Design Lessons Research Articles

Social participation of children with intellectual disabilities in inclusive sport: Practical implications for physical education.

The UN-CRPD has improved inclusion in sport for people with intellectual disabilities, yet this group remains marginalized and faces discrimination and exclusion in sport (Steiger et al., 2021). Although research in this area has increased, there is little empirical evidence of the effectiveness of inclusive settings or of factors that promote success. This study aims to analyse the social participation of children with intellectual disabilities in mainstream schooling and club sports, and the factors influencing this participation. This knowledge is key to the development of effective social participation of people with intellectual disabilities in inclusive schools and sports clubs. Applying the framework of Koster et al. (2009), a sample of 1,884 students (132 with intellectual disabilities) from 109 school classes (3rd to 6th grade) in 13 Swiss German-speaking cantons completed a standardised questionnaire composed of established instruments. Multi-level analysis reveals that the level of social participation depends on experienced social contacts and interactions, established relationships, and received social acceptance and perception. The overall effectiveness of participation of those with intellectual disabilities is consistently lower than that of non-disabled peers. Nevertheless, cases with high levels of participation were also observed. Influential factors are at a structural level, such as the design of lessons, trainer and teacher competencies, group climate, school and club conditions, as well as at an individual level such as children and trainer attitudes and competencies. Specific understanding of these factors supports practitioners to more effectively develop inclusive sport settings. Good practice that actively promotes inclusion in physical education classes includes individualization measures at various levels such as task difficulty and duration, individual assistance, and the use of adapted learning materials. These measures all aim to deepen student participation according to individual competencies.

A question of belief! Study of kindergarten teachers’ beliefs about physical activity and sport

Introduction
 Movement is the motor of young children’s overall development and must be recognized in all its facets and enabled and encouraged in various contexts. Kindergarten – as the first compulsory educational institution in Switzerland – has a special responsibility in regards to this. Kindergarten teachers play a key role in educational processes. The quality of teaching is influenced by their professional competency. Beliefs form an important part of this competency and they have an action-guiding effect (Baumert & Kunter, 2013). The individual ideologies and beliefs of teachers impact their lesson content and design, as well as their perception of children’s physical movement during the lesson. Despite this, studies of teachers’ beliefs about physical activity and physical education in kindergarten are scarce. Results are not available on learning content, process, perception of children’s physical activity behavior and contextual conditions in the Swiss-German educational environment are not available.
 Methods
 This study uses an exploratory research design, compiling the beliefs of seven Swiss Kindergarten teachers through guided interviews. Those beliefs were evaluated using the Documentary Method following Nohl (2017; Freudenberger, 2022).
 Results
 The results indicate that teachers use the Swiss curriculum (“Lehrplan 21”) as a rough guide. Their interests drive lesson implementation, along with children’s approach to self-organized play. Teachers put together a gymnastics lesson in terms of the competence area “movement on equipment” in the gymnasium itself. In the kindergarten rooms, they also use movement to structure the class, set the rhythm, and reward students. Nevertheless, the teachers express the desire for support in designing the indoor and outdoor spaces in a way that stimulates movement. However, teachers perceive a decline in children’s motor skills.
 Discussion/Conclusion
 The results of the interview study make it possible to describe the convictions of kindergarten teachers. They can be used for the quality development of teaching in physical activity and sport in kindergarten and form an orientation framework for the content conception of training and further education of teachers. The study identifies the following key topics to guide the conceptual design of these qualifications: To make full use of the educational and developmental potential of physical activity and sports already in kindergarten, the relevance of physical activity, play and sports must be precisely explained and conveyed in qualification courses. Teachers should be trained in using assessments for physical behavior of the students more objectively and then to support them in a targeted manner. Furthermore, all competency areas of the Swiss Curriculum should be taught – by using various teaching materials by means of diverse teaching methods. More targeted support in designing indoor and outdoor spaces to stimulate movement in kindergarten could firstly counteract the increasing restriction of children's play spaces in the home environment (Zimmer, 2020) and secondly awaken children's curiosity about the world, expand their repertoire of actions and encourage them in the perception of their autonomy potential (Egger, 2019, p. 291f).
 References
 Baumert, J., & Kunter, M. (2013). Professionelle Kompetenz von Lehrkräften [Professional competence of teachers]. In I. Gogolin, H. Kuper, H.-H. Krüger & J. Baumert (Hrsg.), Stichwort: Zeitschrift für Erziehungswissenschaft (S. 277–337). Springer VS.
 Egger, J. (2019). Häuser machen Schule. Eine architektursoziologische Analyse gebauter Bildung [Houses make school. An architectural-sociological analysis of built education]. Springer VS.
 Freudenberger, K. (2022). Eine Frage der Haltung. Überzeugungen von Lehrpersonen zum Bewegung- und Sportunterricht im Kindergarten [A question of attitude. Teachers’ beliefs about physical activity and sport teaching in kindergarten]. [Unpublished master’s thesis]. Universität Basel.
 Nohl, A.-M. (2017). Interview und Dokumentarische Methode: Anleitungen für die Forschungspraxis [Interview and documentary method: Guidance for research practice]. Springer.
 Zimmer, R. (2020). Handbuch Bewegungserziehung: Grundlagen für Ausbildung und pädagogische Praxis [Handbook on physical education: Basics for training and pedagogical practice]. Herder.

