Education Lesson Plans Research Articles

The Analysis of S.T.E.M Education Lesson Plan in Curriculum 2013

The Analysis of S.T.E.M Education Lesson Plan in Curriculum 2013

Fundamental motor skills enhancement in a preschool setting through a structured physical education programme

ABSTRACT This study examined the effect of a 10-week structured physical education programme on fundamental motor skills enhancement in a preschool setting. Forty-four children, 27 boys and 17 girls, 3 to 5 years of age, were randomly assigned to the control group and the experimental group. Locomotor and object control skills were measured before and after the intervention. The statistical analyses showed a significantly higher gross motor quotient value for the experimental group after the programme completion. Furthermore, locomotor and object control subtest scores as well as fundamental motor skills performance scores were significantly better for the experimental group compared to the control group after the intervention. Conclusively, despite the limited sample size, the implementation of structured motor skill physical education lesson plans seems to be decisive for fundamental motor skills development in preschoolers. Finally, improving these skills is important for their future ability to participate in both athletic and daily routine activities.

Program Adaptations of Special Education Teachers

Introduction: Arrangements are made in the curriculum elements due to the individual differences of students with special needs. It is necessary to determine how programs implemented in special education classrooms are adapted by teachers for program functionality. The purpose of this study is to determine special education teachers' patterns of how and in what ways they adapt their curriculum during implementation. Method: This study, which was conducted to determine the curriculum adaptation by special education teachers and the factors that cause this adaptation, used a case study design from the qualitative research approach. The sample of this study consisted of four special education teachers: two working at the secondary level of a public school and two working at a special education and rehabilitation center. In this study, data diversification was used by employing more than one data collection instrument. These included observations, interviews, and special education lesson plans. As the data needed to be examined and analyzed in detail, content analysis was used. Findings: The observations, interviews, and document reviews revealed that teachers working in special education classrooms in public and private institutions make program adaptations such as omitting, expanding, and replacing/revising. Teacher qualifications, student characteristics, school climate, program characteristics, and family expectations played a substantial role in shaping the emergence of adaptation patterns. Discussion: Based on the results, it was found that special education teachers did not implement the written (official) program exactly in their schools and classes. It was found that the student's area and level of disability was the most important reason for the difference. The differences in the areas and degrees of disability of students with special needs in public schools and private institutions shape adaptations for expansion and revising.

초등 사회과 금융교육 내용 요소 탐색 연구

Objectives The purposes of this study was to explore the content elements of financial education in elementary school social studies.
 Methods we analyzed overseas cases such as the United Kingdom, the United States, Australia, Singapore, and OECD/INFE, which have advanced financial education, and conducted focus group interviews with current elementary school teachers to explore the content elements of elementary financial education. Based on the analysis of overseas cases and the results of the teacher interviews, we derived the content elements of elementary financial education and presented a financial education curriculum that shows how these content elements can be taught in the field.
 Results Through a synthesis of international financial education practices and interviews with elementary school teachers, we identified four content areas that should be covered in primary social studies financial education: money and income, consumption and spending, saving and investing, and credit and financial security. In order to provide examples of how these content elements are specifically addressed in elementary school, a financial education lesson plan was developed for the area of saving and investing.
 Conclusions Based on the results of this study, it was suggested that in the field of elementary financial education, efforts should be made to strengthen and expand the content of financial education in the school curriculum, and that rich teaching and learning materials for financial education should be developed and academic research should be conducted. It was also suggested that the content of financial education should be flexible to meet the rapidly changing financial environment, and that financial literacy surveys should be conducted periodically for elementary school students to identify their financial capabilities.

Ortaöğretim Öğrencileri İçin Anahtar Yetkinlikler Envanteri Geliştirme Çalışması

The aim of this research is to develop a measurement tool that will measure the high school students' 8 Key Competencies developed by the Turkish Qualifications Framework and included in the high school education lesson plans since 2018. These competencies are Communication in mother tongue, Communication in foreign languages, Mathematical competency and basic competencies in science/technology, Digital competence, Learning to learn, Social and civic competencies, Sense of initiative and entrepreneurship, and Cultural awareness and expression. In this context, 4 different measurement tools have been developed in a single inventory framework, adhering to the definitions of key competencies in the programs. The developed scales are Communication Skills Scale, Mathematic Scientific and Digital Competencies Scale, Learning to Learn Scale, Cultural Awareness, Citizenship and Entrepreneurship Scale. Each scale measures different competencies. Scales can be used individually or together to measure all 8 Key competencies.

