Educational Approach Research Articles

Pedagogical Approaches in Music and Audio Education for Deaf and Hard-of-Hearing Students

Learning about music, sound or audio can present significant challenges for individuals who are deaf and hard of hearing (DHH). Given the advancements in technology and the increasing emphasis on equality, diversity and inclusion (EDI) in education, this article proposes pedagogical approaches aimed at facilitating the learning process for DHH students in the areas of music and audio production. These approaches encompass sound visualisation, haptic feedback, automated transcription, tactics in non-linear editing and digital signal processing. Importantly, these approaches do not necessitate advanced technical skills or substantial additional resources, thus lowering barriers for DHH students to overcome challenges in music and audio production. Furthermore, these strategies would enable content creation and editing for individuals with DHH, who may have previously been excluded from participating in music and audio production. Recommendations are provided for the implementation of these approaches in diverse educational settings to promote the integration of EDI in music and audio education.

Designing an innovative learning model for fundamental throwing and catching skills using the teaching games for understanding (tgfu) approach in elementary education

This research focuses on enhancing elementary school students' fundamental throwing and catching skills through an engaging and effective learning model grounded in the Teaching Games for Understanding (TGFU) approach. Traditional physical education methods often fail to engage students, particularly those with underdeveloped motor skills, resulting in lower participation in physical activities. This study aimed to design and validate a TGFU-based learning model specifically for fifth graders, following Borg and Gall's development process, which includes iterative testing and refinement stages. Instruments used to measure throwing and catching skills included performance assessments and observational checklists. The study involved three stages: initial testing with 20 students, main product testing with 100 students, and effectiveness testing with 36 students. Content validation reached 91%, and media expert validation was 85%, with practicality and student engagement questionnaires scoring 92.5% and 95%, respectively, in small-scale trials, and media interest reaching 96% in large-scale trials. Data normality and homogeneity were confirmed through normality (p > 0.05) and homogeneity tests (p > 0.05), indicating that the data were normally distributed and homogeneous. The paired t-test results (sig. 0.000) demonstrated a significant improvement in students' throwing and catching skills, confirming the effectiveness of the developed learning model. These findings validate the TGFU-based approach as a superior method for engaging students and enhancing their motor skills in physical education. Keywords: Physical Activity, The Teaching Games for Understanding, Learning Model, Basic Movements, Throwing, Catching.

2024 International Conference on Education, Economics, Management, and Social Sciences(EMSS 2024)

Welcome to the official website of the 2024 International Conference on Education, Economics, Management, and Social Sciences (EMSS 2024), scheduled to take place from September 25-26, 2024 in Melbourne, Australia! EMSS 2024 offers a prestigious platform for scholars, educators, researchers, and practitioners in the fields of education, economics, management, and social sciences to share their latest research insights, innovative methodologies, and cutting-edge solutions. This conference serves as a global forum to foster interdisciplinary discussions, collaborations, and the exchange of ideas on some of the most critical and emerging issues in these fields. We are proud to gather participants from various sectors who will engage in thought-provoking discussions and debates on topics of major societal relevance, including advances in educational practices, economic strategies, management approaches, and social sciences. The conference aims to provide valuable contributions to both academic research and practical applications. EMSS 2024 is committed to highlighting original, high-quality research papers that advance theoretical understanding, offer practical implications, and contribute to policy-making. Each paper has been rigorously reviewed based on its technical merit, research significance, and real-world impact, ensuring a high standard of academic excellence. We would like to extend our deepest gratitude to the esteemed members of the technical and organizing committees, whose diligent efforts in reviewing and improving the submissions have significantly elevated the quality of the conference proceedings. Additionally, we express our heartfelt thanks to the authors for their contributions, collaboration in adhering to the conference guidelines, and for sharing their unique insights and innovative research. We look forward to the intellectual exchange, networking opportunities, and collaborative potential that EMSS 2024 will bring. We hope you enjoy the conference! EMSS 2024 Conference Chairs

Aerodynamics learning based on the development of an simplified conceptual glider design and flight testing