Das werden-Passiv in Schulbüchern der Chemie

Abstract The competent use of the specific language of school subjects is fundamental for successful learning and teaching in school. For a language-sensitive design of lessons and empirical foundation of didactic and methodical concepts, knowledge of how students read a text is needed as well as evidence-based knowledge of formal and functional aspects of subject-specific language. A corpus analysis confirms that the passive is a prototypical construction in chemistry textbooks. Thus the competent handling of those sentences is a relevant aspect of subject-specific language competence. The verbs used in the passive sentences in books included in the corpus are predominantly morphologically complex, and can be indicated as chemistry-specific lexis, e. g. related to the sub-microscopic level. Furthermore, they are commonly used in conjunction with abstract agents. On the other hand, these verbs are also encountered to students in everyday (i. e. non-subject-specific) contexts but in these contexts they diverge semantically and are commonly used in conjunction with a human agent. Therefore, the function of the passive sentences differs: While passive sentences with a human agent allow an expression of anonymised actions, the passive sentences with abstract agents enable the verbalisation of abstract processes. The distribution of those functional distinction differs between school subjects and contexts. Abstract agents in passive sentences can support the maintenance of pre-instructional concepts of students, especially if the verbs are not obviously specific for the context of chemistry. Therefore, a specific language-education for school subjects is needed which includes the analysis of formal and functional aspects. The results of the corpus analysis can be used for context-based scaffolding in language-sensitive chemistry lessons.

Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry

PurposeThis study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.Design/methodology/approachSeventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.FindingsThe findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.Originality/valueThe article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.

Overcoming Barriers to Adjunct Engagement: A Community-First Approach to Professional Development

We present a model for professional development of instructional faculty. Though initially conceived for accreditation compliance as a credentialing process for adjunct faculty, this project led to increases in participants’ collaboration on lesson design, investment in curricular decisions, and adoption of active learning methods. In this paper, we identify five barriers that initially impeded these outcomes: Time, Isolation, Connection Between Content and Pedagogy, Change, and Risk-Taking. Through extensive coding of discussion board posts and participant interviews, we show that participants initially encountered these barriers but largely overcame them by the end of the project.

Asynchronous learning design—Lessons for the post-pandemic world of higher education

In this article, the author describes the use of a storytelling approach in a learning design with significant asynchronous elements. This approach was introduced in an upper-level international trade course with close to 200 students in response to the COVID-19 pandemic. As most live “lectures” took place online and were subject to disruption due to Internet issues, the bulk of the content delivery was asynchronous, with the storytelling approach using “Sways” to address some of the common issues about engagement with asynchronous learning elements. The grade distribution and student feedback indicated that this approach was effective in achieving the stated learning goals. Finally, the author discusses how to adapt this approach to courses at other levels.

Peningkatan Kemampuan Belajar pada Mata Kuliah Belajar dan Pembelajaran Melalui Metode Kooperatif

Peningkatan Kemampuan Belajar pada Mata Kuliah Belajar dan Pembelajaran Melalui Metode Kooperatif

فاعلية التدريس عن بعد باستخدام المنصات التعليمية من وجهة نظر معلمي التربية الإسلامية في محافظة شمال الباطنة بسلطنة عمان The Effectiveness of Distance Teaching Using Educational Platforms from the Point of View of Islamic Education Teachers in the Governorate of North Al Batinah in the Sultanate of Oman

This study aimed to identify the effectiveness of teaching using educational platforms from the point of view of Islamic education teachers in the Sultanate of Oman. To achieve the aim of the study, the researchers adopted the descriptive approach. A questionnaire was designed using Google Forms and distributed electronically to the study sample of male and female Islamic education teachers; In its final form, after verifying its validity and stability, it consisted of (23) phrases. The study sample consisted of (348) male and female teachers of Islamic education in the second cycle of basic and post-basic education for the year 2020/2021 AD, who were selected in a simple random way with a percentage of (55.7%) of the study population. After collecting and analysing data statistically using the SPSS program, the study concluded a number of results, represented in the following: The effectiveness of using educational platforms in distance education in light of the pandemic from the point of view of Islamic education teachers is great. And there were no statistically significant differences at the level (α ≤ 0.05) in the effectiveness of using educational platforms in education according to the responses of Islamic education teachers due to gender variables (male-female). and practical experience they have. In light of the findings of the study, it recommended the continuation of the use of educational platforms in the educational process, and the design of some Islamic education lessons to be taught in the distance learning system after the end of the pandemic (Covid-19).

