Active Teaching Methods Research Articles

Research Priorities in Neuroeducation: Exploring the Views of Early Career Neuroscientists and Educators

The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to address the need for collaboration between neuroscientists and educators by conducting a priority-setting exercise with early career professionals from both fields. Using the nominal group technique (NGT) with interquartile range (IQR) analysis, we identified seven key priorities in neuroeducation and assessed the level of consensus on these priorities. The top-ranked priorities were “Emotional and Mental Well-being”, “Neurodiversity and Special Education Needs”, and “Active and Inclusive Teaching Methods”, though IQR analysis revealed varying levels of consensus. Lower-ranked priorities, such as “Role of Technology on Learning and the Brain”, showed a higher consensus. This discrepancy between ranking and consensus highlights the complex nature of neuroeducation, reflecting differing perspectives between neuroscientists and educators. These findings suggest the need for interdisciplinary collaboration to bridge these gaps and foster evidence-based practices. We recommend that future research focuses on the specific neural mechanisms underlying emotional well-being, strategies for supporting neurodivergent learners, and practical approaches to integrating inclusive teaching methods in diverse educational contexts.

Interactive Serious Game to Teach Basic Life Support Among Schoolchildren in Brazil: Design and Rationale.

Cardiovascular diseases are leading causes of death and morbidity worldwide. CPR and early defibrillation significantly enhance survival rates. Serious Games (SG) improve learning through entertainment. Current strategies target Cardiopulmonary resuscitation for communities and schoolchildren, but none have been validated for children in low-to-middle-income settings. The SG Children Save Hearts, developed in Brazil, teaches the five resuscitation steps according to International Liaison Committee on Resuscitation 2020 guidelines and requires formal usability assessment. The study aimed to evaluate the usability of SG Children Save Hearts among IT and healthcare professionals using the System Usability Scale (SUS). The usability test was conducted in August 2022 in the university's IT department. The game was developed targeting schoolchildren aged 7 to 17. Categorical variables as absolute and relative frequencies, while continuous variables were presented as median with interquartile range (IQR). Normality was assessed using the Shapiro-Wilk test. Comparisons between IT and healthcare professionals were made using the independent t-test for normal distributions or the Mann-Whitney U test for non-normal distributions. We included 17 volunteers with a mean age of 22 years (IQR 20-26). All participants played the game and completed a 10-question survey on its usability using a Likert-type scale. The final grade was converted to a 0 to 100 scale, with a grade above 70 considered acceptable for a minimum viable product. The mean SUS score was 75 (IQR 72.5-87.5). Healthcare professionals gave higher grades to all five domains compared to IT professionals. The average time spent playing the game was 3.2 minutes. Novel technologies have shown promising results for CPR teaching using active teaching methods, but face challenges in developing countries, such as language barriers, device acquisition, cultural differences, and technical support. To our knowledge, this is the first SG developed in portuguese for brazilian schoolchidren. Despite some usability issues, the SG Children Save Hearts is considered adequate for teaching CPR to schoolchildren in Brazil.

The use of active forms of interaction in the educational process Of the military institute

The article considers the possibility of using active teaching methods, such as business games and a round table, in the educational process of the military institute, discusses the stages of preparation and scenarios, provides examples of the use of these technologies in laboratory classes in the discipline «Chemistry», at a scientific and technical event of the Faculty of Artillery Armament.

The use of discussion in the development of emotional intelligence of students

A brief excursion into the history of the study of the problem of emotional intelligence (hereinafter – EI) by domestic and foreign researchers is carried out; the essence of EI is clarified, its content and components are disclosed; the application of discussion in the development of EI in adult learners is described. The necessity of relaying the practice of using active teaching methods to optimize the educational process at all levels of education is substantiated. The principles, parameters, and criteria of effective discussion in additional professional education are described.