This study explores numerically and experimentally the conceptual design of a glider aircraft, focusing on achieving stable and efficient flight. The purpose of the work was the applied learning of aerodynamics for an undergraduate course in aerospace engineering. After research, simulations, and theoretical analyses, the project progressed to the practical stage, involving the construction and flight testing of the aircraft. This research included the identification of possible airfoils, consideration of Reynolds number limits and detailed analyses in XFLR5. Methods such as the Lifting Line Theorem and the Vortex Lattice Method were studied and applied in the project development.This approach underlines the study’s education aim - to demonstrate the practical application of theoretical knowledge. In summary, the design process, emphasizing the key milestones and challenges encountered during the manufacturing phase and the outcomes of the flight tests are discussed in detail. The project enabled the simulation and validation of aerodynamic concepts through construction, yielding flight results that were consistent with previous numerical predictions. This demonstrates that the proposed educational approach significantly enhances the practical application of theoretical knowledge in aerodynamics.

The Effect of Project-Based Stem Education Approach on Academic Achievement and Stem Career Interests in Science

The aim of this study is to determine the effect of the project-based STEM learning method prepared in accordance with the Science and Technology course curriculum on academic achievement and STEM Career Interest levels. Pre-test post-test control group experimental design was used in the study. In this context, the sample of the study consisted of 52 (n=26 experimental and n=27 control) volunteer 6th grade students studying in two different branches at Karatay Secondary School in Karatay district of Konya province in the second semester of 2021-2022 academic year. A placement test was administered in order to determine the branches in which the study would be conducted. According to the results of the exam, volunteer students studying in the closest level branches were included in the study. The students in the experimental group were taught according to the project-based STEM learning method prepared according to the outcomes of the Support and Motion System, Force and Motion, Sound Insulation, Thermal Insulation units for 64 lesson hours. The students in the control group were taught the above-mentioned units by the same instructor according to the existing program for 64 class hours. Both experimental and control group students were administered the skills-based academic achievement and STEM Career Interest Scale prepared by the Ministry of National Education as pre-test and post-test. The data obtained from the pre-test and post-test applications were evaluated in SPSS 26.0 package program. In the statistical analysis, it was found that there was a statistically significant difference between the students in the experimental and control groups in favor of the students in the experimental group (p<0.05). According to the findings obtained from the statistical analysis, it was concluded that the project-based STEM teaching method in science education increased the level of academic achievement and interest in STEM professions. Based on this result, it is predicted that students' academic achievement levels can increase with the more frequent use of project-based STEM learning method in science education by teachers

A comprehensive scoping review of global educational strategies and outcomes in aedes-borne disease control

BackgroundAedes mosquito is the primary vector of emerging or re-emerging arboviruses that threaten public health worldwide. Many efforts have been made to develop interventions to control the Aedes mosquito. This scoping review was conducted to identify the nature and scope of educational interventions to prevent and control diseases transmitted through the Aedes mosquito. The findings can be used to evaluate, compare, and develop appropriate control strategies.MethodsThe present scoping review was conducted in 2023 and used Arksey and O’Malley’s approach, which involves five key stages. To search for academic papers, PubMed, Web of Science, Scopus and ScienceDirect databases were used with a combination of keywords about Aedes mosquitoes, educational interventions, and disease prevention and control. The search was not limited by the publication date, yet only included studies published in English. Studies were included that reported the educational interventions about Aedes mosquito control at the community or organizational level. The screening of papers was done based on the PRISMA-ScR guideline. Excel 2019 was used for data analysis.ResultsInitially, 3,172 papers were extracted, and after screenings and reviews, a total number of 45 final papers were selected. The studies focused on educational interventions. Twenty interventional studies were at the organizational level and 25 at the community level. The latter was the most commonly used strategy. Interventions using educational approaches have achieved sustainable results. Out of the forty-five studies, twenty-one were assessed to have a low risk of bias.ConclusionsThe present scoping review evaluates the effectiveness of educational interventions at various community levels for controlling Aedes-borne diseases, emphasizing the need for multidisciplinary collaboration. Controlling Aedes mosquitoes using education and attracting the community’s participation is an effective approach to reduce diseases transmitted through Aedes. The development of education at different levels of the community, such as educational and occupational environments, can play a role in the effectiveness of societal education and can be more cost-effective. Maintaining the effect of this approach is challenging because it requires multi-sector and multidisciplinary team participation and active community engagement over the long term. Further research is required to explore the removal of barriers to the implementation of educational interventions and the consistency of effects.

