Activity-based Instruction Research Articles

Effect of explicit and reflective activity-based instruction on senior secondary physics students’ views towards Nature of Science

ABSTRACT This study investigated the effect of explicit and reflective activity-based instruction (ERABI) on senior secondary physics students' views towards the Nature of Science (NOS) in Rwanda. We administered a questionnaire on NOS to a sample of 148 participants enrolled in the senior five physics-chemistry-biology combination. A mixed research approach that embedded a quasi-experimental non-equivalent control group design (experimental and control) was used. After the intervention which lasted for six weeks, a significant change in students' views about NOS was noted in all targeted NOS aspects in this study. The study found that the effect size of the intervention was large for all seven NOS aspects as eta squared was above 0.4 for targeted NOS aspects; moreover, a very large effect was noted for four NOS aspects, tentative nature (0.709), social and cultural contexts in science (0.605), creativity and imagination (0.562), and observation and inference (0.518). The normalised gain for all these aspects was also found to be high. We also found that the change in students' understanding pf NOS is not affected by school location (rural or urban), school status (day or boarding school) and gender. Therefore, the implementation of ERABI seems to provide an answer to promote the standard understanding of NOS.

Meaningful engagement of preschoolers through storytelling pedagogy

Engaging students in their learning depends on the teachers’ pedagogical practices. The first author is a STEAM scholar and preschool educator who realized engagement is necessary for meaningful learning. For this, teachers and students must have exposure to innovative and arts-integrated pedagogy (e.g., storytelling). However, the teachers in the first author’s school practiced a conventional teaching approach, such as lecture and monotonous activity-based instruction, that compelled a disengaged learning culture. Similarly, storytelling was limited to reading aloud from storybooks. Thus, this paper investigated integrating storytelling pedagogy to engage preschoolers in learning by centralizing on the research question: How do teachers integrate storytelling pedagogy to enhance meaningful learning? This study used an action research method to intervene in the current pedagogical practice with storytelling as an innovative pedagogy. The teachers and students of Upper Kindergarten were involved in practicing storytelling approaches to conceptualize content knowledge and learn meaningfully. The findings of this study revealed that storytelling as an innovative pedagogy enhances the students’ engagement in their learning process. Similarly, it also helps to enrich students’ imaginative and creative skills, which are crucial soft skills in the 21<sup>st </sup>century. Moreover, storytelling enhances a deeper understanding of the content knowledge if the stories are developed based on the content knowledge of the curriculum. Therefore, storytelling is an innovative and arts-integrated pedagogy to foster preschoolers’ knowledge and skills through engagement and motivation. This research is applicable for educators and schoolteachers to improve and innovate their teaching-learning practices for students’ meaningful learning experiences.

Intertextualizing Interactive Texts for Teaching Synonyms Using Digital Platforms: An Experimental Study Engaging the First-Year Undergraduate Students

With Content and Language Integrated Learning (CLIL) gaining greater attention in English Language Teaching, more emphasis has been given to teaching content-based vocabulary to students. However sufficient attention has not been given to widening the students' knowledge to make them learn synonyms (equivalent words). In this research, we explore the possibilities of teaching synonyms to First Year College students using Interactive Texts. This is done through the use of Mobiles and other classroom gadgets available. Interactive learning methods utilizing Interactive Texts actively engage the learner’s intellect and emotions by strengthening the connection to the content. Beyond the use of traditional textbooks and methods, this methodology includes a variety of tasks that promote engagement with printed materials, such as Directed Activities Related to Texts (DARTs), as well as mobile-based activities that improve students' reading and comprehension skills. This activity-based instruction introduces students to a variety of vocabulary. It enhances their word power by not only teaching them synonyms but also the application of the same in their real-life situations in the most appropriate way.