Development of the Human Rights in Sports Education Program for the College Student-Athletes

PURPOSE This study aimed to develop a sports-related human rights education program for college student-athletes. METHODS To do this, literature reviews, individual interviews, and experts’ meeting data were collected. The data were analyzed using content analysis and domain analysis. RESULTS The study involved five steps. First, the literature reviews examined the problems and improvement points regarding previous sports-related human rights education programs. Second, the direction of human rights in sports education programs was developed based on certain development principles and criterion. Third, eight sports-related human rights education lesson plans were developed. Each lesson plan had a format that contained lesson objectives, ice breaking quizzes, core contents, discussion sections, and essential summaries. Fourth, the program was validated using a pilot test. Last, a “human rights in sports” instructor education program was executed. CONCLUSIONS The program can be effectively used among college student-athletes.

The Purpose and Significance of Physical Education Lesson Plan Design

The Purpose and Significance of Physical Education Lesson Plan Design

A Study on Home Economics Education Lesson Plan Design Using Gamification: Focusing on ‘Eco-friendly Clothing Life Cycle’ Theme

A Study on Home Economics Education Lesson Plan Design Using Gamification: Focusing on ‘Eco-friendly Clothing Life Cycle’ Theme

Co-designing a curriculum model for career education: perspectives from regional communities in Australia.

The vocational experiences and skills of young adolescents could be infused into formal education by identifying career competencies to be taught within the academic curriculum. Such curriculum practices that embed educational and career pathways must also include the perspectives of students and the community, particularly those from marginalised groups. Drawing on data from 111 teachers, principals, carers and students, this paper presents research undertaken to co-design career education lesson plans within an infused model of the curriculum for early Middle Year students from regional, rural, and remote Australia. The lesson plans and activities were designed to allow for meaningful self-reflection and goal-setting that could be seamlessly infused into the formal curriculum and help embed early-stage career education. The paper concludes by projecting opportunities and challenges for seamless curriculum integration, while pertinent to the Australian context, can also be read with broader relevance to other educational systems and schools.

Forging 21st century skills development through enhancement of K to 12 gas laws module: a step towards STEM Education

STEM Education though an old educational reform in US, Europe and other Asian countries is newly introduced to Philippine setting. Two notion confused educators whether the term is an approach or a track in the senior high school curriculum. The term STEM Education refers to the integration of Science, Technology, Engineering and Mathematics but the heart of it is simply to develop the students’ capability of 21st century skills needed of the time for a lifelong learning. This study aims to: (1) enhance students’ conceptual understanding and increase performance level through utilization of the enhanced module; to (2) develop students’ 21st Century skills, namely: collaboration, knowledge construction, self-regulation, real-world problem solving skills, use of ICT for learning and skilled communication; and to (3) proposed STEM education Lesson plan on topic Gas Laws. The researcher employed experts (in content and pedagogy) to evaluate and rate specific topic on Gas laws, from the original learning module of the Department of Education (DepEd) K to 12 curriculum materials, using the 21st Century Learning Design Rubrics (21CLD). Results yielded low ratings thereby providing basis for module enhancement. Enhancement and revision of the module were done based on the experts’ formative evaluation. After science and Technology High School, school year 2017-2018, who were paired according to pretest results and were regrouped into experimental and control group for quasi-experimental design interpretation. A suggested STEM education lesson plan was generated to further integrate their concepts in gas laws and its application to technology, engineering and mathematics. Findings indicated that students in the experimental group not only developed and improved their 21st century skills with the aid of the enhanced module but also significantly improved their conceptual understanding and performance level as compared to the control group. Generally, this study provides enough evidence that the enhanced module brought significant impact to students’ academic performance. Study recommends using the enhanced module in public schools to cater the needs of the 21srt century learners. Furthermore, it is suggested that STEM lesson plan as an approach be prepared after the specific lesson on Gas laws will be introduced for students to fully integrate Science, Technology, Engineering and Mathematics in the issues and its applications about the topic.

