Teaching Of Concepts Research Articles

A Study on Teaching and Learning by Competition in New Business Studies in Sichuan Tibetan Areas

How to improve the level of students' professional knowledge integration is a systematic project, especially after the construction goal of the new business discipline is put forward, it is a very significant challenge to the teaching of the new business discipline. Based on the research background of the comprehensive and professional disciplinary competitions such as Internet+ innovation and entrepreneurship, and the participating student teams as the research object, this paper points out that there are problems such as insufficient cognition of the value of promoting learning by competition, insufficient new student sources for promoting learning by competition and insufficient digitization of the participating teams, etc., and puts forward the research plan of integrating the teaching concept of promoting learning by competition into the talent cultivation program, digitizing the teaching by competition under the cooperation between schools and enterprises, and improving the teaching ability of teachers by competition, with a view to improving the teaching ability of the new business discipline. The research program of enhancing teaching ability by competition for learning is proposed in order to realize the cultivation of students who can flexibly apply their knowledge of inter-disciplinary knowledge at the level of their majors.

The Effect of Historical Places Through Virtual Museums on Students' Academic Achievement And Attitudes Towards The Course In Social Sciences Course Concept Teaching

This research, 7. the classroom social studies course was conducted in order to determine the effect of historical sites on students' academic achievements and attitudes towards the course through virtual museums in concept teaching. In line with the aim, 20 concepts included in the social studies curriculum were selected. A 20-question academic achievement test was prepared and applied to be applied to students in relation to these concepts. In addition, a 35-item attitude scale was applied to determine the students' attitudes towards the Social studies course. The study group of the research consists of 40 7th grade students (20 experimental, 20 control). The study was carried out over a total period of 3 weeks. The experimental group was taught concepts through virtual museums in historical places, and the control group was taught according to the Social Studies curriculum. SPSS, which is a statistical analysis program, was used for the analysis of quantitative data. In the measurements related to the research, dependent and independent variable t test, mean, standard deviation values were calculated. According to the results of the analysis, it has been determined that the use of virtual museums with historical sites in social studies course concept teaching enables more effective learning compared to traditional methods and creates significant differences in students' attitudes towards social studies course.

Parents' use of sustained shared thinking during joint mathematics activities with young children: Aninvestigation of its measurement, antecedents, and outcomes.

There is currently a dearth of tools to assess parents' use of effective interactive strategies for supporting early mathematics learning. One potential such strategy is sustained shared thinking. This study therefore constructed and validated a scale for measuring parents' use of sustained shared thinking during joint mathematics activities with young children, and examined its antecedents and outcomes. Four hundred and sixty-six parents completed a questionnaire about their conceptions of mathematics teaching and learning, home practices, as well as their kindergarten children's approach and avoidance motivation to learn mathematics. Additionally, the children were tested on numeration skills. Results showed that our new scale has three factors: exchanging ideas with children about mathematical problem-solving processes, creating a child-centred atmosphere for mathematics learning, and engaging children in mathematical thinking. Parents' uses of these three strategies were predicted by their constructivist conception of mathematics teaching and learning, and were differentially associated with the children's numeration skills, approach, and avoidance motivation to learn mathematics. Potential uses of our new scale in future home mathematics environment research are discussed.

Exploration of Blended Teaching in Financial Management Major of Higher Education Institutions in the Digital Age

With the advent of the digital age, universities are starting to break traditional teaching concepts, integrate innovative thinking into teaching models, and strive to improve the effectiveness and applicability of their majors. In order to improve students’ practical ability and employment competitiveness, universities should introduce blended learning methods in classroom teaching, continuously strengthen students’ theoretical knowledge and practical ability, guide them to use the knowledge they have learned to solve practical problems, and enhance their comprehensive strength. This article will analyze the necessity and problems of implementing blended learning in financial management majors in universities, explore the specific path of blended learning in financial management majors in the digital age, and provide reference opinions for universities to cultivate high-quality talents.

