Teaching Of Concepts Research Articles

Осознанное обучение: принципы и возможности применения в высшем образовании

<p>The article provides an overview of the principles of mindful learning in the context of higher education. Mindful learning is an approach in which students and teachers tune their attention to increasing value and awareness of what is happening in the surrounding context, to their experience and reflection about it. The relevance of the research is related to the interest in the effects associated with mindful learning: positive impact on psychological well-being, development of socio-emotional skills, as well as increasing intrinsic motivation, improving attentiveness and concentration of students. The article reviews research indicating the effectiveness of this approach for both learning outcomes and the psychological well-being of students and teachers in the educational process. The theoretical contribution of this research lies in highlighting the research agenda in the field of mindful learning: defining concepts of mindful learning and mindful teaching, identifying the main principles of mindful learning. These results provide a basis for further research of mindful learning in higher education. The practical contribution of the research lies in presenting a methodological basis for introducing mindful learning into university disciplines. The research may be of interest not only to teachers and methodologists but also to students and their parents due to the increased interest in the effects of mindful learning.</p>

Research on a New Model of Cultivating Creative Thinking in the Language Discipline Based on ChatGPT--Taking Project-based Learning of Senior Secondary Language as an Example

This paper This paper discusses a new model of cultivating creative thinking in the language discipline based on ChatGPT, aiming to provide new ideas and methods for language teaching reform. ChatGPT, an advanced natural language processing technology with powerful language comprehension and generation capabilities, provides new means and methods for language teaching. The study presents a case study of the teaching practice of the new model of creative thinking cultivation in language discipline based on ChatGPT through the casestudy method, which provides guidance for the further improvement and optimization of the new model. The model takes ChatGPT as the core, combines the characteristics of language teaching and students' needs, and designs teaching processes and activities suitable for cultivating students' creative thinking. The study emphasizes the importance of changing teaching concepts when using the Humanistic Version of the senior secondary language textbook, as well as incorporating practical language activities to improve students' core literacy through personalized participation and practice.

INTEGRATING THE NATURE OF SCIENCE IN TEACHING SCIENTIFIC THEORY IN HIGH SCHOOLS IN CAMEROON: CASE STUDY OF THE ATOMIC THEORY

Questions about the Nature of Science (NOS) have long preoccupied scientists, but recently, researchers in didactics, curriculum designers and science teachers have been concerned about how NOS can improve the teaching and learning of scientific concepts and theories. While some authors have argued that science students be taught about the Nature of Science explicitly, others suggest it should be taught implicitly when teaching scientific concepts. However, not much research has been done on how to implicitly integrate NOS principles in teaching scientific concepts in a competencies-based approach context. We believe that for learners to significantly improve their learning of scientific concepts, they need to understand the Nature of Science. Thus, we propose the tenets of NOS be taken into account in the design of teaching and learning activities in the experimental sciences. This reflective article proposes a didactic strategy to implicitly teach NOS when teaching scientific theories like the atomic theory using problem situations in the context of the competencies–based approach prescribed in Cameroon.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0720/a.php" alt="Hit counter" /></p>

Enhancing EFL Higher Education through Fliki Videos: An Artificial Intelligence Implementation Approach

Artificial Intelligence (AI) presents different opportunities for enhancing personalized learning experiences within the field of English as a Foreign Language (EFL) education. Its capacity for adaptive learning is particularly noteworthy, as it caters to individual students’ unique styles. In this context, the purpose of this study was to investigate the impact of Fliki AI videos on EFL teaching and learning and determine students’ perceptions of their use. The participants included 84 pre-service EFL teachers at a private university in Ecuador. A mixed-method design was used to analyze quantitative and qualitative data. Instruments were diagnostic and perception questionnaires and an interview. The main findings revealed that Fliki AI videos effectively enhanced student engagement and comprehension. Additionally, participants reported improved understanding of linguistic and pedagogical concepts through clear explanations and visual representations provided by the videos. The adaptability of Fliki AI videos allowed for personalized learning experiences, while supplementary activities reinforced learning outcomes. Further research could explore optimal design features and instructional strategies for maximizing the effectiveness of these resources.