Examine pre-service science teachers’ existing ideas about STEM education in school setting

Thailand Office of Basic Education Commission (OBEC) has pushed in-service teachers to develop his or her competence of organizing STEM education instruction. Another solution of increasing STEM in-service teacher is provide pre-service science teachers to generate their ideas of organizing learning activities and carried out research about STEM education during their teaching practice. This study aimed to examine pre-service science teachers’ conceptions of STEM education. The participants included 10 pre-service science teachers who enrolled school internship course of Khon Kaen University for teaching practice in schools. These participants will be supervised by the author. On the way of supervising, participants have meeting to generate the ideas of STEM education learning activities and research about STEM education on Friday afternoon for every week. Methodology regarded interpretive paradigm. Pre-service teachers’ conceptions of STEM education will be interpreted participant observation, interview, STEM education lesson plan, teaching performance, and other tasks. Data collection was carried out for 4 months. The data will be interpreted to examine the categories of pre-service teachers’ conceptions of STEM education. The findings will clarify what their perception on STEM education, and what and how they generate ideas for developing lesson plan; to integrate science, mathematics, and others for practicing in context; and to provide engineering practices and engineering design of technologies as the context. Their ideas of research about STEM education also reflect what they emphasize to develop students’ 21st century skills, and provide instruction requiring the context of problem solving in the real world or task through teamwork. The paper may have implication for developing pre-service STEM teachers.

Eco-friendly fashion: A STEM sandpit project in Indonesian senior high school

The paper will clarify the learning activities of eco-friendly fashion STEM education lesson plan. The activities were designed based on Sutaphan and [11] context based STEM education learning approach. This learning activities aim to foster student think profoundly in investigating the current new challenge (control the growth of the wasted clothes using an eco-friendly fashion system) in the society using STEM approach and the sandpit research or project as the model. The paper will discuss how to provide students chance to applying STEM knowledge through these activities.

Internalisasi Nilai Religius dalam Pembelajaran Pendidikan Pancasila dan Kewarganegaraan di Sekolah Daerah Tertinggal

This study aims to determine the process of internalizing religious values in learning Civic and Pancasila Education in underdeveloped regional schools. This research was conducted at Madrasah Tsanawiyah Negeri (MTsN) 1 Mentawai Islands because geographically Madrasah Tsanawiyah Negeri (MTsN) 1 Mentawai Islands is located in Mentawai Islands Regency as one of the underdeveloped areas in accordance with Presidential Regulation No. 131 of 2015 concerning Determination of Underdeveloped Regions 2015-2019. This study uses a qualitative approach to reveal how the process of internalizing religious values in learning Civic and Pancasila Education on Madrasah Tsanawiyah Negeri (MTsN) 1 Mentawai Islands. Data was obtained through observation, interviews, FGD (focus group discussion) and documentation studies. The results of the study show: 1) religious values have been internalized in the Civic and Pancasila Education Lesson Plan, 2) the teachers only limited to delivering religious values and have not invited students to think critically about religious values, 3) teachers have not evaluated learning that internalized religious values. Through this research the teacher is expected to be able to develop a model of internalization of religious values in the learning of Civic and Pancasila Education in underdeveloped area schools which includes planning, implementing and evaluating the learning of Civic and Pancasila

Анкетирование как способ сбора информации для составления индивидуального плана занятий по физической культуре для детей с ограниченными возможностями здоровья

Анкетирование как способ сбора информации для составления индивидуального плана занятий по физической культуре для детей с ограниченными возможностями здоровья

What happened in the \u2018Move for Well-being in School\u2019: a process evaluation of a cluster randomized physical activity intervention using the RE-AIM framework