Clinical assessment strategies for competency-based education in prosthetic dentistry.

Reflective practice is viewed as a theoretical and pedagogical concept in higher education having several diverse approaches and interpretations. The most important aspect of reflective practice is that it is a necessary quality assurance aspect of higher education which should occur recurrently and at different stages of the program. It usually entails an evaluation of advanced instructions which has become the norm in an educational setting, in order to improve the learning outcomes. Reflective practice must therefore be seen as a tool which allows continuous improvement, modifications, and changes to educational approaches, which include theoretical and clinical assessment strategies. Academics in prosthetic dentistry at a research-led university reflected on their current assessment strategies used in the senior undergraduate dental program as part of a quality assurance process and its global comparability. This paper aims to share and explain the importance of reviewing assessment strategies in higher education, especially in such a clinical program using reflective practice as a framework. Different assessment strategies used over a 5-year period are explored and their different structures, expectations, and appropriateness for a clinical program are reported from the literature. The concerns were addressed in a cyclical manner within this framework, and Blooms and blueprinting implemented where appropriate. We conclude that without a validated definition and framework for regular reflective practices, and guidelines to modify the included assessment strategies, the quality assurance within a competency-based dental program may be compromised.

Socio-pedagogical tact in familial contexts: from empty space to teaching space and the handling of symbols and things1

ABSTRACT This paper informs about a specific German concept in Pedagogy, the concept of “tact”.Following an initial discussion of the particularities of the concept of (socio-) pedagogical tact, including its ethical and moral self-positioning and current demands for its operationality (1); will come the presentation of an empirical examination of the opportunities and limits to the feasibility of meeting these demands, based on a current example from the field of social work: ‘integrated family support’ (2); finally, options for further investigation of the potential effects of ‘socio-pedagogical tact’ will be identified (3).

Promoting motivation and reducing stress in medical students by utilizing self-determination theory - a randomized controlled trial in practical psychiatry courses.

Medical students experience high levels of stress and related mental health problems. Students' autonomous and controlled motivation and their mental well-being are interconnected. This study aimed to investigate whether an innovative teaching concept based on self-determination theory (SDT) could improve students' motivation and thereby reduce their stress levels, ultimately providing a healthier framework for learning. In a week-long practical psychiatry course for medical students, a new didactic concept was implemented in half the groups (n = 73) and compared with the preexisting concept (n = 75) as a randomized controlled trial (RCT). To promote the SDT-target factors of perceived autonomy, competence, and relatedness, the methods used included team building, exclusively positive feedback, group discussions, and choice in task distribution. Significant group differences in motivation, stress, performance, and their relationships were analyzed through t-tests, multiple linear regression analyses, mediation analyses, and hierarchical linear modeling (HLM) using questionnaires collected before (t0) and after (t1) the course, and students' exam results (t2). In the innovation group (n = 53), intrinsic motivation/interest (d = 0.41; p = .019) and perceived choice/autonomy (d = 0.33; p = .048) were greater than in the control group (n = 52). While autonomous regulation remained stable, the innovation group showed reduced controlled regulation (d = -0.36; p = .033) and reported significantly lower stress (d = -0.55; p = .003). The observed changes in motivation collectively mediated the stress reduction. However, students in the innovation group achieved lower exam scores, which seemed to result from the absence of critical feedback, but not from the observed differences in motivation or stress. This study demonstrated that enhancing intrinsic motivation through SDT-based teaching can effectively reduce stress in medical students. Exclusively strengths-based positive feedback may have hindered exam performance, but optimizing educational concepts to promote motivation and reduce stress will be a valuable step toward improving medical students' mental well-being.