The Future of Marketing and Marketing Education

Employers expect university graduates seeking entry-level marketing jobs to be well-versed in contemporary topics, such as sustainable development, digital marketing, big data, analytics, and the role of artificial intelligence (AI) in both traditional and contemporary marketing domains. Because many of today’s cutting-edge technological advances are deeply relevant to marketing, marketing educators must reconsider how they prepare marketing students to enter the technology-enabled world and workforce. The authors propose that marketing educators adapt their teaching of foundational marketing concepts to reflect the technology-augmented marketing era. Such reconsiderations span multiple arenas, including how classes are conducted, which topics are covered, how assignments are crafted, and how technology—and AI and generative artificial intelligence (gen AI) in particular—will transform future marketing roles. The authors also suggest ways educators can modify and reimagine existing marketing courses to prepare students for a successful entry into technology-enabled marketing jobs, as exemplified with some sample class assignments.

Research on Multidimensional Interactive Teaching Mode of Ideological and Political Theory Course for Physical Education Majors in the University Based on Visual Communication Technology

In traditional teaching concepts, teachers are regarded as the owners, transmitters and authorities of knowledge. With the arrival of the information age, the channels for students of sports major to know more about information have increased, and the concept of equality based on people in modern education has opened up a new situation of equal dialogue and exchange. The biggest difference between multi-dimensional interactive teaching mode and traditional teaching mode lies in its emphasis on interactivity and participation. Through purposeful communication and benign interaction teaching methods, combined with the characteristics of sports majors.In the process of teaching ideological and political theory, the abstract and boring theoretical knowledge is combined with the limited social experience of students of sports major to give students of sports major a new feeling, new experience and new stimulation. This kind of interactive and cooperative teaching activities has increased the appeal, persuasiveness and appeal of theoretical propaganda. Form an interactive space for multi-directional communication of teaching information, so that knowledge learning and ability development are unified. The use of visual communication technology in multi-dimensional interactive teaching fully mobilizes students of sports major' enthusiasm, fun, intuitiveness and thinking, creating a passionate classroom teaching atmosphere.

Exploring general practice staff perspectives on a teaching concept based on instruction videos for diabetic retinopathy screening – an interview study

Objective The aim of this study is to explore general practice staff perspectives regarding a teaching concept based on instructional videos for conducting DR screenings. Furthermore, this study aims to investigate the competencies acquired by the staff through this teaching concept. Design and setting Qualitative cross-sectional study conducted in general practice clinics in the North Denmark Region. Method A teaching concept was developed based on instruction videos to teach general practice staff to conduct diabetic retinopathy screenings with automated grading through artificial intelligence. Semi-structured interviews were performed with 16 staff members to investigate their perspectives on the concept and acquired competencies. Results This study found no substantial resistance to the teaching concept from staff; however, participants’ satisfaction with the methods employed in the instruction session, the progression of learning curves, screening competencies, and their acceptance of a known knowledge gap during screenings varied slightly among the participants. Conclusion This study showed that the teaching concept can be used to teach general practice staff to conduct diabetic retinopathy screenings. Staffs’ perspectives on the teaching concept and acquired competencies varied, and this study suggest few adjustments to the concept to accommodate staff’s preferences and establish more consistent competencies.

A Construction of Virtual Reality Technology Teaching Model to Improve Table Tennis Skills for University Students