BackgroundThe aim of this study was to address the gap in the translation of research into practice through an extensive process evaluation of the Move for Well-being in School programme using the RE-AIM framework. The purpose was to gain insight into the extent by which the intervention was adopted and implemented as intended and to understand how educators observed its effectiveness and maintenance.MethodsPublic schools located in seven municipalities in Denmark were invited to enroll their 4th to 6th grade classes in the project. Of these, 24 school decided to participate in the project in the school-year 2015–16 and were randomly (cluster) allocated to either intervention or control group. A process survey was completed online by school personnel at the start, at midterm, and at the end of the school year. Additionally, informal interviews and observations were conducted throughout the year.ResultsAt the 12 intervention schools, a total of 148 educators were involved in the implementation of the programme over the school-year. More than nine out of ten educators integrated brain breaks in their lessons and practically all the physical education teachers used the physical education lesson plans. The educators delivered on average 4.5 brain breaks per week and up to 90% of the physical education teachers used the project lesson plans for at least half of their classes. Half of the educators initiated new recess activities.A total of 78%, 85% and 90% of the educators believed that the implemented recess, brain break and physical education components ‘to a high degree’ or ‘to some degree’ promoted the pupils’ well-being, respectively.ConclusionsThis study shows that it is possible to design a school-based PA intervention that educators largely adopt and implement. Implementation of the PA elements was stable throughout the school year and data demonstrate that educators believed in the ability of the intervention to promote well-being among the pupils. Finally, the study show that a structured intervention consisting of competence development, set goals for new practices combined with specific materials, and ongoing support, effectively reached a vast majority of all teachers in the enrolled schools with a substantial impact.Trial registrationDate of registration: retrospectively registered on 24 April 2015 at Current Controlled Trials (DOI 0.1186/ISRCTN12496336 – named: “The role of physical activity in improving the well-being of children and youth”).

An Evaluation of Financial Literacy in Elementary Schools towards Financial Education Enhancement: A Case Study of Baltimore Public Schools

Financial literacy education has traditionally never been a major subject area in most public schools in Maryland. With the unanticipated struggling of the United States of America (USA) Economy, Maryland (one of the richest states in the USA and its residents, especially of its major urban city, Baltimore, is facing severe family and personal financial crisis. This unanticipated financial crisis characterized by declining family and personal savings, mortgage defaults and foreclosures, and tenant evictions due to rent defaults is motivating educators, business entities, and politicians to develop education strategies to educate children from future financial crisis. Although there is an overwhelming consensus for providing financial education as a major curriculum to our schoolchildren, the practicability of most curriculums is obscure. To develop a practical approach to teaching financial literacy in elementary schools, an assessment using a Grid Familiarity Rating Chart (Very Familiar – Not Familiar) of basic financial and economics concepts was assigned to 210 students (4th – 5th graders) in four inner city schools. Students received information to place a check mark by each concept if they are very familiar or familiar with the concept. Results revealed that 97% of the students were very familiar or familiar with the basic financial concepts as compared to 49% of the students who were very familiar or familiar with basic economic concepts. Even when students were encouraged to explain their very familiar or familiar concepts, 80% provided explanations that were accurate or almost accurate for basic financial concepts as compared to 20% accuracy for explanations with basic economic concepts. Conclusively, the most basic economic concepts (scarcity, choice, and opportunity cost), which are essential decision making tools for most financial decisions should be simplified and included in financial education lesson plans.

TELPS: A method for analysing mathematics pre-service teachers' Pedagogical Content Knowledge

A pre-service teacher's Pedagogical Content Knowledge (PCK) and their personal constructs of teaching develop throughout their teacher education program. PCK integrates generic pedagogical knowledge, mathematical teaching methodology and knowledge of the discipline of mathematics and this paper reports on a survey that can be used to assess a pre-service teacher's PCK. TELPS (Teacher Education Lesson Plan Survey) was developed to determine the PCK of pre-service teachers during their teacher education program. TELPS is shown to analyse pre-service teachers' PCK with some indication that the pre-service teacher's development of PCK can be observed.

Linking learning activities and assessment activities to learning outcomes and assessment standards when teaching technology: a case study

In this article the results of a critical reflection on the analysis of 564 technology education lesson plans are discussed. The critical reflection draws on the responses of approximately 120 South African technology education teachers in a teaching practice workbook where they had to choose a project and base five lessons on the project. The analysis of the above mentioned lesson plans is done in such a way that the linking of learning activities and assessment activities to learning outcomes and assessment standards is highlighted. In general it can be concluded that, although the learning outcomes and assessment standards are readily available and specified clearly in the policy documents of the national department of education, the particular teachers find it difficult to translate theory into practice when converting what is specified in the policy documents to learning activities and assessment activities in their lesson plans. This implies that the instructional strategy for the particular technology education programme should be adapted to include a comprehensive section on how to integrate aspects mentioned in the policy documents of the national department of education into actual lesson plans. Although the outcomes of the critical reflection on the results of the analysis mentioned above are directed at improving and adapting an instructional strategy in a particular in-service technology education programme in South Africa some knowledge transfer to similar situations should be possible.

