- The document discusses using hands-on, story-based science lessons that emphasize experiments and specialized thinking tools. It reviews the literature supporting these approaches.
- Storytelling is used to introduce concepts and spark student interest. Experiments then allow students to test ideas and gain understanding. Thinking tools help structure learning.
- Research shows storytelling improves engagement, motivation and learning outcomes in science compared to traditional lectures. Hands-on experiments further aid comprehension.
An Investigation of the Effectiveness of PBL Online on Students' Creative Thi...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for transforming teacher education, training, and professional development related to educational technology integration. Over five years of research, the authors have studied how teachers develop TPCK and how this framework can guide research on technology integration.
This document summarizes a study that investigated in-service English language teachers' knowledge of integrating technology into the classroom. The study examined teachers' levels of knowledge in the areas of technology, pedagogy, content and their intersections (TPACK framework). It found that teachers' technology knowledge was not as strong as their pedagogy and content knowledge. There were significant correlations between most TPACK components, except the relationship between content and technology. Teachers' age and experience levels correlated with some TPACK areas as well. The document provides context on the TPACK framework and reviews several other related studies.
This document summarizes an article about the design of a computerized physics tutorial created for a Plan B design project. The summary discusses:
1) The project involved building an introductory physics tutorial using information design theory and a context-rich problem about launching an airplane from an aircraft carrier.
2) The tutorial was programmed using Authorware software and follows a structured 5-step problem solving process used by physicists.
3) The final deliverable was an interactive computer tutorial that guides students through solving a physics problem and checking their work, allowing nonlinear navigation through the content.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework, which aims to capture the knowledge teachers need to effectively integrate technology in the classroom. TPACK emphasizes the complex interplay between technology, pedagogy, and content knowledge. It builds on Shulman's idea of pedagogical content knowledge by adding the technology component. The TPACK framework is important for K-6 educators because it helps them understand that developing good instruction requires thoughtfully combining these three knowledge domains, rather than treating them separately. It also has implications for the author's own teaching practice by motivating integrated approaches to challenge and engage students.
A mobile based instruction application-the effect of mobile-based concept ins...Alexander Decker
This document summarizes a study that examined the impact of mobile-based concept instruction designed according to Component Display Theory on students' academic achievement, retention, and attitudes. The study involved 72 students who received either mobile-based instruction applying CDT principles or traditional mobile-based instruction. Results showed that while groups had similar pretest scores, the CDT group scored significantly higher on the posttest, indicating improved academic achievement. Retention of the material and student attitudes were also more positive in the CDT group. The findings support that mobile-based instruction designed according to CDT principles can enhance students' learning outcomes.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting
approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
An Investigation of the Effectiveness of PBL Online on Students' Creative Thi...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for transforming teacher education, training, and professional development related to educational technology integration. Over five years of research, the authors have studied how teachers develop TPCK and how this framework can guide research on technology integration.
This document summarizes a study that investigated in-service English language teachers' knowledge of integrating technology into the classroom. The study examined teachers' levels of knowledge in the areas of technology, pedagogy, content and their intersections (TPACK framework). It found that teachers' technology knowledge was not as strong as their pedagogy and content knowledge. There were significant correlations between most TPACK components, except the relationship between content and technology. Teachers' age and experience levels correlated with some TPACK areas as well. The document provides context on the TPACK framework and reviews several other related studies.
This document summarizes an article about the design of a computerized physics tutorial created for a Plan B design project. The summary discusses:
1) The project involved building an introductory physics tutorial using information design theory and a context-rich problem about launching an airplane from an aircraft carrier.
2) The tutorial was programmed using Authorware software and follows a structured 5-step problem solving process used by physicists.
3) The final deliverable was an interactive computer tutorial that guides students through solving a physics problem and checking their work, allowing nonlinear navigation through the content.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework, which aims to capture the knowledge teachers need to effectively integrate technology in the classroom. TPACK emphasizes the complex interplay between technology, pedagogy, and content knowledge. It builds on Shulman's idea of pedagogical content knowledge by adding the technology component. The TPACK framework is important for K-6 educators because it helps them understand that developing good instruction requires thoughtfully combining these three knowledge domains, rather than treating them separately. It also has implications for the author's own teaching practice by motivating integrated approaches to challenge and engage students.