Background and Aims: To explore and build virtual reality physical education courses, and create a new teaching model of "VR+ teaching" to improve the quality of talent training and teaching effect. This study will build a teaching model of virtual reality technology to improve college students' table tennis skills, trying to enable learners to complete real-time interaction of multiple senses with the help of sensing devices in virtual sports situations, and then combine the goal incentive and feedback mechanism to improve students' self-efficacy and learning interest, which can not only promote the diversified development of sports skill learning but also promote the development of sports skill learning. It also provides a reference for the application of virtual reality technology in physical education. The purpose of this study is to construct of virtual reality technology teaching model to improve table tennis skills for university students. Methodology: The survey included faculty and students at the three universities. Current number of teachers and students: Yunnan University has 1855 students and 66 teachers; Yunnan Normal University has 1980 students and 95 teachers. Yunnan Minzu University has 1531 students and 65 teachers. In this study, the experts were interviewed by telephone interview, face-to-face interview, and summary interview, using the method of interview outline. Questionnaires were distributed to students and teachers on-site and by webmail. The Delphi Method expert questionnaire was issued to 19 experts. Results: Most of the teachers are willing to use virtual reality technology to teach table tennis. They think virtual reality technology will improve their teaching effectiveness. Construct a virtual reality teaching model for improving college students' table tennis skills, and construct a virtual reality teaching model for improving college students' table tennis skills from five dimensions: teaching idea, teaching goal, teaching content, teaching process, and teaching evaluation. Most people agree on all issues (IQR range 0.00-1). Conclusion: Virtual reality technology is applied to table tennis teaching in colleges and universities so that students can quickly enter the role, and effectively improve the dull feeling caused by being bored and unable to hit the ball in the learning process of table tennis. While learning table tennis knowledge and skills, learners actively explore and complete the construction of new knowledge. It provides a new teaching concept for the reform of table tennis teaching and the multiple development of physical education curricula in colleges and universities and also promotes the deep integration of education informatization and physical education teaching in the new era.

Articulating the Problems Encountered of Pre-service Mathematics Teachers in Conceptual Teaching Training

Articulating the Problems Encountered of Pre-service Mathematics Teachers in Conceptual Teaching Training

Methods and Target Values Used to Evaluate Teaching Concepts, with a Particular Emphasis on the Incorporation of Digital Elements in Higher Education: A Systematic Review

Previous evaluations of teaching quality have not considered the integration of digital elements. This systematic review was conducted in accordance with the PRISMA guidelines and offers a critical examination of the integration of digital elements in university teaching quality evaluations. The objective is to provide a comprehensive and systematic overview of the methods and target values used for special attention on the incorporation of digital elements in teaching concepts. This review analyzed 22 articles published between 2004 and 2023 from a pool of 11,851 manuscripts. The studies were classified into evidence levels A to C based on the clarity of quality criteria and documentation of measurement instruments. The findings indicate a significant gap in comprehensive quality criteria and instrument references. Self-developed questionnaires and performance examinations were prevalent, mostly classified under the lowest evidence level (C). A limited number of studies focused on psychological outcomes and the evaluation of digital teaching concepts, fulfilling all criteria for the highest evidence level (A). The results indicate a focus on using open-ended questions, interviews, and feedback mechanisms to gain insights into students’ perceptions, which are essential for refining teaching concepts. There is a need to develop and validate evidence-based measurement techniques to better accommodate digital elements integration in teaching evaluations for future university pedagogy enhancements. The findings of this review provide a robust foundation for this purpose. This systematic review has been registered on INPLASY (INPLASY202460060).

Transformative Learning & Self-Efficacy in a world shaped by AI: Empowering students through Future Skills

Generative AI faces educational institutions in particular with an immense challenge and requires them to prepare students for unknown contexts in order not to fall behind in the race against technological progress. Teaching Future Skills as such competencies that prepare students for complex, emergent situations is a key to achieving this. This paper shows a pedagogical teaching-learning concept to promote Future Skills in higher education. With various learning materials students are supported in their personal skills development and are also prepared for the demands of the future working world through evidence-based self- and external assessments and situational and self-reflective learning. In addition to the pedagogical concept, quantitative evaluation results of the workshop on which the concept is based are presented. The Workshop was trialed with 1143 students and evaluated via questionnaire. The aim of the research design was to find out the acceptance, the reaction and learning effectiveness of the Future Skills Learning design as well as the self-efficacy of the students.

Construction of Practical Teaching System for Full Time Professional Master's Degree Students

The article aims to explore the construction of a practical teaching system for full-time professional master's degree students, with the aim of enhancing their practical abilities and comprehensive qualities to meet the demand for high-level applied talents in society. Through literature review, current situation analysis, and case studies, this article proposes the basic principles, framework, implementation path, and guarantee mechanism for constructing a practical teaching system. From the perspective of "professional competence" in the construction of the practical teaching system, research is conducted to enhance the professional competence of professional degree graduate students. By studying the content of the practical teaching system, a practical teaching system is constructed, with clear training objectives, enriched curriculum system, strengthened construction of practical teaching bases, strengthened practical teaching concepts and awareness, and the cultivation of high-quality applied talents, in order to provide reference and inspiration for relevant universities.

