
Last but not least, graphics and sounds, or video, could be added to a later research so that the student can listen to
the lesson based on the conceptual map he has made. Thus, conceptual mapping based on the inspiration software
addresses all three types of learning, visual, aural and kinesthetic.
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