Implementation of the CLIL (Content and Language Integrated Learning) Approach in English Language Learning

This study examines the implementation of the Content and Language Integrated Learning (CLIL) approach in English language education, focusing on its effectiveness in enhancing both language proficiency and content comprehension. CLIL, which combines subject matter with language instruction, provides a dual-focused educational framework that supports the development of academic content knowledge while improving language skills. Key aspects of CLIL highlighted in this research include the integration of content and language, the necessity of teacher training and professional development, and the impact on student engagement and learning outcomes. The findings suggest that while CLIL offers significant benefits, such as increased student motivation and improved language skills, it also presents challenges, particularly related to teacher preparedness and resource development. Addressing these challenges through targeted professional development and appropriate resource allocation is essential for the successful implementation of CLIL. The study concludes that CLIL is a promising approach for enhancing English language learning, provided that its implementation is carefully managed and adequately supported.

Therapeutic Patient Education and Eating Habits: A Challenge in Caries Disease.

Dietary Factors and Oral Health: Risky dietary behaviors, particularly excessive sugar consumption, significantly contribute to dental caries. Dental practitioners are tasked with detecting and managing these behaviors to effectively treat caries and prevent recurrences. Although dietary assessment tools exist to identify such behaviors, they have limits. Furthermore, traditional methods, focused on information dissemination and advice, often fall short in promoting sustainable changes in patient behavior toward oral health. From our perspective, there is a necessity to integrate educational approaches with therapeutic management for enhancing the ability current and future dental practitioners to effectively care for their patients' oral health needs. Discussion: Specific educational models have been developed for patients with chronic diseases, through Therapeutic Patient Education (TPE), defined as helping patients acquire or maintain the skills they need to best manage their lives with a chronic disease. Future Directions: By incorporating TPE into dental practice, oral health professionals can empower patients to take control of their eating habits and reduce their risk of caries disease. This holistic approach addresses both the carious lesions and underlying causes of tooth decay, leading to better oral health outcomes for patients.

Inclusive Communities Through Religious Moderation Villages: Study of Literature

Religious moderation is a concept that seeks to promote values of tolerance, affection, and inclusion among different believers in a society. This article aims to explain important aspects of modern society, as it encourages tolerance, respects diversity, and creates an environment that recognizes and respects religious diversity and provides equal opportunities for all individuals without any discrimination based on religion. The method used is the study of literature on the key topics of “religious moderation,” “inclusive society,” and “reliance freedom.” From regular studies, it has been found that inclusive societies, governments, religious institutions, educational institutions, and individuals have a responsibility to participate in efforts to promote religious moderation and build inclusive society. One of the steps that can be taken to form an inclusive society is the implementation of inclusive education approaches, interfaith dialogue, and cross-religious collaborative activities, which can help create societies that respect religious diversity, give equal opportunities to all individuals, and create a prosperous social order. In conclusion, the article emphasizes the need for cooperation to strengthen religious moderation and create an inclusive society based on the principles of solidarity, understanding, and mutual respect in order to disseminate moderate religious education by blending religious principles with universal human values. Keywords: religious moderation, inclusive society, religious education, government policy, digital literacy

The Effect of Google Classroom-Assisted Realistic Mathematics Education Approach on Students’ Mathematical Reasoning Ability

Mathematical reasoning is an important aspect, but there are still many students who are weak when it comes to mathematical reasoning. Factors that affect the level of mathematical reasoning of low students, including: a) students easily forget the material taught; b) the student has no idea in completing it; c) students are not careful in understanding the problems in the problem; d) students do not understand which formula will be used in solving the problem; e) Students do not understand the concept of the material. This research aims to determine whether or not there is an influence of the approach realistic mathematics education helpgoogle classroomon mathematical reasoning abilities. Quantitative Approach method used in this researchpre-experimental design with one group pretest posttest design. The research subject is the experimental class. Data collection was carried out with pretest and posttest data on the mathematical reasoning abilities of grade 7 students at one of the junior high schools in Purwasari district, kabupaten Karawarang. Data analysis techniques in this study that is analyze the scores of pretest and posttest results students by t-test for 2 dependent samples (Paired Sample T-Test) done with the help of IBM SPSS 21 software. The research results show that there is value of sig 0,000 < 0,05 which means a positive influence approach realistic rathematic education help google classroomon ability students' mathematical reasoning. Based on the result, we can be concluded that there is a positive influence of the approach realistic mathematic education help google classroomon students mathematical reasoning abilities. The learning process uses an approach realistic mathematic education help google classroom can be used as an alternative learning to improve students mathematical reasoning abilities.