Exploring History Teachers’ Understanding of the Goals of History Teaching and Historical Thinking Skills in Secondary Schools

The purpose of this study was to explore history teachers’ inclination toward the goals of teaching disciplinary history, active teaching methods, and their experiences with historical thinking skills during their college education and their classroom practices. The qualitative thematic analysis explores how secondary school history teachers’ beliefs and background knowledge about their subject matter influence classroom practices. It focuses on their conceptions of history and historical thinking, teaching goals, teaching methods, and instructional materials. The results revealed that teachers’ educational training and history courses significantly influence their disciplinary knowledge and teaching practices. In the quantitative phase, the findings reveal that the status of teacher experiences and efficacy with all the historical thinking skills indicators, namely, sourcing, contextualization, corroboration and explicit instruction, varies as revealed in the result section. To address this issue, the researchers suggested the need for teachers to update their professional development and incorporate historical thinking skills into classroom activities, fostering engagement and agency, and intensive training for in-service history teachers. In this preliminary phase, we use these exploratory findings and research on teachers’ conceptions of their discipline and practices of historical thinking skills to propose an interventional framework for teaching history.

Условия эффективной педагогической поддержки обучающихся в процессе их самоопределения в ситуациях активного и интерактивного обучения

Introduction. The tendency to increase the role of independent learning activities of students has actualized the search and implementation of effective conditions for their pedagogical support in the process of using active and interactive teaching methods. Theoretical analysis of the research allowed us to conclude that pedagogical support should be considered as a teacher’s creation of certain conditions for independent work of students in order to form incentives for self-determination through their choice of individual and/or group educational trajectories. Empirical analysis. To verify the assumption that active and interactive teaching methods have a significant potential for pedagogical support of the process of self-determination of students, a study was conducted with the participation of students of two groups of 1st year students of V. I. Razumovsky SSMU (N = 20), within the framework of teaching a theoretical discipline. Conclusion. The study allowed us to conclude that effective conditions of pedagogical support are: trusting dialogical interaction between teachers and students, pedagogical consulting of students at their request, organization of work on a group project using active and interactive methods of group learning interaction; providing an opportunity to develop and implement an individual educational trajectory within the framework of work on a group project.

Pedagogical conditions for developing the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training

The article defines and characterizes the pedagogical conditions for forming the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training. It is emphasized that the tasks of the modern professional training of the applicants of the piano master's degree are not only to ensure a high level of professional knowledge of students, but also their practical preparation for social life and self-realization as an individual. It is emphasized that the humanization of the process of formation of the readiness for intercultural interaction in applicants of the professional master's degree implies the use of the latest technologies, active teaching methods, which would form the motives of educational and artistic activity, contribute to the discovery and development of the creative potential of the education applicant, self-realization of his/her personality; included in the process of learning the sphere of emotions, contributed to the development of cooperation. It has been proven that in the process of forming value orientations in the conditions of a multicultural artistic and educational environment, individual support of piano master's students is successfully implemented through individual counseling, creation of a positive moral and psychological climate in classes, mentoring support of the artistic and educational process, building an individual educational trajectory. Considering the formation and transformation of music-pedagogical and artistic-aesthetic paradigms in the system of modern music education, it is emphasized that the change in the paradigm of music education involves a shift of emphasis from the development in applicants of a complex of special knowledge, abilities and skills, focused on the formation of professional multicultural competence in the conditions of intercultural interaction, which allows us to interpret the artistic and educational space as a unity of creative personalities, united by channels of musical communication, who feel a sense of empathy for each other, mutual interest, are capable of active creative joint activity, overcoming interaction problems, creating a cross-cultural space

Current Problems and Prospects for Training Mid-Level Medical Workers for the Palliative Care System

In the context of the growing need for palliative medicine, it will probably be necessary to reorganize the existing system of training of mid-level medical personnel, include a course on palliative medical care in the curriculum of institutions of secondary vocational education, and introduce active teaching methods. Therefore, an important area is the training and education of medical workers providing palliative care, including nursing staff to provide nursing care for terminally ill patients.