Activity-Based Instruction in Mathematics Education: Teachers' Activity Evaluations

Bu araştırmanın amacı, öğretmenler tarafından kullanılan etkinlik değerlendirme kriterlerini tanımlamak ve bu kriterlerin, bir etkinliğin niteliksel özellikleriyle nasıl uyum sağladığını ortaya koymaktır. Çalışma, nitel araştırma metotlarından biri olan durum çalışması yöntemiyle yürütülmüştür ve dört ilköğretim matematik öğretmeni katılımcı olarak dahil edilmiştir. Araştırma sürecinde, katılımcı öğretmenlerden kendi tercih ettikleri etkinlik metinlerini değerlendirmeleri ve ayrıca kendilerine sunulan bir etkinlik metnini incelemeleri istenmiştir. Toplanan veriler, özel bir etkinlik değerlendirme ve geri bildirim çerçevesi kullanılarak analiz edilmiştir. Bu araştırmanın bulguları, öğretmenlerin etkinlik değerlendirme sürecinde belirli odak noktalarına sahip olduğunu göstermektedir. Özellikle, öğretmenlerin etkinlikleri değerlendirirken materyal ve yönerge bileşenlerine yoğunlaştıkları, ancak etkinliklerin matematiksel potansiyelini sınırlı bir şekilde ele aldıkları belirlenmiştir. Araştırmanın sonuçları, öğretmenlerin etkinlik seçimi ve uygulama süreçlerinin daha etkili bir şekilde yapılandırılmasına yönelik önerilerle sonuçlanmıştır.

The Limitations of Activity-Based Instruction to Improve the Productivity of Schooling

Abstract There is substantial emphasis on improving classroom practices, primarily through activity-based instruction, to increase the productivity of schooling. We study a large programme that seeks to promote mathematics learning in government primary schools in India. Through a cluster-randomised trial we find that the programme increased activity-based instruction, but yielded only muted impacts on learning. We provide a potential explanation: school value-added models suggest a negative relationship between activity-based instruction and test score gains. Our findings are robust to adding a community-engagement component to the intervention. These results highlight the limitations of activity-based instruction programmes for increasing school productivity.

인간-AI 협력 역량 향상을 위한 활동중심수업 설계원리 개발

인간-AI 협력 역량 향상을 위한 활동중심수업 설계원리 개발

Versatility and pedagogical models in physical education

ABSTRACT Background: In this paper, we contribute to the discussion of models-based practice (MbP) in physical education (PE). While versatility is a global ideal for PE, the common pedagogical approach to PE has been criticized for being biased towards activity-based instruction and mastering discipline-specific skills. To address this problem, Kirk, Metzler, and Haerens et al. suggest PE based on pedagogical models (a MbP) to meet the ideal of versatility for PE. However, a MbP does not automatically fulfil the versatile ideal of PE, and it is thus important that a MbP is embedded in and informed by broader theoretical perspectives on PE’s educational purpose. In this paper, we will broaden the perspective on the ideal of versatility by including the purpose of PE, and the discussion of the purpose of PE draws on Gert Biesta’s perspective on education and its purpose as qualification, socialization and subjectification. Purpose: The purpose of the paper is to investigate how Biesta’s three educational domains of qualification, socialization and subjectification can qualify a versatile MbP in PE. Method: To examine how we can understand versatility as an ideal for PE, the paper presents Biesta’s perspective on education and how we can apply this understanding to craft a MbP in PE (Biesta 2013; Friesen 2020). Findings: Drawing on Biesta’s (2020) perspective on education, we argue that a versatile MbP in PE should account for all three domains of the educational purpose: qualification, socialization and subjectification. Even though the three domains are inseparable in practice, the crux of any pedagogical model will tend to focus more explicitly on one domain of the educational purpose over the others. From the perspective of education as a human science pedagogy, the present paper offers some theoretical reflections on the purpose of PE and makes a case for a MbP using three pedagogical models: Direct Instruction (Metzler 2017), Sport Education (Kirk 2013; Siedentop 1994) and Movement literacy (Standal 2015). Conclusion: Using Biesta’s (2020, 2022) three educational domains of the educational purpose, this paper offers some theoretical reflections that can qualify a versatile MbP in PE from the perspective of education as a human science pedagogy.

