Knowledge Base For Teaching Research Articles

PARADIGM SHIFT - The Role of Educational Technology and Internet in Indian Education System

Purpose: Educational technology and the internet have been linked in recent years not only as a tool to increase teaching and learning, but also as one of the key barriers to changing the educational paradigm and pattern. This article examines numerous paradigms and patterns in used for re-defining Indian education systems that have resulted in significant shits in education, and compares them to the current system. The role of various education technology & Internet, innovations and projected consequences of a paradigm shift on the Indian education system are explored. Finally, certain recommendations are made for its successful implementation in order to achieve its goals and SWOC is used to analyze the educational system in terms of educational technology and the internet. Design/Methodology/Approach: The information for the study was obtained from secondary sources like google scholar, journal papers, literature, reports, magazines, and books. Findings: Historically, the Indian education system began with an Ancient education system in which fathers were required to pass on their knowledge to sons as a method of passing. Later post-independence the Indian government has always encouraged and promoted the advancement of education and educational technologies. Teaching and learning have undergone significant transformations, from lecture to role learning to internet-enabled learning to knowledge-based education to technology innovation-based education. In a variety of educational contexts, educational technology aids in the detection of problems. It also aids in overcoming disadvantages. But still, there are so many challengers in faced by the education system on educational technologies redesigning. Limitations/Implications of the Research: There are few sources for references, few topics are not highlighted, and most of the information is obsolete, thus gathering relevant data was difficult. Originality/Value: This paper brings to focus paradigm shifts and patterns the Educational technology which has re-defined education system in teaching and learning but still lacks in E-learning planning and also its Non- available of experts in many parts of both urban and rural areas in the country, especially during the time of abnormalities like the pandemic. Paper Type: Case study.

Introduction and Table of Contents

The Journal of International Agricultural and Extension Education is the official refereed publication of the Association for International Agricultural and Extension Education (AIAEE). Its purpose is to enhance the research and knowledge base of agricultural and extension education from an international perspective.

Intrinsic and Extrinsic Reading Motivation: Context, Theory, and Measurement

Motivation to read is a central consideration for teachers and researchers because it is strongly associated with reading performance and is generally accepted as a positive state. The study of reading motivation is plagued by inconsistent terminology and measurement, which impedes a comprehensive knowledge base for teachers and researchers. One of the most prevalent conceptualizations is intrinsic and extrinsic motivation to read. This review examines the research literature over the last 29 years on intrinsic and extrinsic reading motivation in an attempt to add clarity to the field regarding constructs and measurement. We identified study contexts, theoretical perspectives, and data sources to examine how literacy scholars have studied intrinsic and extrinsic motivation to read. Results provide an overview of the contexts, theories, and research designs used to investigate intrinsic and extrinsic reading motivation.

Bridging the Gap between Foreign Language and Early Childhood Teacher Education: A quantitative and qualitative analysis of teacher knowledge base

In monolingual countries, the early introduction of foreign languages in the pre-primary curriculum is an emerging priority. This study analyses the teacher knowledge base (TKB) currently offered by higher education institutions to pre-service, foreign language, early childhood education and care (ECEC) teachers in various contexts such as Spain. A documentary research method combining both quantitative and qualitative analysis of 99 Spanish ECEC degree programs and 24 course guides was applied, allowing us to conclude that the presence of “very early foreign language” courses within Spanish ECEC programs is moderate, frequently reduced to a six ECTS course, and portrays a new TKB model related to the early introduction of foreign language in the education system.

Factors Affecting Social Science Students’ Career Choices: A Web-Based Cross-Sectional Study in Bangladesh

This web-based cross-sectional study aimed to investigate university students’ career choices and their determinants. Data were collected from four disciplines within the Social Science School at the Khulna University of Bangladesh. The findings from Pearson’s Chi-square revealed a significant association between career choice and age, sex, discipline, level of education, and socioeconomic status. Exploratory factor analysis indicated a three-factor solution, explaining the variance of over 50% and the overall reliability of α = 0.748. The findings from a multinomial logistic regression showed that older and male students had a lower likelihood of becoming teachers, while Sociology students were more interested in teaching. Furthermore, career choices were substantially influenced by students’ level of education, job quality, job prospect, and job motive. Considering the global demand for specific skills and knowledge, universities should revise their curricula, integrating the cognitive domain of students with practical knowledge-based education in order to widen the horizon of employment options for university graduates.