Research on the Current Situation of English Teaching from the Perspective of Multimodal Narrative

This paper reviews the current situation of research on multimodal narrative in English teaching. The study reveals that: 1) Multimodal narrative teaching, as a novel teaching concept, integrates the advantages of both multimodal teaching and narrative teaching; 2) Multimodal narrative teaching not only revitalizes traditionally monotonous teaching methods, but also aids students in the deep processing of learned vocabulary; 3) Multimodal narrative teaching can further enhance students’ understanding and application of English vocabulary, thereby improving their vocabulary learning and positively impacting their overall vocabulary proficiency.

Evaluation of Future Faculty Perspectives on Teaching and Learning of Electrochemistry & Thermochemistry: A Microstudy Approach

Education revolves around teaching and learning with instruction being at the center. This study seeks to investigate the whole trend of the perspectives of future faculty on the teaching and learning of critical chemical concepts “Electrochemistry” and “Thermochemistry”. The objectives are to study and extrapolate the trend and probe their applications to industry and other concepts in chemistry. Questionnaires were administered on graduate students including graduate assistants across universities in three continents: North America, Asia, and Africa. Result shows that the concepts require practical demonstration, interwoven and have applications to energy and power industries. It also reveals that learners’ motivation must be aroused prior to learning the concepts, including that learners’ attitudes is most vital in the classroom settings.

Comparison of teaching and learning concepts network for Mendelian inheritance

ABSTRACT In order to improve science education and learning, analysis of the actual field of science education is necessary. The purpose of this study is to investigate the difference between taught curriculum and learned curriculum that appears in the actual field of science education from a conceptual aspect. For this, the concepts presented by the teacher in class and the concept network learned by the students were visualised using Semantic Network Analysis. The learned concept network was analyzed immediately after class and at a follow-up (4 weeks later) to determine the effect of memory. As a result of the study, the concepts of taught curriculum and learned curriculum were similar, but the network structures were different. In other words, there were differences in the connections between concepts. In the taught curriculum, concepts were structured without being divided so that subtopics could be clarified, and as a result, the learned curriculum was also structured without being able to distinguish subtopics. In order to reduce the difference between taught curriculum and learned curriculum, there is a need to connect and teach concepts using intermediate concepts or connections concepts between concepts presented in the intended curriculum. Additionally, students’ prior knowledge influenced the learned curriculum. Therefore, in future research, there is a need to analyze how various factors that affect prior knowledge like shadow education or learner characteristics affect the learned curriculum.

Unlocking the Power of Cascading Teaching: A Key Strategy for Effective Knowledge Transfer and Professional Development

"Unlocking the Power of Cascading Teaching: A Key Strategy for Effective Knowledge Transfer and Professional Development discusses the importance of cascading teaching as a strategy for transferring knowledge and promoting professional development. The paper highlights the benefits of cascading teaching, such as increased engagement, improved retention of information, and enhanced collaboration among colleagues. It is found that cascading teaching is likely a research paper, article, or book that discusses the concept of cascading teaching as a strategy for knowledge transfer and professional development. It may explore how cascading teaching can be used to effectively share knowledge and skills within an organization or educational setting. The abstract also emphasizes the role of leadership in supporting and facilitating cascading teaching initiatives within organizations. Overall, the abstract underscores the value of cascading teaching as a powerful tool for enhancing learning and development in the workplace.

