Teaching Device Research Articles

Availability of Instructional Materials and Interest of Secondary School Students in the Study of Physics in Oredo Local Government Area of Edo State, Nigeria

The study was carried out to investigate the relationship between availability of instructional aids and students’ interest in studying physics in secondary school. This research was conducted using physics students in public senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The specific purpose of the study was to find out the instructional aids that are available for teaching physics in secondary schools. It also investigated if the deployment of these materials in teaching physics influenced the interest of secondary school students in learning different topics in physics. The study utilized the correlation design while the population comprised all SS II students who offered physics in public senior secondary schools in Oredo Local Government Area of Edo state with a total number of 1,223. Out of the population, 123 physics students, that is 10%, were selected using the simple random sampling technique, and this formed the sample of the study. The instrument used for this study was a questionnaire which elicited the respondents’ biodata, checklist of instructional aids for teaching physics and items designed to measure students’ interest. Mean, percentage, standard deviation and Pearson product Moment Correlation were the statistics used for analyzing the data generated. Findings showed that most of the instructional materials needed by the teacher for effective teaching of physics were available but not functioning; the students used for the study had high level of interest in learning the different topics in physics. However, it found that there was no significant relationship between availability of instructional aids and students’ interest in studying of physics in public senior secondary schools in the area of study. As a sequel to the findings of the study, it was recommended that government and school administrators should provide teachers with instructional materials relevant to the teaching of physics in senior secondary schools in Edo State; teachers should regularly deploy instructional materials when teaching physics in senior secondary schools in Edo State. Finally, teachers are encouraged to design simple instructional aids that could be used as alternatives for teaching relevant topics in physics in senior secondary schools in Edo State in the absence of standard teaching devices.

Does it have to be easy, useful, or do we need something else? STEM teachers’ attitudes towards mobile device use in teaching

ABSTRACT Studies show that technology can have a positive influence on student achievement and motivation; however, the use of technology for educational purposes is rather modest. Research has shown teachers’ attitudes to be a key aspect of technology use. However, there is no agreement on which attitudes we should focus on. The aim of the present study was to determine which attitudes may be differentiated empirically in a sample of STEM teachers in the context of mobile devices in teaching and to what extent these factors help to predict willingness to use mobile devices. The study was conducted among 377 STEM-subject teachers. The results showed that performance expectancy, effort expectancy and technology attitude are highly correlated for teachers. It would appear that social aspects (social influence and facilitating conditions) may serve as facilitators for teachers’ attitudes in the model, predicting 52.5% of teachers’ behavioural intention to use mobile devices for teaching.

Facilitating Physics Classroom Instruction Through the Use of Modern Electronic Device

The use of modern electronic devices (MED) in teaching and learning in classrooms has become imperative especially at this period of Covid-19 pandemic. This necessitated this paper which is to show the uses of Modern Electronic Device (MED) as an educational tool for impacting and prospecting in Physics Education and to highlight a few devices that can be used in the areas of Reading and Writing. Through the use of low-tech and high-tech devices, MED will be able to help students become better readers and writers. In the area of Reading, the use of MED will help students improve upon and build on their spelling abilities, and also better students’ decoding, listening, and oral skills. In the area of Writing, the use of MED will enable students to write neatly and legibly, to form letters correctly, and to write sentences that are grammatically correct. Electronic-learning tools such as internet, computers, e-mail facilities, multimedia, scanner, printer, VCD player and digital camera were discussed. The prospects of electronic learning in secondary schools were identified. The paper conclude that if teachers plan carefully and use modern electronic devices to enhance instruction throughout the school curriculum, Basic Science, reading and writing will not be the only subjects that students will benefit. It was suggested among other things that, the government should embark on computer training program for teachers. Teachers should be trained and retrained through in-service training, seminars, workshops and conferences for acquisition of the knowledge and skills needed for e-learning application in secondary schools in Nigeria. It was suggested that teachers need also to explore other avenues in their instructional curriculum where they can enhance learning through the use of MED.

Formação inicial de professores que ensinam matemática e o sistema de numeração decimal

Este artigo apresenta parte de uma pesquisa doutoral em andamento que usa o suporte teórico e metodológico da Teoria Antropológica do Didático para questionar e responder se o sistema de numeração decimal é um conhecimento naturalizado no seio das práticas de um grupo de professores em formação inicial para os anos iniciais do ensino fundamental. O interesse nessa questão decorre da naturalização dos números decimais, uma vez que há dificuldade no seu ensino e aprendizagem como objetos estruturados segundo o sistema de numeração posicional. A metodologia usada, em consonância com os recursos teóricos, foi o desenvolvimento de um percurso de estudo e pesquisa, a partir de uma situação não rotineira entre as práticas docentes escolares das séries iniciais, com ajuda de um diretor de estudo tomado entre os autores dessa pesquisa. Os resultados encontrados ratificam a hipótese inicial de naturalização desse sistema de numeração pelos professores em formação inicial que demonstram e ratificam a potência da metodologia empregada nessa pesquisa como um dispositivo didático de ensino, inclusive para a formação docente.