Enhancing Junior Secondary School Students’ Acquisition of Science Process Skills through Activity-Based Instruction in Basic Science

Enhancing Junior Secondary School Students’ Acquisition of Science Process Skills through Activity-Based Instruction in Basic Science

TEKNIK DEKLAMASI: SEBUAH STRATEGI PENGAJARAN SASTRA BERBASIS AKTIVITAS

Child literature instruction is an effort to develop child creativity toward values contained in lietarature; poetry. One of child creativities is reading poetry through deklamasi. Deklamasi is reading poetry with a rythem meaning that reading with rythem based on appreciation toward poetry read. Declamasi teachnique is one of activity-based instruction literature strategies. Through dekalmasi, a child can show self-expression presented in string of word by word, so the child creativity can develop earlier. Key Words : Declamasi, The teaching of Literature-based activities.

Telehealth for Family Guidance: Acceptance and Commitment Therapy, Parent-Focused Preference Assessment, and Activity-Based Instruction for the Support of Children with Autism Spectrum Disorder and Their Families.

A 5-stage protocol was used to support Board Certified Behavior Analysts providing telehealth support for children with autism spectrum disorder and their families. Stage 1 of the protocol involves 2 acceptance and commitment therapy exercises. Specifically, the Valued Living Questionnaire is used to identify a family member’s values, and the Bull’s-Eye Values Survey is employed to determine the extent to which a family member is living in accordance with stated values. Stage 2 of the protocol involves administering an adult version of the Meaningful Activity Participation Assessment to identify preferred activities of parents of a child with autism spectrum disorder. During Stage 3 of the protocol, the goals and objectives of a child with autism spectrum disorder are yoked to the preferred activities of a family member in order to promote child–parent engagement. Stage 4 of the protocol is focused on parent-implemented interventions, and Stage 5 of the protocol is designed as a primer for comprehensive support within an acceptance and commitment therapy model. The 5-stage protocol provides guidelines for Board Certified Behavior Analysts interested in structuring telehealth sessions and optimizing engagement between a family member and a child with autism spectrum disorder.

Science teachers' philosophical thoughts in Chemistry lessons: An epistemological reflection

The purpose of this study is to explore the epistemological foundation of science teachers' beliefs and understanding of students' activities in chemistry lessons. It also helps to find out the philosophical perspectives of science teachers and students to accomplish practical activities to transfer school science learning to activity-based instruction. Science teachers' teaching style, students' interaction and engagement in chemistry lessons and collaborative inquiry were closely observed and their epistemologies were documented and explored. Chemistry classes with practical activities were observed in two community schools located at Province 3 (Kathmandu), Nepal. Interpretive data were generated and analyzed concerning a philosophical perspective on play-way chemistry learning. The pragmatic methodological approach was applied, focusing on the experiences of students and their collaboration with the science teachers. The analysis of activity discourse showed that the learning and understanding of chemistry depend upon the basic epistemology of science teachers, activity-based learning and the collaboration between a science teacher and the students were conducted. The results suggest that the science teachers' dogmatic epistemology is the major hindrance and an influential factor resulting in students' poor understanding in chemistry lessons.

Using Studio Culture to Foster Epistemic Change in an Engineering Senior Design Course

Contribution: This paper furthers understanding of how to use studio culture to develop instruction that supports learners’ epistemic development in the context of an engineering senior design course, with a focus on student development of epistemic frames. Background: Current capstone engineering design courses do not integrate the educational theories and practice of cognitive apprenticeship combined with studio culture. Combined, these can be useful constructs for developing instruction that encourages creativity and innovation in a situated, student-centered, and activity-focused environment. Prior research and evidence-based instructional methods from other non-engineering contexts were used to create an instructional environment that engenders epistemic change. Research Questions: How do instructional design methods based on studio culture impact the cognitive and epistemic development of engineering students in a Senior Design course? Methods: This exploratory case study examines the effects of instructional design methods based on studio culture to change an Engineering Senior Design course from lecture-based to activity-based instruction in a collaborative environment. The case study emerges from a design-based research intervention, and uses mixed methods data collection from multiple sources, including video interviews, classroom footage, and written debrief reflections. Data analysis applied an integrated thematic approach. Implications were developed through an emergent coding process. Findings: Cognitive apprenticeship methods used in a studio culture-based classroom provide learning experiences that benefit epistemic and cognitive growth for engineering students in a Senior Design course.