The aesthetic effects of a new lesson design approach: Mathematical stories

Research suggests that high school students often have negative experiences with mathematics. To address this challenge, this paper shares findings of a design-based research project in which researchers and teachers developed and used a narrative approach to lesson planning in order to design lesson experiences that provide opportunities for high school students to become captivated with mathematical content (“CMLs”). The goal of this approach is to provide students positive aesthetic opportunities, such as inspiring student curiosity, while maintaining cognitive demand and coherence. Overall, students reported more positive, varied aesthetic experiences (e.g., suspense, surprise) in CMLs than in other lessons with the same teacher and students. These findings provide evidence that designing lessons as mathematical stories shows promise and can offer students more positive aesthetic experiences in mathematics.

Probability without Tears

This article is about teaching probability to students of philosophy who don’t aim to do primarily formal work in their research. These students are unlikely to seek out classes about probability or formal epistemology for various reasons, for example because they don’t realize that this knowledge would be useful for them or because they are intimidated by the material. However, most areas of philosophy now contain debates that incorporate probability, and basic knowledge of it is essential even for philosophers whose work isn’t primarily formal. In this article, I explain how to teach probability to students who are not already enthusiastic about formal philosophy, taking into account the common phenomena of math anxiety and the lack of reading skills for formal texts. I address course design, lesson design, and assignment design. Most of my recommendations also apply to teaching formal methods other than probability theory.

Undergraduates' design and implementations of pronunciation lessons for learners' learning technical vocabulary

Undergraduates' design and implementations of pronunciation lessons for learners' learning technical vocabulary

The case design of a corpus-based English grammar lesson of high school-The passive voice in the present progressive tense as an example

The case design of a corpus-based English grammar lesson of high school-The passive voice in the present progressive tense as an example

How Does School Lesson Design Contribute to Girls' Perception of Their Future-Readiness for STEM Majors? – An Empirical Study Using Critical Incidents Technique

Women remain underrepresented in Science, Technology, Engineering and Math (STEM) majors and STEM professions until today. Various studies have shown that the perception of STEM subjects among young girls, and female middle and high school students is strongly influenced by the way STEM subjects are taught in school. When designing a teaching concept, there are various perspectives involved – requirements expressed by teachers, school boards, teachers’ associations, the ministry of education, parents etc. In contrast, this paper takes a less common perspective stemming from the competencies required for a successful STEM study progress and how they can be developed by an adequate school lesson design. Based on the data from a study with 777 female high school students in Germany, it is discussed which methodological approaches to teaching STEM subjects motivate them and how these approaches match the later-required competencies to start and pursue a career path in STEM.

Developing a Lesson Design Support System for Elementary School Teachers that Shows Examples of Lessons Using Information Terminals in a Step-by-Step Manner Based on the SAMR Model

Developing a Lesson Design Support System for Elementary School Teachers that Shows Examples of Lessons Using Information Terminals in a Step-by-Step Manner Based on the SAMR Model

Review and Prospect of English Activity-based Approach in China (2018-2022)

Using a combination of quantitative and qualitative research methods, this paper collects the literature on English activity-based approach published in 15 Chinese educational journals from 2018-2022, and has a review from four dimensions: development trend, research object, research content and research methods. The results show that: the number of studies is generally on an upward trend; the research objects are concentrated at the high school level, followed by middle school and the least at elementary school; the main contents of studies include conceptual research and design philosophy at the macro level, lesson design research, teaching strategies and literacy development at the micro level; the research methods are mainly non-empirical studies, and the empirical studies are mainly qualitative studies. This paper then analyzes the problems of the existing research and presents an outlook on the future development of English learning activity perspective research.