METODA CLIL S VYUZITIM AKTIVIZUJUCICH VYUCOVACICH METOD NA HODINACH BIOLOGIE

The preliminary research explores the implementation of the CLIL (Content and Language Integrated Learning) method in seventh-grade Biology classes at two primary schools, employing activating teaching methods. This paper comprehensively describes the CLIL method, including its historical background, various forms, types, and objectives. We analyze the advantages and disadvantages of CLIL, along with clarifying the role of the Biology teacher within this pedagogical framework. The study involves preliminary research conducted in two different elementary school classes: one without a specific language focus and one where students have a higher language proficiency. The main objective of the study was to determine changes in student attitudes following the implementation of the CLIL method. Through data analysis in action research, pre- and post-questionnaire, the study aims to identify any shifts in student attitudes after lessons conducted using the CLIL approach with activating teaching methods. Additionally, the research includes an analysis and evaluation of student preferences regarding the instructional methods used and the challenges faced by educators in implementing this method.

The educational impact of a comprehensive serious game within the university setting: Improving learning and fostering motivation

The integration of technology in higher education has transformed teaching, turning students into active participants in their learning. Faced with the limitations of conventional methods, the integration of technological and creative methods adapted to current demands is being sought.Proficiency in word processing and spreadsheets is crucial in university education, especially in social sciences and law, where the lack of specialized technical training affects academic performance. This study analyzes the impact of incorporating serious games with technological tools and active teaching methods on students' motivation, engagement and academic performance.

Hands-on sustainability: designing an engaging undergraduate sustainable business course

Purpose This paper outlines the active learning methods used to develop and deliver a sustainable business course to undergraduate students. Moreover, the paper aims to investigate the effect of the sustainable business course on the students’ engagement in sustainable consumption. Design/methodology/approach From a pedagogical perspective, the paper describes the active learning methods applied in a newly introduced sustainable business course via numerous distinctive assessment techniques. On the empirical front, the research investigates the impact of the sustainable business course on the students’ engagement in sustainable consumption. To test such impact, an online survey was distributed among students who completed the sustainable business course, and as a control group for comparison, students who did not take the course. Findings The research results indicate a positive relationship between completion of the sustainable business course and engagement in sustainable consumption. Furthermore, the data revealed that female students exhibited more engagement in sustainable consumption than male students. Research limitations/implications The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption. Practical implications The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption. Pedagogically, the nonconventional course curricula and assessment methods described in this study can be used as a reference by instructors aiming to integrate active and experiential teaching methods into their sustainable business curricula. For decision makers in higher education who are working in line with the global direction to achieve sustainability, this research provides preliminary evidence that students’ engagement with sustainability is influenced by their course curricula. Originality/value By depicting innovative approaches to teaching sustainability in business, the research enriches the field of sustainable business pedagogy which remains under-researched in many countries. Furthermore, the research goes further by investigating the effect of the course on students’ sustainable consumption. This acts as evidence of the effectiveness of teaching sustainable business in changing future leaders’ perspectives and priorities to include environmental and social aspects, which has become a global goal. Accordingly, the research has the potential to encourage more business schools to make sustainable business education mandatory.

Theoretical Prerequisites for the Application of Interactive and Active Methods of English Language Instruction in Distance Learning

This article examines the theoretical prerequisites for the use of active, and interactive methods of teaching English in the conditions of distance learning. The analysis of literary sources and the semantic understanding of the content of the research topic made it possible to develop a methodological apparatus for distance learning. The research objective of the article: theoretical justification of the use of active and interactive methods of teaching English in the conditions of distance learning. The object of the study is the process of distance teaching of the English language. The subject of the study is the use of active and interactive methods of distance teaching of English. Within the framework of the study, the following hypothesis is put forward if digital means are used in the process of distance teaching as an important condition of a distance learning system. It is necessary to take into account their content components, and the relationship with the taxonomy of learning goals, and learning experience, since this will reflect the activity, and interactivity of teaching English in distance learning.