Pedagogical Knowledge Base of Religious and Moral Education Teachers in Assessing Students’ Academic Performance

This study aimed to examine the pedagogical knowledge base of Religious and Moral Education teachers in assessing students’ academic performance. The research design used for this study was the correlational research design. 159 basic schools were selected to participate in the study. The population of the study comprised Religious and Moral Education (RME) teachers and second-year students in basic schools in the Komenda Edina Eguafo Abirem Municipality in the Central Region of Ghana. Purposive and random sampling techniques were used to select basic schools, Religious and Moral Education (RME) teachers, and students for the study. In all one hundred and seventy-five (175) RME teachers and three hundred and fifty-seven (357) students were selected for the study. The main instruments employed in the study were questionnaires and observation. The data was analysed through the computation of frequencies, percentages, mean of means distributions, and the calculation of correlation coefficient. Pearson’s Correlational Coefficient was used to describe the linear relationship between each of the variables. This was done with the use of computer software called Statistical Product for Service Solutions (SPSS). The study concluded that teachers possessed adequate knowledge about the use of pedagogy or instructional methods when it comes to the teaching of RME. However, as observed, teachers use of the existential approach and the life theme approach only, and, teachers did not make use of the concept cracking approach to teaching RME probably because they lacked adequate information about how to use them. It is recommended that the Ministry of Education, Ghana Education Service, and the National Council for Curriculum and Assessment should organise in-service training for teachers to be abreast with some of these contemporary pedagogies for the teaching of RME in Basic Schools and also make modules available for use at the Colleges of Education to train our upcoming teachers at the Basic Schools.

Introduction - Table of Contents

The Journal of International Agricultural and Extension Education is the official refereed publication of the Association for International Agricultural and Extension Education (AIAEE). Its purpose is to enhance the research and knowledge base of agricultural and extension education from an international perspective.

A Theoretical Study on the Origins of Character Education－Focused on Plato, Montaigne, and Locke

The purpose of this paper is a theoretical study on the origins of ‘character education’. Since the late 2010s, the number of cases of ‘character education’ being opened and operated in the liberal arts curriculum of domestic universities has increased. However, confusion occurred because neither the identity nor the role in the area of character education were not clearly established. Eventually, a situation arose in which opinions became divided among those in charge of liberal arts education over maintaining character education in the liberal arts curriculum. This is the reason why it is necessary to theoretically explore the meaning and role of emotional, social, and physical experience education in higher education. In particular, it is necessary to shed light on the meaning and role of character education regarding educational theory, which has laid the foundation of the modern education system.</br>This paper examines the meaning and role of ‘character education’ in the education theory of Plato, Montaigne, and Locke. These three thinkers were selected for analysis because they not only present educational content corresponding to character education in educational theory, but are also representative figures of the educational discourse that emerged at an important turning point in human civilization. Plato was the first to present the seven liberal arts subjects that are considered the prototype of modern liberal arts education. Thus, a review of his criteria is in order since he was the first person to systematize the necessity and system of education. Montaigne is a good example of the European intellectuals’ perspective on education during the Renaissance, and his work <i>The Complete Essays</i> had a great influence on Locke’s and Rousseau’s theory of education. For this reason, it is necessary to examine the meaning and content of character education in the period of the establishment of the modern educational ideology through Montaigne. Locke laid an important foundation for modern educational theory through his work <i>Some Thoughts Concerning Education</i>, famous for the phrase “a healthy mind in a healthy body”. In particular, Locke needs to be analyzed since his emphasis on the need for character education, including physical education, is clearly displayed.</br>As a result of examining the meaning and role of character education in Plato, Montagne, and Locke’s educational theory, three meanings can be derived. First, character education is intended to ‘control desires and practice rational or intellectual decisions through actions’. We can say that it contains the meaning of educating the mind and body in a balanced way as the two parts that constitute a human being, as well as addresses concerns about the question of ‘how can we put knowledge into action?’ Second, character education constitutes ‘a part of the entire curriculum along with knowledge-based subjects’. Plato, Montaigne, and Locke all view excellence, virtue, and the cultivation of virtue as the goal of education. This goal is a holistic goal that can be achieved by conducting knowledge education and character education together. We cannot say that knowledge-based education develops only the faculty of reason, or that character education develops only character or virtue. Third, character education may seem secondary to knowledge-based subject education, but it seems to have ‘its own unique role and identity’. In Plato's educational theory, character education mainly plays a unique role in bringing passion to the table, which is a part of the soul, together with reason. The solidity and ability to experience joy through character education that Montaigne said are preparations for the joy and suffering of our lives. Montaigne also says that character education is more important and difficult to learn than any other discipline, as it is ‘the study of the way to live well’. In Locke, character education is divided into physical training-based subjects and subjects for rest. Locke believes that physical skills such as manners are more important than knowledge in social life, and argues that the key to life is achieving balance and harmony between intellectual activities such as learning and rest.