Analyzing the Status of Performance Assessment in Middle School Technology Education in Chungnam

2015 개정 교육과정은 학생중심활동의 수업과 동시에 과정중심 평가를 강조하고 있다. 이 연구는 충남 지역 모든 중학교에서 2018년 실시되고 있는 수행평가의 현황과 실태를 조사하였다. 이를 위해 학교알리미 웹사이트에서 충남중학교 193개교의 연간 수업계획 및 수행평가 계획서를 받아 분석하였다. 주요 분석 항목은 기본 학교 정보, 기술교육과 관련된 정보, 수행평가와 지필평가의 비율, 기술 수업에서의 수행평가 내용과 도구이다. 자료 조사와 분석의 신뢰도를 위해 조사 분석표를 개발하였고 이를 기반으로 분석하였으며 최종적으로 신뢰할 수 있는 분석 자료 확보를 위해 기술교사 3인에 의한 검토를 받았다. 이 연구는 조사 대상인 193개 학교 중 공개된 자료가 불충분한 8개교를 제외한 185개 학교의 자료를 대상으로 하였다. 분석 결과는 다음과 같다. 첫째, 지필고사의 실시는 자유학기제의 실시로 인해 1학년에서 미실시가 가장 많았다. 둘째, 수행평가의 내용에 대한 분석 결과에서 수행평가의 내용 영역은 제조기술(86건) 영역에서 많이 수행되었으며 건설기술(79건), 수송기술(59건)의 순서로 나타났다. 가장 적은 수행영역은 생명기술(2건)으로 나타났다. 셋째, 포트폴리오 평가(94건)를 이용한 수행평가가 가장 많았으며 완제품평가(72건), 평가요소 체크리스트법(44건)이 뒤이어 나타났다. 중학교에서의 수행평가는 자유학기제의 실시와 상호 관련성이 높아 기술교육의 수업과 평가에도 영향을 미치고 있다. 게다가, 현장의 기술수업은 학생중심의 활동과 과정중심 평가를 위해 보다 다양한 평가 방법과 균형 잡힌 수행평가의 내용이 필요하다.2015 national curriculum has emphasized a students’ activity-based instruction with a process-based assessment. This study investigated the status of how performance assessments were performed for all middle school technology education programs in the Chungnam province. Annual semester school plans and performance assessment plans of 193 middle schools were downloaded from the School Information Announcement website to investigate basic school information, background information related to technology education, proportion of performance assessment and written exam for technology, and contents and tools for performance assessment in technology classes. This study developed analysis table and a review group by three technology teachers for reliable research procedure. This study analyzed 185 cases excluding 8 schools which had insufficient information for performance assessment in technology and home economics subject. The results from this analysis were the following: First, there were many schools did not provide written tests for the seventh graders in technology and home economics courses because of the free semester plan. Second, manufacturing technology was the most prevalent with 86 cases as a learning area topic of performance assessment. Invention (29 cases) and Biotechnology (2 cases) were not enough regarding the content for performance assessment. Third, performance assessment using a portfolio was widely utilized (94 cases). In addition, there were final artifacts(72 cases) and checklist(44 cases). Performance assessment has been implemented with a strong connection to the middle school free semester system regarding the instruction and assessment. Moreover, this study recommend that technology education classrooms should have more diverse assessment methods and balanced assessment topics or contents for students’ participation centered activities and process centered assessment.

Speech anxiety in guidance and psychological counselling department students

The objective of the present study is to reveal the effect of the activity-based oral presentation course on the speech anxiety of Guidance and Psychological Counselling Department students. In the quantitative study conducted with a single group pre-test–post-test model, the data were collected with ‘Speech Anxiety Scale for Pre-Service Teachers.’ Based on the analysis conducted on the sub-dimensions of the above-mentioned scale, it was determined that students’ post-test psychological state scores () were higher than pre-test psychological state scores (), post-test physiological symptoms scores () were higher than pre-test physiological symptoms scores (), post-test anxiety scores () were higher than pre-test anxiety scores () and post-test speech anxiety scores () were higher than pre-test speech anxiety scores (). Based on this determination, several recommendations were made for the oral expression course.
 
 Keywords: Oral expression, speech, speech anxiety, activity-based instruction.

