Actual Lessons Research Articles

Self-reflection in teaching: A comprehensive guide to empowering educators and enhancing student learning

This comprehensive guide report on self- reflection in teaching explores the significance of self-reflection as a professional development tool for teachers. Drawing upon research evidence and practical examples, it examines the benefits of self-reflection in enhancing teaching effectiveness, promoting continuous improvement, and fostering a reflective teaching culture within educational settings. The guide was implemented as an imitative in two post and basic schools ‘teachers as a case study aiming to show the effectiveness of implementing self-reflection in actual lessons, and to reflect the teachers` perspectives of self- reflection in the two schools. The teachers` views and testimonies were all positive and constructive towards the essentiality of applying self- reflection in teaching as such method is crucial to empower the teachers and to enhance them to be engaged thoroughly in the teaching process and contribute in their professional growth process which in consequence enhance the students` learning attitudes as well.

인공지능 융합교육 수업 사례 연구

Objectives This study aimed to develop an AI convergence education lesson case that can be applied to integrated curriculum for lower elementary school students, and to analyze its effectiveness by applying it to actual lessons. Methods For this purpose, AI-based educational lessons were developed in accordance with the ADDIE model and subsequently implemented over 16 sessions with 20 first-grade students from an elementary school in Daegu. In order to assess the efficacy of the aforementioned lessons, a range of methodologies were employed, including the evaluation of learning outcomes, surveys on lesson satisfaction, in-depth interviews with students, an analysis of students' diaries, and the examination of teacher's field notes. Results The results of the study indicated that integrating AI content within the framework of subject-centered convergence education in elementary schools can significantly enhance students' understanding of AI, including its principles and applications. The lessons, which were developed around themes such as the “Community, Autumn, and South Korea” taught in the first grade of elementary school, led to high levels of satisfaction among students. In particular, the projects “Creating a Sharing Market Stall,” “Getting Acquainted with Autumn,” and “Promoting Traditional Korean Foods” not only facilitated a deeper understanding of AI but also enabled students to become proficient in using AI tools. Furthermore, these activities contributed to the development of students' creative thinking and problem-solving skills, thereby demonstrating the potential of AI convergence education for supporting comprehensive learning outcomes in young learners. Conclusions The results of this study have demonstrated the potential of AI convergence education within elementary education. In order to implement AI convergence education programmes effectively for lower-grade elementary students, it is necessary to develop educational materials, enhance the technical capabilities of AI tools, and establish institutional support measures.

Celestial Globe Use in Science Classes: Evaluating Transparent Celestial Globes Used with Wearable Cameras, Celestial Globe Education Practice, and Points for Teacher Education and Science Classes

Celestial globes are difficult to operate intuitively and to use without sufficient proficiency in their operation methods. Therefore, training opportunities for operating celestial globes were set, both in lectures for renewal of teaching licenses for incumbent teachers, and in science teaching method classes for undergraduate education students. The author clarified cautions in teacher education and attention points when using the globes, especially transparent celestial globes, which are commercially available, and which have cameras installed inside the globes for easy confirmation of both interior and exterior perspectives. It is noteworthy that, while none of the participants were able to operate them properly before the lecture, all participants had mastered them within 180 minutes. Two important points related to use of celestial globes are the devotion of attention to the positional relation of the drawn constellations, and the ability to point to a specific star rather than a constellation during exercises. When using the modified globe, it is necessary to improve the visibility of the image captured by the camera and to keep in mind that the model takes time to assemble. Participants evaluated the use of the celestial globes to aid in understanding of targeted learning content by viewing the model in front of their own eyes and by observing it three-dimensionally and/or operating it with their own hands; in doing so, participants could recall the scene more easily later by mentally shifting their perspectives. Participants also pointed out the difficulty of arranging the necessary number of celestial globes, securing the necessary time, and teaching with the model in actual lessons. They recognized the necessity of good planning and consideration in teaching methods to promote students’ understanding of operation methods and learning contents. One must keep in mind that, for fostering the ability to envision actual lessons, thinking about “what to do for the students in front of me, as a teacher” when using the celestial globes is indispensable for teacher education, especially for undergraduate students.