The learning effects of United Nations simulations in political science classrooms

How do active learning environments—by means of simulations—enhance political science students’ learning outcomes regarding different levels of knowledge? This paper examines different UN simulations in political science courses to demonstrate their pedagogical value and provide empirical evidence for their effectiveness regarding three levels of knowledge (factual, procedural and soft skills). Despite comprehensive theoretical claims about the positive effects of active learning environments on learning outcomes, substantial empirical evidence is limited. Here, we focus on simulations to systematically test previous claims and demonstrate their pedagogical value. Model United Nations (MUNs) have been a popular teaching device in political science. To gain comprehensive data about the active learning effects of MUNs, we collect data and evaluate three simulations covering the whole range of simulation characteristics: a short in-class simulation of the UN Security Council, a regional MUN with different committees being simulated, and two delegations to the National Model United Nations, for which the students prepare for 1 year. Comparative results prove that simulations need to address certain characteristics in order to produce extensive learning outcomes. Only comprehensive simulations are able to achieve all envisioned learning outcomes regarding factual and procedural knowledge about the UN and soft skills.

GEASE: dispositivo de análise de práticas profissionais na humanização do ensino e da assistência em saúde

Este artigo apresenta a aplicação de um dispositivo inovador de formação e de análise das práticas dos profissionais para contribuir com a humanização no ensino e na qualificação da atenção em saúde. Foram utilizados os princípios do Groupe d’entreinement à l´analyse de Situations Educatives-GEASE e o conceito de implicação da Análise Institucional em sua abordagem Socioclinica Institucional na construção desse dispositivo. Objetiva refletir sobre a aplicação deste dispositivo no ensino e nos serviços com foco na humanização, tecendo considerações sobre suas possibilidades e limitações. As intervenções foram realizadas em universidades do Rio de Janeiro para 09 grupos, formados por internos de medicina, residentes de enfermagem, preceptores, docentes e profissionais de saúde, com um total de 141 participantes. Os resultados evidenciaram aspectos onde as práticas humanizadas para serem implementadas, necessitam repensar o processo de formação profissional em saúde nas suas práticas de comunicação de maneira a favorecer as relações interpessoais. Destaca-se como potencialidade, que o dispositivo foi capaz de favorecer a que formador e formandos analisassem suas práticas, trazendo nuances de mudanças institucionais, em prol da humanização do cuidado. Como limitações, destacamos a necessidade de se observar um número menor de participantes por grupos visando não comprometer o aprofundamento dos temas trazidos para o debate. Os dados apontam que o dispositivo proposto se constituiu em um instrumento pedagógico potente para produzir práticas humanizadas tanto no ensino quanto nos serviços de saúde.

Use of Information Communication Technology for Teaching by N-Power Teach Beneficiaries of Public Primary and Secondary Schools in Nigeria

This study investigated the use of mobile devices for teaching by N-Power Teach beneficiaries in public primary and secondary schools in Nigeria. Descriptive survey design was adopted, and 50 beneficiaries were selected using multi-stage sampling. Data collection was through interview and data collected were transcribed and analysed using Nvivo 12 software. Findings revealed that the main ICT tool accessed by the beneficiaries was the N-Teach application (a pre-installed application) which contains textbooks, video, audio materials. The devices were reportedly used for preparing lesson notes and instructional materials. Beneficiaries reported being confident in the use of these devices for teaching, however, beneficiaries in secondary schools reported having primary school teaching application tools on their devices. School administrators reportedly had positive attitude to the use of the devices while few had initial rejection. Challenges reported in the use of the devices included poor power supply, insufficient data and network failures.

ИЗ ИСТОРИИ РАЗВИТИЯ КОМПЬЮТЕРНЫХ ТЕСТОВ

The article deals with the formation and development of computer tests in the education system. Based on the analysis of the content of works by foreign authors, the primary experience of using teaching devices and machines in the educational process is traced. The contribution of the pioneers in this direction, S. Pressi and G. Paska, is noted. Particular attention is paid to the ideas of the 60s and 70s on the use of electronic computers for teaching and control, on the use of machines in pedagogical testing. The analysis of the form of computer testing is carried out. The work on determining the advantages and disadvantages of computer tests is generalized.