Applying the Task Assignment Method to Teaching Chinese Reading Comprehension Skills at the Basic Stage at Hung Vuong University

In the trend of global integration, Chinese is increasingly proving its important role as an international language, foreign language and culture subject in university programs. Chinese provides students with a new communication tool to absorb advanced scientific and technical knowledge, learn about rich cultural diversity, and easily integrate with the international community. The teaching staff of the Department of Chinese Language and Culture has been using a number of active teaching methods for Chinese Reading comprehension based on two pedagogical perspectives: "learner-centered" and “process-centric”. Among them, task-based teaching method (任务型教学法) is one of the important teaching methods. This is a task-based language teaching method in which instructors guide language learners in completing tasks in class.

Analysis of Impacts and Challenges of Online Learning During the Covid-19 Pandemic: A Case Study at SMA Negeri 2 Rantau Selatan

The COVID-19 pandemic outbreak in 2019 significantly impacted various aspects of societal life, particularly in education. The shift to online learning, necessitated by the pandemic, posed numerous challenges for teachers and students at SMA Negeri 2 Rantau Selatan. This study aims to comprehensively understand these difficulties faced by 11th-grade teachers during online instruction. Employing a qualitative descriptive approach, the findings reveal several challenges: difficulties in delivering the curriculum, evaluating students' understanding, and creating engaging online learning environments. Quantitatively, 75% of teachers reported significant challenges in curriculum delivery, 60% found it difficult to assess students' comprehension, and 70% struggled with maintaining student engagement. These findings suggest a need for more active and creative teaching methods, supported by adequate facilities from the government. The implications of these findings highlight the necessity for improved educational practices and policy recommendations to better support online learning.

Teaching Science through Projects Based Learning

Currently, active teaching methods are a popular trend in education to help students develop their abilities and qualities. Project-based teaching has many advantages which are suitable for the characteristics of students in Vietnam. The article focuses on analyzing the characteristics and importance of project based teaching for primary school students, and proposes the process of teaching Science in elementary school through learning projects.

Assessing Undergraduates’ Critical Thinking Disposition: A Top University in China as a Case Study

The study focused on assessing critical thinking (CT) dispositions among Chinese undergraduate students using the CCTDI-CV. Results showed neutral CT dispositions among students at a top university in China, with factors like gender, grade level, extracurricular activities, Research Program participation, time spent on activities, and mentor supervision influencing CT disposition. Interviews with faculty, students, and administration officials helped identify these factors' impact on students' CT disposition. Recommendations included emphasizing CT development, incorporating active teaching methods, integrating active learning in education, and ensuring systematic support for CT cultivation. The study aimed to enhance students' CT abilities through targeted strategies tailored to the university context.

Nursing students' experiences of flipped classroom teaching method in higher education: a systematic review.

During the COVID-19 pandemic face-to-face activities were suspended, boosting the delivery of online teaching. As students returned to campuses, the delivery of active learning teaching methods followed a blended learning style. The flipped classroom, which is a student-centred approach, appears to be an effective teaching method, generating improved learning outcomes. No systematic review has so far explored students' experiences of this teaching method - a knowledge gap that this review aims to address. Studies published between 2012 and 2023 were identified from seven databases. The JBI critical appraisal tool was adopted to select high-quality studies and add credibility. Following extraction of qualitative data, meta-aggregation was used to identify synthesised findings. The findings were aggregated into seven categories. Based on meaning similarity, three synthesised findings were identified to answer the research question on how nursing students experience the flipped classroom method. Several factors affect the student experience. Although variables are interrelated and complex to analyse, this approach is a valuable teaching method, positively experienced by students with the potential to improve engagement and learning outcomes. The group activities used as a feature of the flipped classroom can be seen as an instrument to deliver a safer and high quality of care.