Understandings and enactments of social justice pedagogies in Swedish physical education and health practice

Research continues to show that school physical education and health (PEH) is complicit in the reproduction of inequities related to, for instance, gender, sexuality, ethnicity, religion and social class. In this paper, we present findings from a participatory action research (PAR) project with 11 PEH teachers at two upper-secondary schools in Sweden, aimed at enhancing understandings and enactments of social justice pedagogies. Data generated through observations, interviews, focus groups, workshops and teacher reflections were analysed through a thematic analysis ( Braun and Clarke, 2022 ) and informed by the concept of teaching for equity and social justice ( Freire, 1970 ). The findings highlight how the teachers associated social justice pedagogies in PEH with an emphasis on: (1) ‘inclusion’; (2) ‘equity/equality’; (3) ‘adaptations to teaching and assessment’; and (4) ‘relationships’. The findings also demonstrate how, based on the importance they placed on relationships, the teachers developed pedagogies that aimed to create: (1) ‘conditions for building relationships’; (2) ‘continuous engagement from teachers and students’; (3) ‘student involvement and reflection’; and (4) ‘connections with and within the subject’. Although the findings draw attention to productive understandings and enactments of social justice pedagogies, we also argue that the teachers, to some extent, conflated equality of opportunity with equity of outcome and continued to focus on managing inequities within the framework of taken-for-granted practices and knowledge within the subject. We conclude that more work is needed to support teachers in not only addressing the inequities students bring to the classroom, but also in challenging the norms that make these inequities matter.

Participation and influence of welfare associations in early childhood education in legislative procedures in Germany

ABSTRACT In Germany, responsibility for early childhood education and care (ECEC) lies with the 16 federal states, which define the structures, financing and regulations concerning ECEC. Due to a subsidiary system, municipalities are not able to offer ECEC as long as private providers offer enough places. These providers employ a large variety of pedagogical concepts and practices. The article explores the role of welfare associations and interest groups in ECEC policies. What is their position in legislative procedures and their influence on the development of a competent system under the perspective of professionalization? First, we give a theoretical framework about professionalization and the development of a competent system and then describe the structure of the German ECEC system. Then we provide a content analysis of documents on the influence of associations in an exemplary legislative procedure to promote quality in ECEC. The results illustrate how welfare associations can influence ECEC policies.

Preservice Teachers’ Twisting Path to Developing a Concept of Equitable Teaching

Many teacher preparation programs have a commitment to preparing teachers who teach equitably. However, current research shows that many teachers struggle to move beyond theoretical understandings into practical enactments once they enter inhospitable teaching contexts. This case study examines the effect of co-creating a conceptual framework of equitable and inclusive teaching with preservice teachers (PSTs). Findings show that a shared framework was critical to PSTs’ concept development of equitable teaching: noticing opportunities for equitable instruction, enactment of equitable pedagogy, and reflecting on teaching practice and commitments. This study highlights the value of designing programs that build PSTs’ concepts of equitable teaching in multiple contexts.

The Application of Flipped Classroom Teaching Model in Foreign Language Teaching

The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.

Sprachsensibler Fachunterricht an „Nationalitätenschulen“ in Regionen mit autochthonen deutschen Minderheiten – Modelle und Herausforderungen

Abstract This article deals with so-called “nationality schools”, educational institutions in which the primary language of instruction generally differs from the language of the majority society. Conceptually, this applies to minority schools in regions with autochthonous German minorities, which since the 1990s have tended to develop into schools of encounter, as the proportion of autochthonous native speakers has fallen to a maximum of 5 percent of the student body. This makes the educational institutions, which are often referred to as elite schools, all the more sought-after by the majority society. The social relevance of these schools is based on a pedagogical concept that transcends national borders in education and training and makes international perspectives a matter of course in early school years. It opens up transnational educational spaces in which linguistic diversity and multilingualism are part of everyday life. Subject lessons at these schools are usually taught in the pupils’ second or foreign language and require language-sensitive subject teaching, which requires the teaching and learning of the subject matter, the educational language of the subject and the foreign language German in equal measure (Content and Language Integrated Learning). Various models are presented for locating the language of education, which illustrate the particular importance of linking language and subject learning. Only mastery of the language of education enables difficult and cognitively demanding contexts to be penetrated linguistically and information to be processed. Educational language is therefore an indispensable prerequisite and at the same time a challenge for subject teaching a second or foreign language. The article shows examples of the educational language tools that need to be taught at different levels and provides a possible structuring aid for teachers and learners by discussing the “scaffolding” model.