Bringing Pasteur Back to Life: Studying the Biochemistry of Yeast Fermentation Through Discussion Groups and an At-Home Lab

This hands-on, student-centered biochemistry lesson introduces beginner biochemistry students to the techniques of effectively reading and discussing primary literature, identifying fundamental biological concepts, and applying that knowledge to design their own experiments. Students begin by reading Louis Pasteur&rsquo;s article on the discovery of fermentation, a key biochemical concept in metabolism. Using guided questions while they read the primary literature, students dissect the key biochemical concepts of fermentation in student-led discussion groups. Following the group discussion, students &ldquo;act like Pasteur&rdquo; by designing their own lab experiment to collect similar data to that in the paper. For the lab activity, students utilize standard home-kitchen techniques and food-grade reagents to grow yeast in different microenvironmental conditions, such as temperature, pH, presence of oxygen, and substrate concentration in water. Here, students apply key laboratory skills such as designing experiments with proper controls, keeping a lab notebook, and communicating results. Students are given the opportunity to pursue variables they find interesting by performing experiments in their own home. Student understanding is assessed through group discussion, completion of learning issue questions, multiple choice quiz questions, midterm questions, and a lab report. This lesson features a diverse array of activities: reading and understanding the primary literature, participating in scientific discussion in small groups, and designing and performing experiments, all essential skills for any future biochemist. <em>Primary Image:</em>&nbsp;Overview of the biochemistry lesson design.

Exploration and Practice of BOPPPS Model in Enhancing Effective Teaching --Taking Business Communication as an Example

Aiming to assess the potential of the BOPPPS Model in enhancing effective teaching, the paper initially provides a comprehensive overview of Effective Teaching and BOPPPS Model, discussing their theoretical underpinnings and practical implications. It then demonstrates its application in Business Communication course by analyzing the challenges of course teaching and detailing a sample lesson design. It is found that the BOPPPS Model can significantly enhance effective teaching by setting clear teaching objectives, providing pre and post assessments, promoting participatory learning and recapping with a short summary. This study underscores the potential of the BOPPPS model as a highly effective and flexible teaching tool in Business Communication course teaching, and hopefully it will provide a reference for the teaching of other subjects.

APPLYING CONSTRUCTIVIST THEORY IN TEACHING MATHEMATICS AT GRADE 2

Constructivism theory emphasizes the active role of students in the learning process to create knowledge for themselves. This initiative is reflected in the fact that students are placed in situations where they find it necessary, capable, and need to solve the given problem. Through problem-solving, students create knowledge for themselves. In this paper, we present the concept of constructivist-based teaching and types of constructivism; analyze the role of constructivist-based in teaching Math, and propose some design principles and processes of lesson design according to constructivist theory.

Experimenting with Mass-Housing Regeneration in Italy: Two Pioneer Actions in Bolzano as Part of the SINFONIA Project

The public housing sector in Italy faces a generalized crisis, which does not spare the issue of architectural and urban quality, both in the (relatively few) new buildings realized over the last three decades, and in increasingly frequent regeneration actions. The latter – the subject of this essay – generally do not go beyond conventional maintenance and are typically limited to applying essential technical solutions for energy efficiency. They miss the opportunity to update the building stock to address current housing needs. Against this backdrop, the case of SINFONIA – a five-year project financed by the European Union – represents a relevant exception. The paper presents two recent housing renovation actions developed within SINFONIA and conceived by AREA Architetti after winning two design competitions. Both actions interpret conversion in the most inventive ways, demonstrating an aptitude for a real aesthetic rethinking that changed the appearance of the buildings experimenting with two profoundly different design approaches: reinterpretation and metamorphosis. In presenting the two actions, this essay reflects on the procedure and design lessons to be learned from this experience for transfer to other situations.

Expanding the Agricultural Educator’s Toolkit: Identifying Challenges in Digital Media Production Technology

This study explores the perceptions and experiences related to agricultural educators in Minnesota who have used digital media production tools and concepts as learning activities in the classroom. As the cost associated with digital media production equipment and software continues to decrease, this technology is becoming more accessible and creates the potential for new types of classroom outputs. This type of learning activity is in its infancy in School Based Agricultural Education (SBAE). As more educators look to embed 21st century skill-based projects in their coursework, it is important to begin exploring needs and resources identified by those currently engaged in this strategy. The researchers in this project aimed to better understand how the participants map knowledge and identify gaps when using digital media production as a learning tool. The project examined the motivations, experiences, implementation processes, and future goals of participants. A collective case study was used to explore this phenomenon. In-depth interviews with educators were examined using qualitative open coding techniques. This produced emergent themes regarding lesson design and implementation as well as perceptions of student learning. Educators highly valued this student learning activity to develop communication skills necessary for many career paths. Other emergent themes were an increase in student engagement, critical thinking, media literacy, and transferable skills. The study found barriers to digital media activities such as prior experience with technology, school district resources, professional development opportunities, and lesson preparation time. Educators identified a need for streamlined resources and accessible professional development to fully embrace digital media as a learning strategy.