SCIENCE TEACHERS’ PERCEPTIONS OF THEIR KNOWLEDGE BASE FOR TEACHING FORCE CONCEPTS

It is important for students to understand force concepts because they are central to learning physics and other sciences; however, students find it difficult to understand. There are calls for teachers to tap into their professional knowledge and develop beliefs that help them assist students comprehend the topic. To meet this challenge, teachers’ perceptions of their knowledge base for teaching force concepts should be probed because perceptions act as windows into teachers’ practices. This study, therefore, explored physics teachers’ perceptions of their knowledge base for teaching force concepts. Science teachers’ pedagogical content knowledge (PCK) frameworks were used to develop a questionnaire based on a 5-point Likert scale administered to 100 physical science teachers who were randomly selected from 54 schools in five districts in Lesotho. Data were analysed using descriptive statistics. The results suggest that, even though teachers reported positive views about their knowledge base, there is no correlation between sub-components of curricular knowledge. It is concluded that teachers should build the curricular knowledge by participating in collaborative activities. It is, therefore, recommended that studies that probe teachers’ actual knowledge of PCK constructs are executed, so that appropriate information is available when planning professional development activities targeting teachers’ PCK. Keywords: force concepts, pedagogical content knowledge, teacher knowledge, teachers’ perceptions of knowledge

Globalization and the Paradigm of Islamic Law Implementation in Aceh

Abstract
 This paper aims to identify and describe the global challenges that have influenced the Islamic law implementation in Aceh. Further, this article analyses Aceh's Islamic sharia law implementation paradigm based on these global challenges. This article is qualitative research with a descriptive analysis approach. The study found that the challenges of globalization that influenced the Islamic sharia law implementation in Aceh have multi-dimension issues. Those multi-dimension issues are privatization of religion, a decrease in family relationships, demographic revolution, the emergence of an artificial environment, the threat of species extinction and dangers to the climate and tropical forests, the emergence of new moral standards, appearance of innovations such as synthetic food, crime-based technology, knowledge-based education, and other disasters. Based on these global challenges, the Islamic sharia law implementation in Aceh needs a new paradigm. A new paradigm has to be connected with values, problems, and responsive and anticipative methods of Islamic sharia implementation. Implementing Islamic values constitutes the mission of protecting human rights, including protecting religion, life, property, generation, reason, honor, and the environment.
 Keywords: Globalization, Islamic Sharia, Islamic law implementation in Aceh

RELATIONSHIP RECONSTRUCTION AND VALUE CO-CREATION OF ENTREPRENEURIAL EDUCATION SUBJECT UNDER THE TEND OF DE-CENTRALIZATION FROM THE PERSPECTIVE OF VALUE NETWORK THEORY AND MENTAL HEALTH

RELATIONSHIP RECONSTRUCTION AND VALUE CO-CREATION OF ENTREPRENEURIAL EDUCATION SUBJECT UNDER THE TEND OF DE-CENTRALIZATION FROM THE PERSPECTIVE OF VALUE NETWORK THEORY AND MENTAL HEALTH

Math and Science Integrated Curriculum: Pedagogical Knowledge-Based Education Framework

Many researchers investigated students’ attitudes towards learning mathematics and science. Educators were trying to be more innovative in creating different teaching strategies to engage students in these subjects which they find complex or not relevant to their lives. Namely, curriculum designers were trying to find ways to make these subjects more enjoyable and meaningful for students. Many studies found that the problem could be in the way that teachers use to deliver these subjects but not in the content itself. Additionally, students cannot see the benefits of the learnt output coming out of studying several topics in science or mathematics. As educators, we realized that many skills like problem solving, investigation, critical thinking, interpretation, creativity, reasoning, and others cannot be gained easily when the knowledge is separated away of the application in real world. This study tends to give an example of how we can integrate mathematics and science curriculum in a pedagogical knowledge-based framework that enables teachers to show how beneficial and effective is this scientific knowledge in real world application, particularly by using an integrated curriculum. Knowledge and skill from 6th grade in Bahraini public schools were used to design the integrated model.