Breaking Math Anxiety: A Success Story From an Indian Government School

Mathematics anxiety and fear among children pose significant educational challenges worldwide. This study examines the efficacy of a hybrid learning approach that combines digital game-based learning with hands-on activities to enhance mathematics engagement, reduce anxiety, and improve numeracy skills while fostering algebraic and mathematical thinking. The research was conducted at Government School, Ramagondanahalli, Bengaluru (RGHL), involving over 400 children aged 6-10 years from grades 1-5. Participants were primarily first-generation learners from economically disadvantaged backgrounds with limited access to educational resources. The intervention comprised weekly 70-minute sessions over six months, featuring the digital game "Magic Math Spell Caster" alongside modified traditional board games such as Snakes & Ladders, Bingo with Place Value Cards, and a custom Memory Card Game. The curriculum also incorporated activity worksheets with math manipulatives and practice sheets. The didactical approach underpinning the intervention was based on six key principles: Treating mathematics as a language to be spoken, promoting algebraic thinking; Structuring games into levels with well-defined learning objectives to scaffold mathematical thinking; Connecting concrete and abstract concepts to deepen understanding; Employing a hands-on approach to reinforce learning; Providing resources to every child to ensure equal access; Integrating assessments as digital interactive worksheets within gameplay. This approach allowed children to explore, make connections, and construct knowledge independently, fostering both algebraic and broader mathematical thinking skills. The program encouraged peer-to-peer learning by grouping children with different math proficiencies. Students progressed through game levels at their own pace, often exceeding curriculum expectations. This study contributes to the growing body of evidence supporting hybrid learning approaches in mathematics education for all children, emphasizing the development of robust mathematical and algebraic thinking skills.

The use of Educational Escape Rooms in the Lifelong Training of Mathematics Teachers

Educational escape rooms represent an innovative and engaging educational approach, with a high potential for the development of problem-solving and collaboration skills. That is why it is important to familiarize teachers with them and support them for their use in the teaching practice. Our paper presents a case study investigating the utilization of two versions of digital educational escape rooms (DEERs) within the lifelong training of mathematics teachers. Thirty-two mathematics educators of pupils aged 10 to 19 participated in the research. DEERs were developed in two digital platforms: Room Escape Maker and Google Forms, offering an interactive adventure game and a story-based text game, respectively. The study aimed to explore teachers' perceptions of these DEER versions and their potential applications in teaching. Data collection employed observation and a questionnaire survey, followed by qualitative evaluation through thematic analysis. The research's limitations include the sample size and the specifications of the utilized DEERs.

Cthink.It. A Board-game for Computational Thinking in Early Years

Computational Thinking (CT) refers to a specific set of mental skills used to formulate solutions to problems by converting given inputs to produce appropriate outputs while following detailed algorithms to perform this process. Essentially, CT is broadly defined as a combination of thinking processes which include abstraction, algorithm design, decomposition, pattern recognition and data representation. Board-games can be used in the educational process as a learning tool while creating an attractive and authentic learning environment, providing an educational approach which is transdisciplinary, developing and utilizing multiple skills. Using board-games in Early Childhood Education (ECE) cultivates students' social skills, 21st century skills and cognitive skills, while helping them to increase their motivation and achieve the objectives of the curriculum framework. In this paper, the aforementioned areas are combined through the presentation of a board-game that was designed within the CThink.it Erasmus+ project (2022-1-MT01-KA220-SCH-000086903) for cultivating CT competency in the early years. The backstory is a toy, lost in a museum and through a series of activities, it is to be returned to the child-owner. Prior to designing the game, a systematic literature review was conducted so as to provide foundation for the game itself and a set of associated lesson plans. The produced materials were pilot tested in schools. The paper aims to provide preliminary data for the game evaluation, focusing on the issues of playability, age appropriateness, connection to curricula and the teachers’ perspective on the usability of the game as teaching resource for ECE. For that, the research methodology will be presented, along with preliminary findings.