Review Article

Review Article

Rethinking the Policies for Nurturing Teacher Identity Development in Indonesia

This study explored supports given by in-service teachers to student-teachers for professional identity development in Indonesia. In this qualitative study, sixteen student teachers taking the course of Curriculum Development at an Islamic higher education institution in Aceh were grouped into six and assigned to six schools (primary to senior high) in two districts in Aceh, Indonesia, to communicate with classroom teachers regarding lesson plan and teaching materials. We also expected them to observe classroom practices if possible. In this way, student teachers gain real experiences on how the teachers develop their lesson plans and implement them in actual lessons, as part of their professional identity development. We then interviewed all of them to delve into their experiences and perceptions of lesson preparation and teaching. The results showed that even though most schoolteachers provide spaces for student-teachers to practice designing lesson plans, most in-service teachers did not allow student teachers to observe classroom practices. This leaves a gap in the trajectory of student teacher identity development as there are few opportunities for support from the in-service teachers in this regard. However, some participants admitted that their teacher identity had been shaped by the good images of the school they visited, the courses on pedagogy they learned at university, and the instructional approaches former teachers used at schools. This study is significant because its findings can fill in the gap in the trajectory of teacher identity development by alerting in-service teachers, teacher trainers, and the government about the importance of providing school support to student teachers for developing their identity.

Memories of war and problems of forming defence consciousness by means of book business

Actuality and significance of problems of forming social consciousness with its necessary defence component are conditioned by unremitting tension of inter-state relations, transiting into a certain degree of war confrontation. Experience of all wars testifies to the fact that all victories in war hostility are achieved not only by rivalry of military potentials and generals’ skills but also by firmness of spiritual bases and people moral strengths. War history many times has proved patriotic incite and the society unity to be important factors influencing the course and the result of wars. Since the moment of writing invention, oral traditions began to be supplemented by document evidences of war history and invention of book printing not only has widened possibilities of memorable history events’ data circulation but also has transformed the printed word into effective means of information hostility of struggling sides. This article aim is to actualize problems, connected with transformations of war memories, and using book for to preserve it and form a defence component of public consciousness. Historical and book-study analysis of military publishing practice of the XVII–XX centuries proves the tradition of describing war history not only for to study battle experience by military specialists but also for to consolidate the tragedy and lessons of war in public consciousness. Memories of war cannot be similar for winners and losers, and that produces different evaluations of war events and their relevant reflection on pages of fundamental militaryhistorical works and memoirs. Comparison of different memorialists’ viewpoints confirms memory variability, but permits the researchers to approach evaluations that are more objective. To observe the 75-th anniversary of the Victory in the Great Patriotic War of 1941–1945 by carrying out the Year of memory and glory in Russia has become a new impulse for turning to historical memory and research of poorly studied problems. This war experience contains actual lessons of book usage as an important means of forming defence consciousness in the pre-war period and its reconstruction in the years of war.

Bridging Science Education's Theory–Practice Divide: A Perspective from Teacher Education Through Topic-Specific PCK

The divide between theory and practice is an enduring challenge commonly attributed to disconnection in teacher knowledge between ‘knowing what to do’ (planning) and ‘doing what you know’ (enacting in class). We re-visited this divide from the new perspective of pedagogical content knowledge with the purpose of examining the ways in which topic-specific pedagogical content knowledge (TSPCK), evident in a planning-to-teach setting, translates in a classroom setting. Furthermore, we aimed to identify the factors that influence the translation. We employed an intervention-based qualitative research design with a subset of three science pre-service teachers (PSTs) drawn from a cohort of 24 final year PSTs in a Chemistry methodology class. They were followed into schools for observation during a practicum. Data collected comprised lesson plans, two video-recorded lessons each and self-reflection reports. The lesson plans and the lesson recordings were mined for TSPCK episodes, while the reflection reports were analysed for possible influential factors. The identified TSPCK episodes from both the lesson plans and actual lessons were subjected to a qualitative, in-depth analysis, and the results were collated into TSPCK maps. The reflective reports were analysed through content analysis. Findings revealed a structural format change of the PSTs’ TSPCK across the planning–practice settings, while keeping the original lesson intentions intact. Factors influencing the observed TSPCK structural change included complex teacher reflections-for-action and reflections-on-action drawing on specific TSPCK components as well as on learner understanding. Implications for science teacher education are discussed.