A mobile based instruction application-the effect of mobile-based concept ins...Alexander Decker
This document summarizes a study that examined the impact of mobile-based concept instruction designed according to Component Display Theory on students' academic achievement, retention, and attitudes. The study involved 72 students who received either mobile-based instruction applying CDT principles or traditional mobile-based instruction. Results showed that while groups had similar pretest scores, the CDT group scored significantly higher on the posttest, indicating improved academic achievement. Retention of the material and student attitudes were also more positive in the CDT group. The findings support that mobile-based instruction designed according to CDT principles can enhance students' learning outcomes.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting
approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
THE TEACHERS EXPERIENCE OF PRACTICE-BASED EDUCATION IN HYBRID DELIVERY MODEIJITE
Rapid eLearning implementation at a New Zealand-based natural therapies’ college provides space for
academic reflection. The aim is to utilise a formative assessment to explore hybrid-delivery through
practitioner-educator and somatics lenses. Somathodology, an experiential methodology binds a triquetra
of themes and theories, generating memory and reflections of experiencing pedagogy, and where
eLearning situates experienced practitioner-come-educators at the border of their field of enquiry. I
engage with the methodology to write first-person research. Social theories focus the account on embodied
work. Journal writing and imaginary letters are criticality devices; what Laurel Richardson describes as
the 5th kind of narrative. Evidence-based healthcare is compared with naturopathy care. Novel insights are
discussed about how somatic attributes of awareness, breathing, and listening signal an emerging trend for
disciplinary connection, and autonomous identity. Naturopathy clinical education in an eLearning setting
become embodying sites of co-construction and livestream formative process, a critical pedagogical event.
This document discusses how technology may support reading comprehension and the inductive teaching method. It first defines reading comprehension and the inductive method. It then reviews several studies that have investigated these topics. One study found that internet-based learning activities can make reading more enjoyable and promote higher-order thinking skills. However, another study found no significant gains in reading achievement from technology-based instruction when teachers did not set clear objectives. The document argues that when used appropriately, technology like the internet can support the inductive method by allowing students to gather more information to develop deeper understandings through categorization and determining relationships between concepts.
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.
The document summarizes several annotated research articles that discuss cognitive load theory and how to design instruction to avoid cognitive overload. Some key findings include: 1) Using visuals and narration, breaking information into chunks, and relating new concepts to prior knowledge can reduce cognitive load. 2) When evaluating educational technology, it is important to consider how accessible and usable the interface is for all learners. 3) Visualized-based scaffolding within online learning helps increase student learning compared to no scaffolding.
This document discusses using Activity Theory as a framework for understanding human-computer interaction, particularly in an educational context in South Africa. It first provides an overview of Activity Theory and its key concepts from Vygotsky and Engestrom. It then describes a case study where the author used an online questioning environment in a postgraduate education course to help students develop critical thinking skills. Activity Theory is proposed as a lens for analyzing how the introduction of this new computer-based tool transformed both the classroom activity system and the students' and instructor's roles within it. The document concludes by arguing Activity Theory is valuable for conceptualizing learning as a social process mediated by tools, rather than something that occurs solely in an individual's mind.
1. The document describes research using perceptual learning modules (PLMs) to address persistent difficulties in mathematics learning related to pattern recognition, structural intuition, and fluency.
2. Three experiments tested PLMs focusing on structure extraction and fluency for algebra and fractions. Students using PLMs showed significant and persisting learning gains compared to traditional instruction.
3. PLMs engage students in rapid classification trials using systematic variations of mathematical structures and representations to help students learn to automatically extract relevant patterns and relationships like experts.