L2 Teachers’ Pedagogical Thoughts: Variations Across Teachers With Varying Levels of Grit

Teacher pedagogical knowledge base (PKB) has secured a notable position in research on teacher cognition. One obvious gap in this strand of research concerns variations in teachers’ thought processes in relation to individual difference variables despite indications that PKB is likely to differ across individual differences. To fill part of the void, this study investigated how teachers’ PKB—conceptualized as the frequency and dominance of pedagogical thought units/categories—vary as a function of teachers’ levels of grit. To this end, eight EFL teachers (four High-Grit and four Low-Grit) were chosen to participate in the study. Stimulated recall interviews were used to explore the pedagogical thought units that underlie the teachers’ instruction. The thought units of the two groups were then identified by segmenting, coding and categorizing them. The results showed that there were significant differences between the two groups of teachers in the number and list of dominant pedagogical thought categories. Language Management, Procedure Check, Affective, Self-Reflection, Progress Review, Beliefs, and Problem Check constituted the list of dominant PTCs of High-Grit teachers, whereas Low-Grit teachers’ dominant thought categories included Language Management, Procedure Check, Time Check, Progress Review, and Problem Check. The results advance the scholarship on teachers’ PKB by extending the findings to individual differences.

Returning to normal? 'Building back better' in the Dominican education system after Tropical Storm Erika and Hurricane Maria.

Child‐centred disaster risk reduction aims to reduce child vulnerability and increase resilience to disasters. The 2015 Comprehensive School Safety Framework (CSSF) sought to decrease hazard risks to education. Between 2015 and 2017, Dominica was struck by Tropical Storm Erika and Hurricane Maria, which significantly affected the education system at the local and national scales. Since Maria, a couple of national initiatives (Safer Schools and Smart Schools) have been introduced to increase resilience and meet the CSSF's objectives. This paper assesses progress made through a qualitative analysis of interviews with 29 school leaders, government officials, and disaster risk reduction stakeholders. Implementation of the climate resilience programme in 2018 resulted in nationwide teacher training and production of school disaster plans. Limited successes have improved social resilience, but short‐term implementation due to COVID‐19 and a lack of a teacher knowledge base have presented challenges to the scheme's long‐term sustainability and the implementation of the CSSF's goals.

Survey on the Knowledge Base of EFL Pre-service Teachers for Phonics Instruction

Survey on the Knowledge Base of EFL Pre-service Teachers for Phonics Instruction

Table of Contents - Introduction

The Journal of International Agricultural and Extension Education (JIAEE) is the official refereed publication of the Association for International Agricultural and Extension Education (AIAEE). The purpose of the JIAEE is to enhance the research and knowledge base of agricultural and extension education from an international perspective.

Integrated Streaming of Anatomy Dissection during Lecture Hours

Streaming of live faculty anatomy dissections was utilized to teach clinically relevant gross anatomy to first‐year Physician Assistant students during the summer of 2021 to correlate lecture with relevant dissection part. The online anatomy dissections by faculty were integrated with PowerPoint presentations before onsite dissection laboratory periods by the students.MATERIAL AND METHODSThe PA students viewed the dissections via zoom sessions during lecture hours coordinated by lecture presenter. During their six weeks of study, each session was scheduled for one hour lecture, followed by 3 hours of dissections. At the beginning of each session, ten quiz questions relative to prior sessions were asked to enhance students’ retention and recall. Following the daily online practical quizzes, students watched step by step dissection and power point lecture integrated with relevant slides and/or cross‐sections. During three hour laboratory time of each daily session, students were divided into small groups to dissect anatomy region for that day assisted by faculty member. Sixty four percent of the PA Class of 2023 completed an anonymous electronic survey at the conclusion of the course.The online survey of the enrolled PA students (n=40) in their first‐year training identified that the online dissections and the teaching format were extremely beneficial to their learning. Ninety seven percent of the students strongly agreed or agreed that the streaming of anatomy dissections was helpful in learning the assigned anatomy. Ninety five percent of the students strongly agreed or agreed that integrated power point presentations were beneficial, and Ninety five percent of the students strongly agreed or agreed that daily integrated quizzes (self‐assessment modules) were beneficial for their retention and recall. Although setting up online dissections and integrating the streaming dissections with relevant power points were time‐intensive, the teaching faculty viewed the online teaching experiences as effective means to further develop students’ knowledge base of anatomy education.