Confronting The Challenges Encountered By Primary School Teachers In The Use Of Technological Devices For Teaching

The paper examined the objectives of primary education in Nigeria as stated in the National Policy on Education. These objectives are seen to be achievable only through the instrumentally of the teachers who are the primary implementers of the curriculum. Furthermore, who a teacher is was also critically examined. In addition, the paper advanced some inevitable qualities of a 21st century teacher, without which the teacher will become a misfit in the classroom. These include having a sound knowledge (mastery) of the his/her subject-matter, being properly trained to teach, openness to innovation, being an in-co-parentis, resourcefulness and being computerate. The importance of the application or integration of technologies in the 21st century was also indicated. The climax of the content of the paper was the challenges facing primary school teachers, especially those in the rural areas. The challenges facing Primary School teachers as advanced include ignorance, technophobia, incomputeracy among others. Finally, recommendations on how to confront these challenges were advanced. Some of which are that teachers should wake up to the challenges of the 21st century by making sure that they get trained, the government should also make provision for teachers to get trained and be retrained, teachers should be given certain incentives to encourage them among others

Teaching Thermodynamics Using a Vacuum Container for Food

When we teach thermodynamics, a vacuum container used to keep food isolated from air is a cheap and interesting teaching device. There are some experiments already described in the literature and we can also find videos of demonstrations on YouTube. At the same time, there is increasing interest in how to utilize smartphones in physics instruction, and an experiment using a smartphone with a canning jar has recently been reported. In this paper, I describe experiments combining the vacuum container and smartphone that I have recently tried to introduce into my physics class.

Development of Mathematics Teaching Device Integrated with Quranic Values: Issues, Challenges, and Implementation Model

The purpose of this study was to develop an integrated mathematics teaching device with Quranic values that meet valid, practical, and effective criteria to meet good product standards. This study includes a development study consisting of the design and implementation phases. The analysis in this study used validity analysis with Aiken's validity index, and the utility analysis performed by transforming the results of the test data on five Widoyoko scales. The analysis required to test the effectiveness of the integrated mathematics teaching device with Quranic values uses a one-way ANOVA F test and a follow-up test using Post Hoc Multiple Comparisons. The results of verification by two experts stated that the Quranic values of the integrated mathematics teaching device met valid criteria. In line with the teacher's assessment that the four components evaluated, namely syllabus, lesson plan, students worksheet, and test meet practical standards. There is no difference based on the responses of students from three schools with different accreditations/quality (P-value = 0.340, with significance level = 0.05). This response to mathematics teaching device demonstrates that it has meet effective standards and can be used in schools with different certification status. The mathematics teaching device with Quranic values meets the criteria for good teaching devices because it meets valid, practical, and effective criteria. https://doi.org/10.26803/ijlter.19.1.6

Using smartphones as a social constructivist pedagogical tool for inquiry-supported problem-solving: an exploratory study

ABSTRACT To incorporate a rich, comprehensive and well-established framework for an advanced learning pedagogy, this study focuses on the use of smartphones as a social constructivism tool for inquiry-supported problem solving in a first-year adventure destinations module at a Tshwane Higher Education Institution (HEI). Results obtained through quantitative data collection and analysis methods indicate that student learning is enhanced through the use of smartphones as a tool to promote collaborative learning. Findings propose the adoption of new technologies in the learning process, with adventure tourism students adjusting their social networking traditions to include academic learning practices, supported by tools that enhance collaborative/networked learning and teamwork. Findings also suggest that HEIs may potentially save costs by encouraging adventure tourism students to Bring Your Own Device (BYOD) for teaching and learning purposes. This will avail more funding to support students who do not own mobile technology tools. This will close the digital divide and increase the motivation for seeking lifelong learning opportunities.

A virtual-physical collision detection interface for AR-based interactive teaching of robot

Abstract At present, online lead-through and offline programming methods are widely used in programming of industrial robots. However, both methods have some drawbacks for unskilled shopworkers. This paper presents an Augmented Reality (AR)-based interactive robot teaching programming system, which virtually projected the robot onto the physical industrial environment. The unskilled shopworkers can use Handheld Teaching Device (HTD) to move end-effector of virtual robot to follow endpoint of the HTD. In this way, the path of the virtual robot can be planned or tested interactively. In addition, collisions detection between virtual robot and physical environment is key to test the feasibility of robot path. So, a method for detecting virtual-physical collisions is presented in this paper by comparing the depth values of corresponding pixels in depth image acquired by Kinect and computer-generated image in order to get collision-free paths of the virtual robot. The Quadtree model is used to accelerate the collision detection process and get distance between virtual model and physical environment. Using the AR-based interactive robot teaching programming system presented in this paper, all workers even unskilled ones in robot programming, can quickly and effectively get the collision-free robot path.