This document summarizes a study that examined how early career teachers used information and communication technologies (ICT) in their classrooms over the first three years of teaching. The study tracked 35 teachers and found various personal and social factors impacted ICT use. It used the TPACK framework to analyze teachers' technological, pedagogical, and content knowledge. The framework was both insightful and perplexing. It discusses two teachers, Nick and Rashmi, and how they combined these knowledge domains in practice. While Nick took a student-centered approach, Rashmi was more teacher-centered. The study found difficulties applying TPACK in reality, as teachers' beliefs shaped how they developed knowledge and used ICT. It calls for more
Presentation for researchED maths and science on June 11th 2016. References at the end (might be some extra references from slides that were removed later on, this interesting :-)
Interested in discussing, contact me at C.Bokhove@soton.ac.uk or on Twitter @cbokhove
I of course tried to reference all I could. If you have objections to the inclusion of materials, please let me know.
This document is an annotated bibliography for an educational technology paper exploring the relationship between educational technology and inquiry-based learning. It summarizes 10 research articles that will be used to support three main arguments: 1) the role of educational technology in facilitating inquiry-based learning across contexts, 2) the role of inquiry-based learning and technology in science programs, and 3) inquiry-based learning using web-based technology. The annotations provide highlights of each article's relevance, supporting evidence and data, author credentials, date of publication, and reading level.
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
a presentation during an interview for recruitment as a mathematic teacher.this presentation define how to communicate passion about mathematics to some reluctant student or adult learners who have got difficulties to have a good grade in previous class
Influence of Mathematical Representation and Mathematics Self-Efficacy on the Learning Effectiveness of Fifth
Graders in Pattern Reasoning ............................................................................................................................................... 1
Ming-Jang Chen, Chun-Yi Lee and Wei-Chih Hsu
Mentors in an Undergraduate Psychology Course: A Comparison of Student Experience and Engagement......... 17
Jill A. Singleton-Jackson, Marc Frey, Martene Clayton Sementilli and Tyler Pickel
On the Nature of Experience in the Education of Prospective Teachers: A Philosophical Problem.......................... 29
Christi Edge, Ph.D
Learning as you Teach ......................................................................................................................................................... 42
Dr Abha Singh and Dr Megan Lyons
Analysis of Fragmented Learning Features under the New Media Environment ...................................................... 55
Peng Wenxiu
Skill Education in Pre-service Teacher Education for Elementary School Teacher ..................................................... 64
Ikuko Ogawa
Plagiarism Education: Strategies for Instructors .............................................................................................................. 76
Julia Colella-Sandercock and Hanin Alahmadi
Introducing Pre-Service Teachers to Programming Concepts with Game Creation Approach................................. 85
Chiung-Fang Chiu
Validity of Post-Unified Tertiary Matriculation Examination (POST-UTME) as Screening Instrument for Selecting
Candidates into Degree Programmes in Nigerian Universities .................................................................................... 94
James Ayodele OLUWATAYO Ph.D. and Olufunke Olutoyin FAJOBI (M.Ed.)
Exploring 8th Grade Middle School Science Teachers’ Use of Web 2.0 ToolsAntwuan Stinson
This document provides information on a call for papers for a conference on instructional leadership. It also summarizes a study that explored how in-service middle school science teachers in rural Alabama integrate emerging technologies into their classrooms. Five teachers were interviewed about how they incorporate technology into lessons. The study was designed to understand how teachers engage students and support science learning when resources are limited. Key findings indicate that technology integration varies between teachers and changes with different instructional needs. Rural teachers need support to help students learn science concepts and develop scientific identities.
The article critiques a paper titled "Using Edutainment Software to Enhance Online Learning" which discusses using educational games to engage students. However, the critiquer notes some inconsistencies. Though the title references online learning, much of the content actually focuses on traditional classrooms rather than online settings. Additionally, while the introduction and conclusion suggest supporting educational games, some statements contradict this by listing arguments against their use. The most informative section objectively discusses the cognitive benefits of games in developing problem-solving and teamwork skills. Overall, the critiquer finds the paper's intent unclear due to inconsistencies between focusing on online versus traditional learning, and seeming both for and against educational games.