Rubric for Measuring and Visualizing the Effects of Learning Computer Programming for Elementary School Students

Aim/Purpose: Although many computer science measures have been proposed, visualizing individual students’ capabilities is difficult, as those measures often rely on specific tools and methods or are not graded. To solve these problems, we propose a rubric for measuring and visualizing the effects of learning computer programming for elementary school students enrolled in computer science education (CSE), which is independent of the programming language being used. Background: In this research, we proposed a rubric based on existing CSE standards and criteria having a programming education-learning goal. We then applied this rubric to actual lessons to visualize the educational effects. Methodology: The proposed new rubric for teaching computer programming, based on existing standards and criteria, was applied to fourth- and sixth-grade students in Japan. We assessed which skills were cultivated through quizzes before and after the teaching. Contribution: This paper contributes on how to make and utilize a rubric for programming education in computer science. We evaluated and visualized the proposed rubric’s learning effects on children and found that our proposed rubrics are independent of any particular method or tool. Findings: The results of this survey are twofold: (1) we proposed a rubric of programming education in computer science, independent of the programming tools used and (2) we succeeded in visualizing students’ learning stages by applying the proposed rubric to programming education conducted in a Japanese elementary school. Recommendations for Practitioners: Evaluating educational effects in CSE is important. In particular, graded assessments of learner abilities can reveal individual characteristics. This research is useful for assessing CSE because it focuses specifically on programming education. Recommendation for Researchers: The rubric’s suggestions and quality improvements in CSE help learners assess their learning progress and will clarify the cultivated computer science skills. Impact on Society: This research evaluates CSE based on a rubric in the programming education field. Future Research: Future work is needed to improve the proposed rubric’s quality and relevance. Also, this rubric should be applied to many classes to increase the number of evaluations and analyses.

ABOUT ROLE AND FEATURES OF BIOGRAPHIC GENRE IN MODERN HISTORIOGRAPHY

The article deals with the reasons for the «capture» of historians by the biographical genre at the present time. The author analyzes the phenomenon of addressing the history of the historical faculty of the Odessa University named after I. I.Mechnikov. The author argues that history is more than science, because it has a scientific component (conceptual apparatus, rigorous selection of facts and their validation during the study), and the literary basis (language, style of writing), and the mythological aspect, related to imagination. The author notes that critical articles on historiography, published in serious scientific publications, once again convinced that it is almost impossible for a historian to stand up to his time, to avoid general enthusiasm for the political trend. After all, everything that hangs today will inevitably be condemned. Whatever the worship of the majority, it will be thrown into the dirt. Knowledge in general and knowledge of history in particular gives the man the illusion that he has the apparatus of truth. The biographer is in a better position, since the center of his attention is a special person. And the more a person, the more its gap with its time, the more it is interesting to the historian of his independence, in the words of Pushkin. The author illustrates his thoughts on the peculiarities of the work of the biographer by way of a critical analysis of two biographical sketches. A biography like the hero’s myth. Autobiography is the most insidious and treacherous genre, because it more reveals the personality of the author than he himself desires. The author seems to him to be exposing and judging someone, but in fact he reveals himself. The size of the soul matters, except, of course, the mind. In fact, it is extremely important how a person thinks about himself, that he emphasizes in others, what he insists, denies and what is silent. In the last part the author draws attention to the actual lessons of the history of the historians himself and points out that there are no bad sources if there is the ability to work analytically with them.

The Role of The Teacher in Building Intercultural Communication Skills in Foreign Language Teaching: Teachers’ Views with Examples from France and Turkey

Globalization and communication technologies are making intercultural communication necessary in international platform. Individuals need some skills to communicate effectively. Current foreign language teaching programs need to be prepared with the practices aimed at building intercultural communication skills. As in every educational process, the teacher is the most responsible person in teaching these skills. To identify and compare views of foreign language teachers on the teacher's role in building intercultural communication skills in foreign language teaching, and to collect data, twenty teachers from two universities of France and Turkey were asked to complete an open-ended questionnaire and followed one by one interview. The ethnic and cultural diversity enabled us to make comparisons among different perspectives. The analysis revealed that all participants developed awareness about importance of intercultural communication, yet experienced difficulties in planning intercultural activities and covering them in actual lessons. It was revealed that none of the participants had received any special training on intercultural communication. Some different views of participants that emerged, as a result of this study, are attributed to their cultural codes.