A New Mathetic (The Science of Learning) and Didactic (The Science of Teaching) Concept

The concept of Learngaming integrates Darwin’s natural selection theory into a learning and teaching framework designed to prepare individuals for the demands of the 21st century. It focuses on entrepreneurial learning through play, fostering the development of key skills such as efficiency, flexibility, and creativity. In contrast to traditional educational approaches, which emphasise rote learning and exams, Learngaming promotes active, nonlinear, and collaborative learning environments that reflect the dynamic, digital context of modern life. The methodology uses digital "LEARNGames" to simulate real-world challenges, allowing learners to adapt and thrive in uncertain environments by encouraging risk-taking and instant feedback. This method proves particularly effective in teaching 21st-century skills, as demonstrated in projects with gifted children, where learners showed improved retention and engagement through play-based learning. By shifting from a teacher-centred model to a learner-driven, game-based approach, Learngaming enhances both personal and collective learning outcomes, preparing individuals to succeed in an ever-evolving society.

Pre-service geography teachers’ conceptual understanding of contours on maps: implications for teacher training in cartography

ABSTRACT Developing young people’s understanding of geography concepts requires teachers who have detailed, structured, interconnected, and accurate conceptual knowledge and understanding. Accordingly, this study focuses on pre-service geography teachers’ understanding of the exemplar concept of contours on maps and discusses its implications for teacher training programmes. Data collected using a two-tier conceptual test and a questionnaire in a sample of 127 pre-service geography teachers indicated that pre-service teachers should not be perceived as a homogenous group with identical conceptual understandings and educational needs. The results highlighted the necessity to differentiate between pre-service teachers not only based on their conceptual understanding but also on the non-cognitive dimensions of concepts. Four types of pre-service teachers were identified based on success and certainty rates: successful-certain (SC), successful-uncertain (SU), failing-uncertain (FU) and failing-certain (FC). Both SU and FU types were characterised by low confidence in their related skills and a negative relationship to the concept of contours. The non-cognitive dimension manifested in opposite ways in SC and FC types. The specific educational approach required by each type is discussed, and implications for further research are presented.

Escaping the Bondage of Bullying: A Game-based Learning Approach

School bullying is a phenomenon of great concern worldwide, with profound implications for the emotional development of those involved. Leveraging the interactive nature of game-based learning provides a unique opportunity for active student engagement that goes beyond traditional pedagogical methods. This article aims to explore students' perceptions of bullying and present a digital game as an alternative educational approach to raising students' awareness, empathy, and empowerment. Furthermore, it will be demonstrated how an art-based virtual museum game engages students in exploring and understanding the phenomenon. A needs assessment on bullying was conducted on a student population sample during the school year 2023 - 2024. Subsequently, a digital 3D escape room type game (named "e-BOB") was used, which was redesigned and reconstructed by the students from an initial project within the Panhellenic Students Competition of Onassis Foundation "Hack the Art: Yiannoulis Halepas". The game was developed using Unity, Blender, and Krita platforms and is set in an art museum. Players interact with the sculptor's exhibits through micro-scenarios and quizzes drawn from the sculptor's life and artwork that tackle the issue of bullying. Key game features include goal achievement within a time limit and discovery of hidden elements. The analysis of the needs assessment data found that all students had been involved in bullying behaviors either as victims, perpetrators or observers. The majority of students focused mainly on direct forms of bullying and less on indirect forms, and most were unable to distinguish bullying from 'simple teasing', demeaning bullying behavior. Those at greater risk are the ones who show some element of differentiation in relation to the stereotypes of the social context in which they live. Several students indicated that the school environment needs to address the issue sufficiently. Finally, the game contributed to students' empathy about bullying, enhancing their self-reflection and managing strategies. Raising awareness, mental empowerment, and empathy for bullying requires dynamic and innovative approaches. With its potential for self-awareness and student activation, game-based learning should be incorporated into educational programs for bullying prevention and management within schools.