Quality lesson plans for outdoor education

Quality lesson plans for outdoor education. Redmond, K., Foran, A., & Dwyer, S. (2010). Quality lesson plans for outdoor education. Champaign, IL: Human Kinetics. ISBN-13: 9780736071314, 641 pages"Warning: Extreme risks exist in outdoor activities, and serious injury or death could result" (p. xii). With this opener, Quality Lesson Plans for Outdoor Education is launched. Whilst I was a little surprised at such an unhelpful blanket statement on the risks of outdoor journeys, I was reminded quickly of the increasingly cautious and 'cover-my-ass' approach to outdoor education that is bogging us down. I just hope my line manager doesn't read the statement, as it will only provide more justification for over-management!Human Kinetics continue to support the development of outdoor education and recreation literature with well produced volumes that have international appeal. So when I saw the title of the book from this publisher it was an instant 'must read.' The idea of some good lesson plans to assist with teaching sounded very attractive, if only to get some new ideas or confirm that what was current practice was sound and reasonable.The book is a result of efforts by the authors - high school teachers, outdoor guides and university professors - to develop 'a comprehensive resource to use in preparing our classes.' This is a sentiment we can all appreciate, as I am sure most of us feel that we are always preparing new materials. I praise them highly for their efforts for attempting the task, let alone achieving a complete volume.A problem is always going to arise with the concept of generic outdoor education lesson plans. It is a field which does not have a unified definition, and is sometimes viewed a subject and sometimes as a way of teaching. The activities might have similar names, but due to different curriculum guides, educational outcomes, the places in which they are taught, constraints such as teacher skills and knowledge, time, funding, weather, age and maturity of participants and a host of other variables, lesson plans and sequencing vary greatly. The educational focus for the authors is personal development and emancipation. Do not expect to find lesson plans or many strong ideas to develop: human-nature relationships, sustainable existence concepts, socially critical approaches, community, active citizenry, or social justice. Mostly, the book provides lesson plans for successful participation, development of knowledge and skill in outdoor activities for enjoyment, health and wellbeing. Perhaps Lesson Plans for Outdoor Activities within Physical Education might have been a better title for much of the content of the book in the Australian context.Overall, I liked this book, and accept the above limitations willingly. I will use it extensively as a prompter for planning - particularly in the context of developing basic skills. The book gave me a lot of great fodder that I will be able to use instantly, and a lot of other material that I can adapt. As one would expect, you can never quite 'pick up and go' with another person's lesson plan unless they share a similar teaching context.The authors clarified their philosophy of outdoor education at the start, and the text reflected these statements well. They use experiential learning extensively, with the use of Project Adventure style activities to reinforce the teaching points in many chapters. The embedding of sensory experiences to encourage connection to the natural environment in most chapters was commendable. I really liked the terminology sections of each chapter, which provide a good overview of the language and technical terms associated with each activity. The embedding of risk management considerations, no doubt reflecting the current state of play with outdoor education in North America, was useful to raise awareness of potential risk issues. The lessons read like they would be fun and enjoyable.There were a number of stand-out units for me personally. …

In the eyes of the beholder: student interpretations of sexuality lessons

This exploratory study examines student interpretations of pleasure and danger messages about sex in sexuality lesson plans. Scripting theory suggests that students do not simply hear and enact sexual scripts presented to them in sexuality education, but instead actively interpret, revise, weigh and attach meaning to these messages. We conducted a qualitative content analysis of student essays that responded to four sexuality education lesson plans. Our data show that, regardless of the content of the lessons, the interpretations of the pleasure and danger messages vary widely, with some students interpreting a lesson as completely danger‐focused, others interpreting it as completely pleasure‐focused and still others arguing its objectivity. We discuss several themes evident in the data that suggest reasons for this variation. We conclude that understanding the complex process of interpreting sex education messages is important to understanding how to make sex education maximally effective.