직업특성화고등학교 패션디자인 교육의 구성디자인 기법 교육모델 제안

The 20th Century was an age of industrial societies that concentrated on developing standardized skills in people. whereas the 21st Century is a knowledge-based society that requires professional manpower with intellectual creativity and expertise. The purpose of this study was to develop an educational model of design idea conception that can improve the capacities of designers for the industrial sites based on creative thinking in the field of fashion industry at specialized vocational high schools. Therefore, this study examined the effects of classes using the composition design method on students, and it also investigated the idea conception method on the Fashion Design textbook for students attending specialized vocational high schools. The research method of this study is proven by both the literature study and the empirical study. The current state of fashion majors in specialized vocational high schools is studied through domestic and overseas literature and textbooks. The finding of the test through fashion design lesson using the composition design method is as follows: the application of composition design method for the idea conception model helps students at specialized vocational high schools to understand the theories and practices of fashion design better and find the specific forms of design more easily. The composition design method, which was suggested by Lee(2006), can be utilized as an educational model, and the effects of this method can be studied after actual lessons are performed. this method makes it easier to approach the construction of forms using lines and planes in the design development process, and may function as an educational model that can improve students’ formative thinking and senses.

Lessons learned

PurposeTo increase the spread and reuse of lessons learned (LLs), the purpose of this paper is to develop a standardised information structure to facilitate concise capture of the critical elements needed to engage secondary learners and help them apply lessons to their contexts.Design/methodology/approachThree workshops with industry practitioners, an analysis of over 60 actual lessons from private and public sector organisations and seven practitioner interviews provided evidence of actual practice. Design science was used to develop a repeatable/consistent information model of LL content/structure. Workshop analysis and theory provided the coding template. Situation theory and normative analysis were used to define the knowledge and rule logic to standardise fields.FindingsComparing evidence from practice against theoretical prescriptions in the literature highlighted important enhancements to the standard LL model. These were a consistent/concise rule and context structure, appropriate emotional language, reuse and control criteria to ensure lessons were transferrable and reusable in new situations.Research limitations/implicationsFindings are based on a limited sample. Long-term benefits of standardisation and use need further research. A larger sample/longitudinal usage study is planned.Practical implicationsThe implementation of the LL structure was well-received in one government user site and other industry user sites are pending. Practitioners validated the design logic for improving capture and reuse of lessons to render them easily translatable to a new learner’s context.Originality/valueThe new LL structure is uniquely grounded in user needs, developed from existing best practice and is an original application of normative and situation theory to provide consistent rule logic for context/content structure.

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in pre-service teachers’ demo lessons were different from those in the lessons of the in-service teachers. The aim of this study was to unveil how pre-service teachers manage their classes differently from in-service teachers by carrying out a fine-grained comparison. The point-by-point comparison revealed both qualitative and quantitative differences which might not be immediately obvious to an observer at first sight. The differences were discussed in terms of the specific procedures of the teaching practice course and some suggestions were presented.

Automatic data integration from Moodle course logs to pivot tables for time series cross section analysis

This paper describes a data integration method for Moodle course logs and pivot table functions to analyze the behavior of students’ material page views in face-to-face blended learning using Moodle course materials. The developed method integrates the data with a pivot table by preprocessing Moodle course logs and generates a time series cross section (TSCS) table that visualizes the student’s course material page views. Experiments conducted on Moodle page views of actual materials collected during actual lessons found that the table visualizes both overall and individual viewpoints. Reactions to teacher instructions on course materials during class can also be visualized by the generated TSCS table. Moreover, because students who open course items late or do not open them can be identified clearly, the method can be used as a reference for improving future classes.

재미있는 고소설 교육을 위한 실천적 수업활동의 실제

재미있는 고소설 교육을 위한 실천적 수업활동의 실제

English

The general purpose of this research was to investigate the strategies utilized for vocabulary development of ten individuals (first year college students) in Graphic Art Department, School for The Handicapped, Anadolu University with hearing impairment. The reflective and cyclical data were consisted of videotape recordings of the actual lessons, audiotape recordings of the meeting of the validity committee, lesson plans, archival data, students’ artifacts and test results. During the instructions, based on the Balanced Literacy Instructional Approach (BLIA), direct and indirect vocabulary developing strategies were applied meaningfully, functionally and purposefully. The research findings indicated that the individuals with hearing impairment improved in their vocabulary and the application of combinations of direct and indirect vocabulary developing strategies repeated in various contexts is beneficial for the students’ vocabulary development.  Key Words: Vocabulary, vocabulary developing strategies, individuals with hearing impairments, Balanced Literacy Instructional Approach.