Ai] Explore!: An Educational Game for Developing Programming Skills and Algorithmic Thinking

The game [ai] explore! was developed to introduce the algorithm behind the popular science exhibition. The idea behind the [ai] explore! exhibition was to show the application of mathematics and computer science in solving real engineering problems by creating the exhibit using the mathematical algorithm Heat Equation Driven Area Coverage (HEDAC). The algorithm is based on scientific research and has many applications: exploration and search in unknown space, painting, planning agricultural spraying, scanning 3D objects, etc. The exhibits show the process by which the algorithm paints objects with a virtual brush and explores their shape. By surveying the high school students, it was shown that new mathematical and engineering results can be explained and turned into a playable game. After playing the game, students respond positively to the game presented and state that they have a good understanding of the HEDAC algorithm presented and how it works. This motivated us to investigate [ai] explore! as an educational game for teaching mathematics and computer science. The aim of the research described in this paper is to investigate the potential of the developed game as an educational game. The game-based learning (GBL) approach is increasingly used to increase student motivation and engagement in STEM lessons. The main research question is: How do primary school teachers and students perceive the usefulness of the game [ai] explore! in supporting teaching and learning of computer science concepts? We have developed and implemented teaching scenarios on how the game [ai] explore! can be used as an educational game in computer science lessons. We show that the game has great potential to teach primary school students programming. In addition, the game promotes algorithmic thinking and computational thinking skills in general, which are valuable not only in computer science but also in other fields such as mathematics, where a systematic and analytical approach to problem-solving is required.

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.

Examining the Value of Teachers' Guidebook to Field Activities in Kindergartens

Kindergarten teachers' guidebooks play an important role as a medium for teachers to carry out educational activities and guide children's learning and development. However, at present, kindergartens do not set specific selection criteria and evaluation standards when selecting teachers' guidebooks, and the issuance and selection of teachers' guidebooks are characterised by arbitrariness. Excellent teacher guidebooks should have the values of "re-selecting excellent culture", "reflecting the integrity of the elements of the five areas", "containing the concept of curriculum reform in the new era", and so on. An in-depth analysis of their values will help teachers to improve their training. An in-depth analysis of these values will help teachers to improve their pedagogical concepts and make teachers play their proper roles.

A study of project-based learning to intermediate EFL learners in reading class: enhancing self-regulated learning of post-secondary students in Macao

AbstractThis study explored two new pedagogical conceptions—project-based learning (PBL) and self-regulated learning (SRL), to enhance effective English teaching and learning in Macao, and to prepare EFL learners for life-long learning. PBL makes English instruction engaging and SRL empowers learners to take ownership of their learning process. The combination of these two methodologies can facilitate students to develop into independent and efficient English learners. The study, guided by Zimmerman’s cyclical phase model of SRL and English and Kitsantas’ PBL/SRL model, was action research which aimed to investigate whether PBL could positively influence the development of intermediate EFL learners’ SRL ability at the post-secondary level in Macao. Research instruments included questionnaires, interviews, students’ reflective notes and teacher’s field notes. Both qualitative and quantitative findings indicated improvement in the students’ SRL ability, reflected in three aspects—motivation, metacognition, and behaviors. The students’ motivational beliefs were significantly strengthened, and more self-regulated behaviors were generated. Though the use of metacognitive strategies did not showcase as significant enhancement as the former elements through the study, the experimental group made progress in using some specific strategies, such as evaluating learning outcomes and making study plans. The summary of the study is that PBL was beneficial to the development of SRL. This research endeavor not only contributes to the existing body of knowledge but also serves as a catalyst for educators to advocate policy reforms, fostering the design of learner-centered, flexible, and coherent post-secondary EFL curricula.