Assessment of Activity-Based Instruction in Overcoming 7th Grade Middle School Students’ Misconceptions in Algebra

Bu calismada, 7. sinif ogrencilerinin cebir ogrenme alaninda karsilastiklari olasi guclukler ile kavram yanilgilarina yonelik tasarlanan etkinlik temelli ogrenme ortamlarinin kavram yanilgilarini gidermede etkililiginin belirlenmesi amaclanmistir. Bu arastirmada, arastirmaci ogretmen yontemi kullanilmis, nitel ve nicel arastirma arasinda kopru kurulmasini saglayan karma yontemle de desteklenmistir. Ogrencilerin cebir ogrenme alanindaki kavramsal anlamalarini ve kavram yanilgilarini belirlemek icin 26 soruluk kavram testi (KT) gelistirilmistir. Arastirmanin orneklemi, 2016-2017 egitim-ogretim yilindaki Van ilinin bir ilcesindeki ortaokulun yedinci sinifina devam eden 54 ogrencidir. Arastirmanin nicel kisminda deneysel yontem kullanilmistir. On test ve son test olarak kullanilan kavram testleri 8 adet rubrik kullanilarak degerlendirilmistir. Daha sonra arastirmanin nitel boyutunda ise deney ve kontrol grubundan secilen 12 ogrenci ile yapilandirilmamis gorusme yapilarak bulgular duzenlenmistir. Elde edilen bulgular kavram yanilgilarinin giderilmesinde etkinlik temelli ogretimin daha etkili oldugunu gostermistir. Ogrencilerin sahip olduklari kavram yanilgilari ise cebirdeki harflerin farkli kullanimlarini anlayamadiklari, harflerin sadece rakamlardan olusabileceklerine inandiklari, her harfin sadece bir degere sahip oldugunu dusunmeleri, ab gibi ifadelerin iki basamakli olduguna inandiklari uzerinde yogunlasmistir.

The effects of story-based and activity-based collocation instruction on elementary students' collocation acquisition

The effects of story-based and activity-based collocation instruction on elementary students' collocation acquisition

Changes in Curriculum for the Technology Subject of High School in Korea

이 연구의 목적은 고등학교에서의 기술교과 교육의 변천 과정상의 특징을 찾고 그 특징을 분석하는 것이다. 이 연구에서는 교육과정 변천의 특성에 따라 시기를 구분하고 시기별 과목명의 변천과 주당 이수시간의 변화, 각 교육과정별 교육 목표, 주요 내용, 지도 및 평가상의 유의점을 비교 분석하여 변화 추이를 알아보았다. 교육과정의 시기별 구분은 기술 과목이 독립적으로 존재하느냐, 통합과목의 일부 영역으로 존재하느냐에 따라 ‘독립 과목기’와 ‘통합 과목기’로 구분하였다. 독립 과목기는 제1기(1969. 9. 개정교육과정시기), 제2기(1974. 12. 개정교육과정시기), 제3기(1981. 12. 개정교육과정시기), 제4기(1988. 3. 개정교육과정시기)로 구분하고, 통합 과목기는 제5기(1992. 10. 개정교육과정시기), 제6기(1997. 12. 개정교육과정시기), 제7기(2008. 9. 개정교육과정시기), 제8기(2011. 8. 개정교육과정시기), 제9기(2015. 9. 개정교육과정시기)로 구분하여 시기별 교육과정의 목표와 내용, 평가 및 지도상의 유의점을 분석하여 변천의 특징을 분석하여 다음과 같은 결론을 도출하였다. 첫째, 고등학교 교육과정에서의 기술교육은 제1기부터 제5기까지는 ‘기술’과의 명칭으로 독립된 과목으로 존재하다가 제6기부터 ‘기술․가정’과로 과목명이 바뀌면서 다른 교과와 통합된 형태로 변화하였다. 둘째, 양적인 측면에서 시수의 감축 및 필수교과에서 선택교과로의 변화 등 고등학교 교육과정에서 기술교육이 차지하는 중요성이 점차 낮아졌다. 셋째, 질적인 측면에서 기술의 영역을 중심으로 단원을 설정하였던 것에서 핵심 개념 중심으로 기술교육의 내용을 구성하는 방식으로 변화하였다. 넷째, 기술교육의 목표가 직업에 관련된 기술적 능력을 중시하던 것에서 일반교육으로서의 기술적 소양을 강조하는 것으로 변화하였다. 다섯째, 기술교육의 방법과 평가방법이 지식의 전달이나 전통적인 실습, 결과 중심의 평가에서 학생의 활동 중심 수업과 수행 및 과정 중심 평가로 변화하였다.The purpose of this study is to find out the characteristics of transition process of technology education curriculum at Korean high school and to compare and analyze its characteristics. In this study, the transition period of the curriculum was divided into the period when the technology subject was an independent course and the period when it was a part of the integrated course, educational objectives, main contents, guidance and evaluation. The period of the curriculum is divided into ‘independent subject’ and ‘integrated subject’ depending on whether the technology subject exists independently or whether it exists as a part of integrated subject. The independent subject period is divided into the first period(revised curriculum in 1969), the second period(revision curriculum in 1974), the third period(revised curriculum in 1981), the fourth period (revised curriculum in 1988) and the 5th period(revised curriculum in 1992). The integrated courses are divided into the 6th period(revised curriculum in 1997), the 7th period(revised curriculum in 2008), the 8th period(revised curriculum in 2011), the 9th period(revised curriculum in 2015). The characteristics of the transition were analyzed by analyzing the goals, contents, evaluation and guidance points of the curriculum by period. First, the subject name of high school changed from ‘Technology’ to ‘Technology․Home economics’. Second, in terms of quantitative aspects, the importance of technology education in the high school curriculum is lowered. Third, in terms of qualitative aspect, we changed the method of constituting the content of technology education centered on core concept from the fact that the unit was set up based on the area of technology. Fourth, the goal of technology education changed from emphasizing technological ability related to job to emphasizing technological literacy as general education. Fifth, the teaching method and evaluation of technology education changed from knowledge transfer, traditional practice, result-based evaluation to activity-based instruction and performance-based and process-based evaluation of students.