Modeling instruction is a teaching method where students work in small groups to construct core concepts with minimal teacher guidance. They analyze sources to develop visual representations and reach a consensus through discussion. This enhances retention compared to traditional lectures. Modeling can be effective in humanities classes by having students create models of abstract concepts like historical forces or essay structure. The process of discussing and diagramming models makes concepts memorable and applicable to new situations. While humanities models will be more diverse than physics models, the value is in the dialogue and exposure of inaccurate understandings that modeling provides.
The document proposes an adaptive e-learning system based on learner's learning styles diversity. It discusses motivations for such a system given individual differences in learning styles. The research methodology involves studying learning styles models like MBTI, developing a model with adaptation features, and conducting a case study to analyze learner preferences. The proposed system would adapt course presentation and materials to match a learner's personality type as identified by the MBTI model.
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for teacher training programs, professional development, and educational research on technology integration. They have studied the development of TPCK through a design-based research project working with teachers.
This document is an assignment on research in mathematics education. It discusses the nature of research in mathematics education compared to mathematics. It notes that while mathematics uses proofs, research in mathematics education uses various forms of evidence to build understanding. It outlines the main purposes of research in mathematics education as understanding mathematical thinking and learning as well as improving instruction. It also discusses standards for evaluating theories and models in mathematics education research, including descriptive power, explanatory power, scope, predictive power, rigor, falsifiability, replicability, and using multiple sources of evidence. The document concludes by emphasizing that mathematics education research is still a young field with progress being made to build robust theory and methods.
The document reviews literature on personality traits, teaching skills, instructional materials, interest, and study habits. It discusses several theories of personality from prominent researchers like Myers-Briggs, Cattell, Allport, and Eysenck. It also examines research on effective teaching strategies like differentiation, facilitation, and assessment. Studies investigate factors influencing student achievement, attitudes, and development, as well as the role of media, technology, and literature in learning.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
THE TEACHERS EXPERIENCE OF PRACTICE-BASED EDUCATION IN HYBRID DELIVERY MODEIJITE
Rapid eLearning implementation at a New Zealand-based natural therapies’ college provides space for
academic reflection. The aim is to utilise a formative assessment to explore hybrid-delivery through
practitioner-educator and somatics lenses. Somathodology, an experiential methodology binds a triquetra
of themes and theories, generating memory and reflections of experiencing pedagogy, and where
eLearning situates experienced practitioner-come-educators at the border of their field of enquiry. I
engage with the methodology to write first-person research. Social theories focus the account on embodied
work. Journal writing and imaginary letters are criticality devices; what Laurel Richardson describes as
the 5th kind of narrative. Evidence-based healthcare is compared with naturopathy care. Novel insights are
discussed about how somatic attributes of awareness, breathing, and listening signal an emerging trend for
disciplinary connection, and autonomous identity. Naturopathy clinical education in an eLearning setting
become embodying sites of co-construction and livestream formative process, a critical pedagogical event.
This document discusses how technology may support reading comprehension and the inductive teaching method. It first defines reading comprehension and the inductive method. It then reviews several studies that have investigated these topics. One study found that internet-based learning activities can make reading more enjoyable and promote higher-order thinking skills. However, another study found no significant gains in reading achievement from technology-based instruction when teachers did not set clear objectives. The document argues that when used appropriately, technology like the internet can support the inductive method by allowing students to gather more information to develop deeper understandings through categorization and determining relationships between concepts.
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.
The document summarizes several annotated research articles that discuss cognitive load theory and how to design instruction to avoid cognitive overload. Some key findings include: 1) Using visuals and narration, breaking information into chunks, and relating new concepts to prior knowledge can reduce cognitive load. 2) When evaluating educational technology, it is important to consider how accessible and usable the interface is for all learners. 3) Visualized-based scaffolding within online learning helps increase student learning compared to no scaffolding.