Analysis of Semantic Network between Teacher’s Teaching Concepts and Student’s Acquisition Concepts on Photosynthesis Domain in the Middle School

Analysis of Semantic Network between Teacher’s Teaching Concepts and Student’s Acquisition Concepts on Photosynthesis Domain in the Middle School

From Control to Empowerment: A Paradigm Shift in the Discourse of Educational Supervision

As educational reforms intensify and societal emphasis shifts towards empowerment, the traditional discourse paradigm of management and control in educational supervision faces growing challenges. This paper explores the transformation of this discourse paradigm through the lens of empowerment, analyzing its distinct characteristics, potential pathways, and effective strategies. This paper begins by reviewing the concept of empowerment and examining the current research landscape surrounding the discourse paradigm in educational supervision. Subsequently, we conduct a comparative analysis of the “control” and “empowerment” paradigms, highlighting their essential differences. This analysis illuminates the key characteristics of an empowerment-oriented approach to educational supervision, particularly its emphasis on dialogue, collaboration, participation, and, crucially, empowerment itself. Ultimately, this research advocates for a shift in educational supervision towards an empowerment-oriented discourse system. This entails a multi-pronged approach: transforming ingrained beliefs, embracing renewed pedagogical concepts, fostering methodological innovation, and optimizing existing mechanisms and strategies within educational supervision. These changes are proposed to facilitate the more effective alignment of educational supervision with the pursuit of high-quality education.

KARL ORFF AND SHINICHI SUZUKI ON THE IMPORTANCE OF EARLY CHILDHOOD MUSIC EDUCATION

In this article the authors consider pedagogical concepts of Karl Orff (Germany) and Shinichi Suzuki (Japan), regarding music education of young children. As is known, they dedicated their lives to the musical and aesthetic education of children and made an invaluable contribution in world music pedagogy. Leading scientists and researchers highly rate their activities. The article presents an analysis of scientific sources, brief biographical data and information. In particular, it is reveals that the creative atmosphere in his family influenced the becoming of K. Orff as a composer, musician and teacher. The desire for improvisation, composing music, poems and stories, staging theatrical performances became the core that contributed to the emergence of an integral system of music-aesthetic education of children called «Orff-pedagogy». Its basic principle defined by the concept of «learning-doing creating». Various types of musical activities, on which he relied in his work, aimed to emotional-creative and moral-aesthetic education of the younger generation.The uniqueness of Suzuki's method emphasized by the necessity of forming creative activity in the process of musical-performance activity, in particular, in playing the violin, from the earliest childhood. The materials of the article also allow us to understand that Suzuki's "method of talent education" implies: reliance on the belief, regardless of the child's capabilities, that every child has musical abilities; manifestation of the teacher's love for young performers; training them to creative labor; joint work of the teacher and parents in the musical education of children; manifestation of care and mutual assistance.In spite of the fact that K. Orff and S. Suzuki are representatives of different ethnic groups, cultures and traditions, but their pedagogical views have much in common. This is, above all, the manifestation of great love for children, the desire to bring them up to be creatively active not only in the process of communicating with music, but also in their relationship with the world around.

가르침에 대한 중국 유아교사의 개념도 분석

This study aimed to analyze the teaching concepts of Chinese early childhood teachers using concept map analysis. Twelve teachers were selected to generate and categorize focus statements, while 110 teachers rated the importance of these concepts. The analysis revealed 52 key statements, categorized into dimensions of ‘Essence-Method’ and ‘Content-Relation’ and further grouped into seven types, including ‘teacher's planning and practice,’ ‘children's learning,’ ‘interaction with learning,’ ‘environmental support,’ ‘teacher's guidance,’ ‘variety based on standards,’ and ‘sustaining children's interest.’ The study found that ‘sustaining children's interest’ concepts were rated as highly important, while ‘teacher's planning and practice’ concepts were considered less significant. These findings provide a comprehensive and in-depth understanding of the current perceptions of teaching among Chinese early childhood teachers and offer insights for teachers to reflect on their educational practices.