Active Learning Works! Until it Doesn't: Measuring the Effectiveness of Activity-Based Learning Exercises on Information Anxiety

ABSTRACTThis study served to investigate how information literacy instruction can alleviate information anxiety in online learners. While there has been much research to demonstrate that hands-on or activity-based learning is beneficial in reducing library anxiety, those studies have not been conducted for the online classroom. Using a required, first-semester course in the University of Southern California's School of Social Work online program, this study hypothesized that activity-based online library instruction sessions will result in a measurable reduction of information anxiety. Using a pre- and post-session survey instrument, this study discovered that activity-based instruction for online students may not be as effective in reducing information anxiety as previous research suggested.

Study in Teacher Education: Effects of Activity-Based Instruction on Student Teachers’ Achievement

Activity-based instruction is one of the teaching approaches used in the education of student teachers at teacher education. This study examined the effects of activity-based instruction on the views and learning outcomes of the student teachers. To this end, activity-based instruction approach was applied during the instruction on the experimental group and traditional learning method was applied on the control group. Poster study, puzzle and card activity were the main activities used for instruction in the experimental group during the study. The results showed no significant differences in the pre-test scores (p>.05) and the post-test scores (p>.05) between the experimental and control groups. These statistical results are different from those found in similar studies, which is found to be worthy of consideration.

IMPACT OF ACTIVITY-BASED MATHEMATICS INSTRUCTION ON STUDENTS WITH DIFFERENT PRIOR KNOWLEDGE AND READING ABILITIES

The aim of this paper is to examine the impact of activity-based mathematics instruction on mathematics performance and investigate those factors, which contribute to the mathematics performance of a sample of children aged between 10 and 12 years. The study was designed to consider the impact of prior knowledge, self-regulation, prior attitude, and reading ability on students’ mathematics performance. The data were collected by surveying the students using four instruments: achievement, attitude toward mathematics, self-regulation, and reading ability. The initial results indicated that activity-based mathematics instruction made a significant contribution to students’ mathematics performance and mathematics attitude. Students with high prior knowledge and high self-regulation skills demonstrated greater gains in mathematics performance. Students with high prior knowledge also showed a more positive attitude toward mathematics. However, students with low prior knowledge and low reading skills showed the greatest gains in mathematics performance as measured by a retention test. Recent perspectives on the effect of activity-based instruction and the predictors of mathematics performance were described, and recommendations were offered.