WeAreEurope SD – A playful Sustainable Development Education Approach for Primary School Level

Sustainable Development (SD) has been in the EU’s political Agenda for the past decades. In 2001, the EU established a SD Strategy and more recently contributed to the UN’s 2030 Agenda for SD, reaffirming the political importance it attributes to this pressing matter. Education for Sustainable Development (ESD) plays a vital role in pushing forward the Agenda for SD. The WAE-SD project has been designed so as to offer a variety of complementary learning solutions that use active learning, game-based learning, and storytelling, among others. These solutions have the potential to engage children, address more complex concepts in a comprehensive manner, contribute to the development of other XXI century and basic competencies, like literacy, teamwork, social competences, ICT skills, among others. The WAE-SD project addresses the educational needs of children (6-10 years old) at 3 levels: a) Envision the future: depict what might happen if we don’t change our lifestyles, so that they better understand what’s at stake, b) What needs to change: learn about the UN’s SD Goals, so that they better understand what should be addressed/emended to create a more sustainable world, and c) Call to Action: learn what we can do as individuals and as part of a community to reach the UN’s SD Goals, and act. To this purpose, the project delivers three results: a) an eBook to illustrate a future scenario for the Planet if we keep up with our lifestyle, b) A Game Add-on to the pre-existing WeAreEurope Digital Game, to introduce and explore the UN’s SD Goals, thus presenting children with what needs to be changed for a more sustainable Planet, and c) an Action Kit, consisting of guidelines for the implementation of SD projects/activities for schools and other settings, thus promoting real change in behaviours and attitudes. This paper focuses on the designed material and the proposed ways of utilizing them in classroom settings

Impact Assessment of Mulat Sa Aklat Reading Program for Sustainability and Continuous Quality Improvement

This research rigorously assessed and evaluated the MULAT SA AKLAT Reading Program, focusing on its impact, effectiveness, sustainability, and potential for continuous quality improvement. Objectives encompass analyzing participant demographics, baseline knowledge, session-wise progress, participant evaluations, and the adaptability of educational approaches. The program fosters inclusive participation, unveiling varied baseline knowledge and expectations. Positive trajectories in participant performance and confidence indicate knowledge dissemination and skill development. Consistently high ratings in participant evaluations and an upward satisfaction trend affirm sustained engagement. A positive correlation between attendance rates and session numbers highlights sustained interest, with educational approaches showcasing adaptability to diverse learning styles. The MULAT SA AKLAT Reading Program emerges as a meticulously crafted initiative with transformative impact, sustained engagement, and effective adaptation to diverse learning needs. The absence of poor ratings underscores its unwavering quality. Enhance promotional strategies, implement continuous assessments for improvement, and explore innovative educational approaches to diversify sessions. This research offers crucial insights for refining the program, ensuring sustained impact, and guiding future community-based education.

Transformation of Children's Character through Digital Approaches in Primary Education

Transformation of Children's Character through Digital Approaches in Primary Education

Studying the Effectiveness of the Flipped Classroom Teaching Method for Promoting Education Students' Academic Performance and Learning Outcomes in Saudi Universities (A Comparative Study)

This study examines whether the flipped classroom teaching method effectively improves the academic performance and learning skills of education students in Saudi universities, unlike traditional lecture-based pedagogies. Guided by constructivist learning theory, the research employs an autoethnographic methodology based on the experiences of the author as a student and educator in Saudi Arabia and Australia. This study examines how flipped classrooms integrate technology, student autonomy, responsibility for learning, engagement, and satisfaction. therefore, the flipped classroom is an educational approach that delivers theoretical content to students via videos or online learning materials to be studied at home. In classroom sessions, it focuses on practical activities, discussions, and problem solving, which enhances understanding and practical application of concepts, and increases student engagement. Results from this study indicated positive effects on the student's academic achievements and involving them in more interactive learning. This study suggests that adopting the flipped classroom method could result in relatively better academic preparation for modern educational challenges in Saudi higher education. A future empirical research that examines the effectiveness of the flipped classroom method on education students in Saudi universities is recommended. In order to make generalizations based on the findings, non-probabilistic sampling must be applied.