Simulation Study on Emergency-Stopping Avoidance Control Due to Singularity During Teaching Operation with Parallel Wire-Type Teaching Device

Simulation Study on Emergency-Stopping Avoidance Control Due to Singularity During Teaching Operation with Parallel Wire-Type Teaching Device

IMPLEMENTASI KARAKTER PEDULI LINGKUNGAN DI SDN 13 LOLONG BELANTI PADANG

The phenomenon of students who clean the school grounds before the bells enter the lesson, pay attention to the cleanliness conditions around the seat and before coming home from school the students always water the flower plants. All these activities are carried out consciously without a teacher's order. This study aims to analyze the implementation of the value of caring for the environment through learning in the classroom, the implementation of the value of caring for the environment through extracurricular activities and the obstacles found in the implementation of the value of caring for the environment in elementary schools. This type of research is a qualitative research with a case study approach. Informants are determined using Purposive Sampling. the research results obtained findings that (1) Internalization of the value of environmental care in learning planning in the form of compiling teaching devices such as syllabus, Learning Implementation Plan (RPP) and learning media, the device has been analyzed in advance about the value content contained in the material to be taught (2 ) Implementation of the value of environmental care is integrated through learning in the classroom and through routine school activities, spontaneous activities and through exemplary behavior (3) Obstacles found in the implementation of the value of environmental care consist of internal factors such as, bad habits of students do not care about personal hygiene, lack of knowledge students to choose the scattered garbage. External factors such as lack of adequate facilities and lack of collaboration between parents and teachers in schools.

Stakeholders' perceptions of integrating mobile devices in teaching and learning

The purpose of this study is to investigate the potential impact of using iPads in teaching and learning and to capture stakeholders' perceptions of using iPads in an international school in the Middle East. The study uses a case study methodology and collects both quantitative and qualitative data. The results show that all stakeholders reported positive perceptions about using the iPad. IPad use may have increased students' chances to communicate and ask for help from peers. Teachers reported they still need more help to plan for using iPads in their teaching. Some parents felt alienated from the types of learning their children used the iPad for. The qualitative results explain the stakeholders' experience in terms of technology access, ownership, integration, connectivity and institutional support. Based on the study results, specific recommendations are provided to improve integrating mobile technology in schools.

Reduction of Teaching Time for Industrial Robot with Parallel Wire-Type Teaching Device

Reduction of Teaching Time for Industrial Robot with Parallel Wire-Type Teaching Device

Supervisi dan Peranannya pada Sekolah Dasar

This study aims to determine the role of supervision in developing the quality of teachers in teaching. This research is a qualitative research with the subject of the school principal and teacher. The results showed that the principal in leading was unable to enforce rules and discipline to all teachers, only following the decisions of their members. When there is a learning process and teaching devices that are lacking there is no sanction or reprimand from the school principal, teaching at this school only follows each other's rules. But when there is inspection from the supervisor or UPT there is new communication between the teacher. The existence of an unexpected meeting resulted in disruption of the teaching and learning process, because the teacher's meeting made the students did not supervise, so the students wandered. Conclusion, in the end the learning process that has been arranged well in the learning device is not carried out properly, because the teacher who teaches will pursue the hours of study used during a sudden meeting, as a result students will find it difficult to understand the lessons given by the teacher.
 Keywords: Supervision, Role of School Principals

Cost-Benefit Analysis as a Failure to Learn from the Past

This short note argues that cost-benefit analysis (CBA), a tool employed by professional economists to evaluate the welfare consequences of public policies, embodies a variety of failures to heed the warnings of famous classical liberal economists. CBA attributes characteristics of individuals to society, fails to adequately account for the “unseen” consequences of policy, wipes out the future with a social discount rate as if “in the long run we are all dead,” and is an example of how the pursuit of mathematical logic can lead to failures of common sense. As a result of these problems, CBA offers a useful teaching device for students, demonstrating how even modern-day economists at the top of their profession continue to make basic errors pointed out by economists generations ago. CBA in this context is best thought of as a failure to learn from the past.

Stakeholders' perceptions of integrating mobile devices in teaching and learning

The purpose of this study is to investigate the potential impact of using iPads in teaching and learning and to capture stakeholders' perceptions of using iPads in an international school in the Middle East. The study uses a case study methodology and collects both quantitative and qualitative data. The results show that all stakeholders reported positive perceptions about using the iPad. IPad use may have increased students' chances to communicate and ask for help from peers. Teachers reported they still need more help to plan for using iPads in their teaching. Some parents felt alienated from the types of learning their children used the iPad for. The qualitative results explain the stakeholders' experience in terms of technology access, ownership, integration, connectivity and institutional support. Based on the study results, specific recommendations are provided to improve integrating mobile technology in schools.