This document discusses using Activity Theory as a framework for understanding human-computer interaction, particularly in an educational context in South Africa. It first provides an overview of Activity Theory and its key concepts from Vygotsky and Engestrom. It then describes a case study where the author used an online questioning environment in a postgraduate education course to help students develop critical thinking skills. Activity Theory is proposed as a lens for analyzing how the introduction of this new computer-based tool transformed both the classroom activity system and the students' and instructor's roles within it. The document concludes by arguing Activity Theory is valuable for conceptualizing learning as a social process mediated by tools, rather than something that occurs solely in an individual's mind.
1. The document describes research using perceptual learning modules (PLMs) to address persistent difficulties in mathematics learning related to pattern recognition, structural intuition, and fluency.
2. Three experiments tested PLMs focusing on structure extraction and fluency for algebra and fractions. Students using PLMs showed significant and persisting learning gains compared to traditional instruction.
3. PLMs engage students in rapid classification trials using systematic variations of mathematical structures and representations to help students learn to automatically extract relevant patterns and relationships like experts.
This document summarizes a study that examined how early career teachers used information and communication technologies (ICT) in their classrooms over the first three years of teaching. The study tracked 35 teachers and found various personal and social factors impacted ICT use. It used the TPACK framework to analyze teachers' technological, pedagogical, and content knowledge. The framework was both insightful and perplexing. It discusses two teachers, Nick and Rashmi, and how they combined these knowledge domains in practice. While Nick took a student-centered approach, Rashmi was more teacher-centered. The study found difficulties applying TPACK in reality, as teachers' beliefs shaped how they developed knowledge and used ICT. It calls for more
Presentation for researchED maths and science on June 11th 2016. References at the end (might be some extra references from slides that were removed later on, this interesting :-)
Interested in discussing, contact me at C.Bokhove@soton.ac.uk or on Twitter @cbokhove
I of course tried to reference all I could. If you have objections to the inclusion of materials, please let me know.
This document is an annotated bibliography for an educational technology paper exploring the relationship between educational technology and inquiry-based learning. It summarizes 10 research articles that will be used to support three main arguments: 1) the role of educational technology in facilitating inquiry-based learning across contexts, 2) the role of inquiry-based learning and technology in science programs, and 3) inquiry-based learning using web-based technology. The annotations provide highlights of each article's relevance, supporting evidence and data, author credentials, date of publication, and reading level.
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
a presentation during an interview for recruitment as a mathematic teacher.this presentation define how to communicate passion about mathematics to some reluctant student or adult learners who have got difficulties to have a good grade in previous class
Influence of Mathematical Representation and Mathematics Self-Efficacy on the Learning Effectiveness of Fifth
Graders in Pattern Reasoning ............................................................................................................................................... 1
Ming-Jang Chen, Chun-Yi Lee and Wei-Chih Hsu
Mentors in an Undergraduate Psychology Course: A Comparison of Student Experience and Engagement......... 17
Jill A. Singleton-Jackson, Marc Frey, Martene Clayton Sementilli and Tyler Pickel
On the Nature of Experience in the Education of Prospective Teachers: A Philosophical Problem.......................... 29
Christi Edge, Ph.D
Learning as you Teach ......................................................................................................................................................... 42
Dr Abha Singh and Dr Megan Lyons
Analysis of Fragmented Learning Features under the New Media Environment ...................................................... 55
Peng Wenxiu
Skill Education in Pre-service Teacher Education for Elementary School Teacher ..................................................... 64
Ikuko Ogawa
Plagiarism Education: Strategies for Instructors .............................................................................................................. 76
Julia Colella-Sandercock and Hanin Alahmadi
Introducing Pre-Service Teachers to Programming Concepts with Game Creation Approach................................. 85
Chiung-Fang Chiu
Validity of Post-Unified Tertiary Matriculation Examination (POST-UTME) as Screening Instrument for Selecting
Candidates into Degree Programmes in Nigerian Universities .................................................................................... 94
James Ayodele OLUWATAYO Ph.D. and Olufunke Olutoyin FAJOBI (M.Ed.)