Listening to students: Beliefs and attitudes about active learning and effective lecture-style courses

Research shows that active-learning methods (e.g. discussion) are often superior to passive methods (e.g. lecture) with respect to learning outcomes. However, students sometimes report preferring and learning more in lecture-style classes compared to those in which they play an active role. These and related findings suggest students may lack awareness about the relative effectiveness of passive versus active teaching methods on their own learning. Here, we used a mixed methods approach to assess college students’ beliefs, attitudes, and feelings about lecture-style courses ( n = 246). One primary goal was to assess if, and to what extent, students would express an unprompted desire for interaction in lecture-style classes when reflecting, in an open-ended format, upon their real-world educational experiences. Respondents reported that the majority of their classes were lecture style, in accordance with previous research, and noted that they view lecture as a mostly effective form of pedagogy. While respondents described high-level knowledge and compelling delivery of the subject matter, effective class design and use of technology, and good stagecraft on behalf of the instructor as important aspects of effective lecture-style teaching, a substantial proportion of students mentioned interaction as the most important component of an effective lecture style class, suggesting that student preferences for passive classrooms is far from universal. Implications of these findings are discussed.

The current situation of seniors’ usage of active teaching methods during practicums – a case study in Vietnam

In Vietnam, pedagogical students are not just equipped with a system of knowledge and skills in the classroom, they also need to apply the knowledge and skills in general education through practicums. To develop learners' capacity, student teachers need to be equipped to use active teaching methods that are appropriate and promote positiveness. The use of pedagogical methods is most evident during a practicum. This article focuses on determining the reality of seniors who are about to become trained teachers and use pedagogical methods in general education when they join a practicum. The article uses a mixed methods approach, including qualitative and quantitative methods. The questionaries were used to survey 122 seniors regarding the active teaching methods at the pedagogical school and applied during practicums. SPSS software was used for data analysis. The results show that pre-service teachers are aware of the importance of using active teaching methods when practicing. However, they are not proficient, have not applied a variety of these methods, and there is a significant difference in the way they are used by students of different disciplines. The research has implications for the process of training pre-service teachers. It is necessary to equip them to deal with issues related to active teaching methods. On the other hand, students need to actively apply these methods during the practicum. In addition to the efforts of student teachers, this issue needs the close coordination of pedagogical universities and practicum schools.

Design and evaluation of an immunology and pathology course that is tailored to today's dentistry students.

Curricular reform provides new opportunities to renovate important pillars of the dentistry curriculum, such as immunology and pathology, with novel approaches that appeal to new generations of students. When redesigning a course that integrates both immunology and pathology at the level that provides dentistry students with sustainable knowledge that is useful for their entire career, several challenges must be met. The objective of the present study was to describe the considerations involved in the design phase of such a new course. First, the course should be compatible with the new view on the incorporation of more active learning and teaching methods. Practically, this means that the course design should contain fewer lectures and more seminars and tutorials, where the students have fewer contact hours and actively engage in using recently acquired knowledge within a contextual background. A mandatory session of team-based learning provides opportunities to apply knowledge in combination with academic reasoning skills, teamwork, and communication. Second, for a 4-week course, choices must be made: students will not become immunologists nor pathologists in such a short period. A governing principle for this course's design is that it should be based on understanding the basic principles of immunology and pathology. The ultimate goal for the students is to make the course immuno-logical and patho-logical, challenging them to reach a next level but clearly without oversimplification. Part of the course design should allow room for students to further study an immunological topic of their own choice, thereby contributing to their immunological curiosity and to their academic development. Third, to make it tailored to a new generation of dentists, examples from the field of dentistry are actively integrated in all aspects of the course. Finally, the era of ChatGPT provides novel opportunities to use generative artificial intelligence (AI) tools in the learning process, but it demands critical thinking of how to use it in a newly designed course. A mid-course evaluation revealed that students acknowledged that immunology and pathology were presented as an integrated course. The final course evaluation endorsed the use of these various educational methods. These methods proved to be appropriate and logical choices for reaching the learning goals of the course.