Concurrent TMS-fMRI: Technical Challenges, Developments, and Overview of Previous Studies.

Transcranial magnetic stimulation (TMS) is a promising treatment modality for psychiatric and neurological disorders. Repetitive TMS (rTMS) is widely used for the treatment of psychiatric and neurological diseases, such as depression, motor stroke, and neuropathic pain. However, the underlying mechanisms of rTMS-mediated neuronal modulation are not fully understood. In this respect, concurrent or simultaneous TMS-fMRI, in which TMS is applied during functional magnetic resonance imaging (fMRI), is a viable tool to gain insights, as it enables an investigation of the immediate effects of TMS. Concurrent application of TMS during neuroimaging usually causes severe artifacts due to magnetic field inhomogeneities induced by TMS. However, by carefully interleaving the TMS pulses with MR signal acquisition in the way that these are far enough apart, we can avoid any image distortions. While the very first feasibility studies date back to the 1990s, recent developments in coil hardware and acquisition techniques have boosted the number of TMS-fMRI applications. As such, a concurrent application requires expertise in both TMS and MRI mechanisms and sequencing, and the hurdle of initial technical set up and maintenance remains high. This review gives a comprehensive overview of concurrent TMS-fMRI techniques by collecting (1) basic information, (2) technical challenges and developments, (3) an overview of findings reported so far using concurrent TMS-fMRI, and (4) current limitations and our suggestions for improvement. By sharing this review, we hope to attract the interest of researchers from various backgrounds and create an educational knowledge base.

Pedagogic Content Knowledge of Science: A Framework for Practice and Construct for Understanding Teacher Preparation

Pedagogic Content Knowledge (PCK) is variously considered a useful framework, construct, model and tool to both understand and help form the knowledge base for teaching. There exists extant literature on the PCK of science. Building on this literature, this study aims to contribute towards an understanding of implementing curriculum reforms in teacher education in India, by means of sharing knowledge and practice of using a PCK of science framework in one context. The article reports a one-time face-to-face engagement for 60 hours with 17 student teachers of a Bachelor of Education (BEd) programme. The first section of the article describes the process of engagement. The second section, ‘Analysis of Student Teachers’ Ideas on Science Content’, presents a brief analysis of changes in student teachers’ understanding of the concepts under study, and in the third section, ‘Reflections of the Teacher Educator’, the author provides her reflections of the process of using PCK as a framework for engagement and understanding of PCK as a construct for teaching about teaching science.

Study on the Effects of Sports on Education Intentions of Grade Eleven Students in Government Schools: With reference to Gampaha District

Competitiveness in the field of education in a competitive lifestyle has created a knowledge-based education. Various factors influence the achievements of these educational intentions and this study probed the impact of sports on the education intentions of grade eleven students in government schools. The objectives of this study were to measure the level of students’ educational intentions, to identify the difference in the educational intentions of students who engage in sports and those who do not and to identify the relationship between sports participation and educational satisfaction. The study captured all grade eleven students in four government mixed schools selected from four selected divisions in the Gampaha District by using the multi-stage cluster sampling method. The Questionnaire method was used to collect data and 182 students responded. Univariate analysis, two-sample t-test, and chi-square test were used to derive the inferences. The findings of the study revealed that students’ overall education intentions were at a moderate level, and the levels of attitudes and skills of students were higher than the knowledge of the students. Further-more, the findings showed that students who participated in sports had developed more knowledge, attitudes, and skills than students who did not participate in sports. Moreover, the study found that the students who engaged in sports obtained higher marks than the other students in the subjects of Science, Mathematics, English and History. When considering sports participation and satisfaction of education, the students who participated in sports were more satisfied with the existing education system, while students who did not participate in sports were less satisfied. The overall conclusion was that sports enabled students to achieve better knowledge, attitudes, and skills that are the intentions of the education. It can be suggested that it is essential to decide to further develop the existing school sports in Sri Lanka.