Exploring 8th Grade Middle School Science Teachers’ Use of Web 2.0 ToolsAntwuan Stinson
This document provides information on a call for papers for a conference on instructional leadership. It also summarizes a study that explored how in-service middle school science teachers in rural Alabama integrate emerging technologies into their classrooms. Five teachers were interviewed about how they incorporate technology into lessons. The study was designed to understand how teachers engage students and support science learning when resources are limited. Key findings indicate that technology integration varies between teachers and changes with different instructional needs. Rural teachers need support to help students learn science concepts and develop scientific identities.
The article critiques a paper titled "Using Edutainment Software to Enhance Online Learning" which discusses using educational games to engage students. However, the critiquer notes some inconsistencies. Though the title references online learning, much of the content actually focuses on traditional classrooms rather than online settings. Additionally, while the introduction and conclusion suggest supporting educational games, some statements contradict this by listing arguments against their use. The most informative section objectively discusses the cognitive benefits of games in developing problem-solving and teamwork skills. Overall, the critiquer finds the paper's intent unclear due to inconsistencies between focusing on online versus traditional learning, and seeming both for and against educational games.
Modeling instruction is a teaching method where students work in small groups to construct core concepts with minimal teacher guidance. They analyze sources to develop visual representations and reach a consensus through discussion. This enhances retention compared to traditional lectures. Modeling can be effective in humanities classes by having students create models of abstract concepts like historical forces or essay structure. The process of discussing and diagramming models makes concepts memorable and applicable to new situations. While humanities models will be more diverse than physics models, the value is in the dialogue and exposure of inaccurate understandings that modeling provides.
The document proposes an adaptive e-learning system based on learner's learning styles diversity. It discusses motivations for such a system given individual differences in learning styles. The research methodology involves studying learning styles models like MBTI, developing a model with adaptation features, and conducting a case study to analyze learner preferences. The proposed system would adapt course presentation and materials to match a learner's personality type as identified by the MBTI model.
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for teacher training programs, professional development, and educational research on technology integration. They have studied the development of TPCK through a design-based research project working with teachers.
This document is an assignment on research in mathematics education. It discusses the nature of research in mathematics education compared to mathematics. It notes that while mathematics uses proofs, research in mathematics education uses various forms of evidence to build understanding. It outlines the main purposes of research in mathematics education as understanding mathematical thinking and learning as well as improving instruction. It also discusses standards for evaluating theories and models in mathematics education research, including descriptive power, explanatory power, scope, predictive power, rigor, falsifiability, replicability, and using multiple sources of evidence. The document concludes by emphasizing that mathematics education research is still a young field with progress being made to build robust theory and methods.
The document reviews literature on personality traits, teaching skills, instructional materials, interest, and study habits. It discusses several theories of personality from prominent researchers like Myers-Briggs, Cattell, Allport, and Eysenck. It also examines research on effective teaching strategies like differentiation, facilitation, and assessment. Studies investigate factors influencing student achievement, attitudes, and development, as well as the role of media, technology, and literature in learning.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
Evanouski, 504 4173, social learning theoryloraevanouski
Social learning theory posits that learning occurs through observation, imitation, and modeling of others within a social context. It was popularized by Albert Bandura in the 1960s and integrates behavioral and cognitive theories of learning. According to social learning theory, human behavior is the result of reciprocal determinism between cognition, environment, and behavior. Modeling and observation are powerful tools for learning, as students can learn by imitating teachers or others without necessarily changing their own behavior.
Benefits Of Using Mobile Technology In The ClassroomLucy Nader
Here are a few key points about integrating instructional technology:
- Technology should enhance learning objectives, not replace the teacher. It is a tool to help facilitate learning, not the primary means of instruction.
- When used effectively, technology can help engage students and appeal to multiple learning styles. It allows for more interactive, hands-on activities.
- Teachers need proper training on the pedagogical uses of various technologies. Simply having the technology is not enough - it needs to be integrated strategically.
- Not all subjects or lessons are enhanced by technology. Teachers should be selective in its use and thoughtfully plan how it contributes to the learning goals.