An Analysis of STEM/STEAM Teacher Education in Korea with a Case Study of Two Schools from a Community of Practice Perspective

The aim of this study was to investigate STEAM (Science, Technology, Engineering, Arts, and Mathematics) teacher education and to examine the successful conditions for its implementation. This study observed two leading schools that have actively participated in STEAM education since the initial stage of STEAM education in Korea. Through participant observation, we videotaped actual lessons, interviewed teachers, and collected their documents. The data analysis was carried out from a community of practice (CoP) perspective and the CoP dimensions were categorized as joint enterprise, mutual engagement, and shared repertoire. The results show that the two communities shared similar dimensions: open-mindedness and self-innovation as joint enterprise, reciprocal relationship and continuous role exchange as mutual engagement, and educational materials and abundant time as shared repertoire. This study gives some practical implications for teachers’ successful engagement with and for their competency in STEAM education.

Classroom learning and achievement: how the complexity of classroom interaction impacts students’ learning

Background: Complexity models have provided a suitable framework in various domains to assess students’ educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of a task and the probability of a student solving it.Purpose: Thus far, few detailed investigations explore the importance of complexity in actual classroom lessons. Moreover, the few efforts made so far revealed inconsistencies. Hence, the present study sheds light on the influence the complexity of students’ and teachers’ class contributions have on students’ learning outcomes.Sample: Videos of 10 German 8th grade physics courses covering three consecutive lessons on two topics each (electricity, mechanics) have been analyzed. The sample includes 10 teachers and 290 students.Design and methods: Students’ and teachers’ verbal contributions were coded manual-based according to the level of complexity. Additionally, pre-post testing of knowledge in electricity and mechanics was applied to assess the students’ learning gain. ANOVA analysis was used to characterize the influence of the complexity on the learning gain.Results: Results indicate that the mean level of complexity in classroom contributions explains a large portion of variance in post-test results on class level. Despite this overarching trend, taking classroom activities into account as well reveals even more fine-grained patterns, leading to more specific relations between the complexity in the classroom and students’ achievement.Conclusions: In conclusion, we argue for more reflected teaching approaches intended to gradually increase class complexity to foster students’ level of competency.

A study on the usability of E-books and APP in engineering courses: A case study on mechanical drawing

Developments in cloud technology has made it possible for users to use the Internet and smart handheld devices for performing various tasks. Many types of E-books and APP have been made as a result. However, few investigations have been carried out to determine whether E-books and APP are useful for college-level engineering courses in the classroom settings. Hence, this study has selected a mechanical drawing course where E-books and APP could be used in theoretical and practical teaching to perform an empirical investigation. E-books were used to study the principles of mechanical drawing, while the APP was used for creating mechanical drawings and learning the processes involved in actual mechanical drawing processes. The investigation then analyzed the relationship between learning styles and the usability of the E-books and the APP.Results showed that students gave higher ratings for the aesthetics, convenience, intention to use, user satisfaction, and task-technology fit for E-book usability. For APP, students gave good reviews for 7 aspects, namely intention to use, completeness, consistency and functionality, course management, perceived usefulness, aesthetics, and user satisfaction. Further findings showed that the use of E-books and APP in the learning of CAD was closely related to learning styles and that students with different learning styles have their respective preferences. Student performance in the course after using E-books and APP in the learning was closely related to learning styles. Theorists achieved the best scores in the mechanical drawing course with E-books and the APP, followed by the pragmatist, the activist, the reflector, and finally the mixed learner.To develop E-books that are practical in the field of education, this study recommends converting abstract concepts into actual examples, providing challenging learning activities, offering multi-sensory experiences, establishing logical connections between knowledge points, and giving learners with problem solutions, means of searching for additional information, operational interfaces, and self-learning systems as well. This study offered a direction in the development of usable learning materials (E-books and APP) that would be more helpful and compatible with actual lessons in class.

It’s Time for Health Record Banking!

This article is part of a Focus Theme of Methods of Information in Medicine on Health Record Banking. This Focus Theme aims at describing the Health Record Banking (HRB) paradigm, which offers an alternative constellation of health information exchange and integration through sustainability of health records over the lifetime of individuals by independent and trusted organizations. It also aims at describing various approaches to HRB and reporting on the state-of-the-art HRB through actual implementations and lessons learned, as described in articles of this Focus Theme.