2263 Learning geriatric syndromes through case-based discussion (CBD)

Abstract Introduction Geriatric syndromes are traditionally taught through didactic teaching and bed side tutorials. However, these do not consider the science of learning and the strategies needed for a novice learner. It is prudent to manage cognitive load, create associations through testing and enforce deliberate practice for a novice as opposed to an advanced learner. Case- Based discussions (CBD) serve as an apt tool to deliver knowledge covering geriatric syndromes; aimed at testing learner’s understanding through its application to a simulated patient profile. This pilot aimed to test the applicability of CBD to teach geriatric syndromes to novice learners. Method A scoping review was completed by medical officers starting on their geriatric medicine rotation in a Singapore tertiary hospital to determine syndromes which they request dedicated teaching for within curriculum. Learners ranked Incontinence and Falls with Osteoporosis management as the top 2 geriatric syndromes of interest. Focus group discussion using Rogers’s theory of diffusion principle was undertaken to understand both the advantages and challenges of CBD. Clinical scenarios were curated specific to the 2 topics with learner’s completing a pre session quiz beforehand to determine their baseline knowledge. The topic specific CBD was done via zoom platform with questions applied in a graded fashion; components include that of diagnosis, evaluation, and management of select syndrome. Learners completed a post session quiz 1 week after the CBD to determine retention of knowledge. Results Quantitative Feedback received from the learners highlighted that more than 90% would want CBD to be implemented for other geriatric syndromes. There was an improvement in the average score obtained in post session quiz for Osteoporosis from 6.09 to 6.75. However, there was notably poor participation in the post session quiz. Conclusion This pilot highlights that CBD should be utilised to enhance teaching of clinical concepts in geriatric medicine.

Project- and Research-Based Teaching in Civil Engineering

Research-based practical applications are becoming increasingly important in providing valuable solutions to the challenges facing the construction industry. In this paper, we present a teaching concept that was implemented and evaluated in four courses, addressing the development of future-proof academic skills, particularly scientific working skills, in the field of civil engineering. The first evaluation results from a survey among the students who participated in the four courses are presented on the extent to which project-based and researchbased learning promote domain competences, planning, and study skills. The results indicate that, especially in master’s degree courses, future skills are improved by paper-based learning. Additionally, student motivation increases due to the boost in creativity and group work facilitated by the teaching concept. On the other hand, the results suggest that guidelines are necessary to implement paper-based learning, especially in bachelor’s degree courses. Furthermore, it is crucial that future-proof academic skills are relevant for success in the practical working context.

How Can We Teach When We Are Constantly Learning? De/Colonising Canadian Literature in Grade Seven English Language Arts

ABSTRACT In this paper, I explore the transitional spaces of teaching and writing by restorying an anomalous event in my teaching of Canadian literature in a grade seven classroom and my efforts to decolonise that teaching. Thinking with Elizabeth Ellsworth’s concept of pedagogy as it relates to knowledge in the making and the learning self, I take seriously the manner in which this pedagogy challenges the cultural myth of teacher as expert identified by Deborah Britzman. In my story of de/colonising teaching, a transitional space opens up when I become aware of the ways in which I work against the goals of decolonising in my very efforts towards them, the risks I take, and the damage I can do as I implicate myself and my students in this process. As I teach and as I write, I build from the ruins of this difficult knowledge what it means to de/colonise as an educator.

THE CONCEPTS OF TEACHING, UPBRINGING, EDUCATION AND THE QUESTION OF THEIR CORRELATION

The concepts of education, teaching and upbringing, as well as the question of their correlation are relevant for modern philosophical research. One of the terminological problems is the use of the word «education» as a synonym for «upbringing» or a synonym for «teaching». The purpose is to provide a logical systematization of the main variants of the definition of the concept of education in its relation to the concepts of teaching and upbringing. The authors identify three main characteristic variants of the correlation between the concepts of education, teaching and upbringing. The first option is a one-component scheme, for which the concepts of teaching, upbringing and education are identical. Education is teaching or upbringing. This scheme is quite common at the everyday and theoretical levels. The authors analyze the historical origins of such identifications. Firstly, it is the New European rationalist interpretation of human nature, which considers the formation of man as a primarily intelligent and knowledgeable being. Secondly, it is the Soviet heritage, which viewed education as a systemic pedagogical concept. The equation of education, teaching, and upbringing also has an etymological basis, as it is similar to the multivalent Greek term paideia and the Latin word discipline. The second option is a two-component scheme. In this scheme, education is a broader concept that includes teaching and upbringing without leveling or identifying them. Teaching reflects the meanings of education in the professional and intellectual sphere, and upbringing in the worldview and moral sphere. The third option is a three-component scheme that includes training, education and development as components of education. This scheme, although interesting, is still in the process of its terminological formation.