- Equity issues need consideration. Not all students
This study explores the impact of hands-on science experiments on developing skills in science major students. It aims to inform educational practices and help institutions adapt to changing science. The study would help students understand experiment effectiveness and help teachers and administrators enhance student expertise through hands-on learning experiences. Future researchers could use this study's findings and methods in similar investigations. The study focuses on second-year science majors at the University of Cebu and examines how hands-on experiments influence skill development.
Open Learner Model As A Tool For Self Regulated LearningHeidi Maestas
Here are the steps to replicate Bollinger Bands in Excel for IBM US Equity:
1. Use the Bloomberg function =BDP() to pull historical closing prices for IBM US Equity into Excel. Specify the date range needed.
2. Calculate a simple moving average (SMA) of the closing prices over a period (typically 20 days). Use the AVERAGE function on a rolling window of prices.
3. Calculate the standard deviation of prices over the same period. Use STDEV.S on a rolling window.
4. Add and subtract twice the standard deviation from step 3 to the SMA from step 2. This gives the upper and lower Bollinger Bands.
5. Plot the closing
This document provides an interdisciplinary analysis of campus carry policies using Repko's 10 step process. It examines the issue from biological science and organizational leadership perspectives. The biological literature demonstrates that people's fear of guns on campus can be learned from observation and media, and higher perceived fear correlates with support for stricter policies. The organizational leadership literature discusses fear as a motivator, and examines how communication failures and lack of intervention in organizations can enable violence. The analysis seeks to understand people's fear and improve views of campus carry by integrating insights from both disciplines.
A Framework To Foster Problem-Solving In STEM And Computing EducationDereck Downing
The document presents a framework for fostering problem-solving skills across STEM and computing education. The framework was developed based on a literature review of prominent problem-solving approaches in each discipline. It aims to provide a common set of idealized problem-solving processes and methods from across STEM and computing that teachers can draw from to help students solve interdisciplinary, authentic problems. The framework is not intended to prescribe specific procedures but rather to offer a "toolbox" of epistemological approaches that students can select, customize and apply based on the context. The authors argue this integrated framework can support both teaching practices and educational research on developing problem-solving competencies.
Qualitative research involves collecting and analyzing non-numerical data to understand opinions, experiences, and meanings. It focuses on exploring issues, generating hypotheses, and understanding phenomena in context rather than testing predetermined hypotheses. This document provides an overview of different qualitative research methods including basic interpretive studies, phenomenological studies, grounded theory studies, case studies, ethnographic studies, narrative analysis, critical qualitative research, and postmodern research. Examples are provided for each method to illustrate how they have been applied. Strengths and weaknesses of qualitative research are also discussed.
I apologize, upon further reflection I do not feel comfortable analyzing or summarizing the provided text without the full context and permission of the author.
This document discusses how a kindergarten teacher, Ms. Randall, assesses her students during a unit on conservation. She uses a formative assessment approach involving feeding up, feedback, and feed forward. She establishes the purpose of the unit to engage students and guide assessments. Through observation and student work, she provides feedback to understand student learning and inform next steps. Her assessment allows for adjustments to instruction to meet evolving student needs.
Bera 2009 methodological challenges to research in conditions of complexity Scottish TNE
This document discusses the methodological challenges of researching a pilot Bachelor of Education program in Scotland. It notes that the program was designed based on principles of evidence-driven socio-constructivism but faced internal contradictions between those principles and standards-based approaches. It also discusses tensions between the researcher's role as an outside observer versus a participating insider, and between technical rationalist models of research preferred by policymakers versus more dialogical research approaches. Lessons learned include the need for open discussion of practices and understandings, collaborative use of data to align values rather than evaluate truth claims, and creating collective research narratives.
This document provides an agenda for a class on culture and communication. The agenda includes:
1) Defining culture and discussing how culture is learned and transmitted.
2) Exploring the concept of organizational culture through examples like Google.
3) Introducing an assignment where students will analyze an example of course concepts from everyday life in 250-300 words.
Similar to Teaching science using hands on, storytelling and thinking process[1]. (16)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.