Emphasis In Teaching Research Articles

An Exploration of Spoken English Strategies in Secondary Vocational Schools from the Perspective of Core Literacy

The core literacy of student development is an important content of promoting education reform and has an important effect on adapting the strategy of developing English talents in the future in our country. The cultivation of English core literacy depends on the innovation of teaching methods, the improvement of teachers' professional ability and the application of information technology, which is integrated into the training of listening, speaking, reading and writing skills. At present, the emphasis of English teaching is mainly placed on reading and writing, ignoring the cultivation of students' oral English, and students' awareness of oral communication is very weak, which is not conducive to the comprehensive development of students' core English literacy. English teachers should start from the concept of core literacy, develop targeted oral learning strategies for students, broaden the learning channels for students, and promote the improvement of students' oral English ability. This paper analyzes the present situation of oral English teaching and discusses the strategies to improve the oral English of secondary vocational students under the concept of core literacy.

Managers to Support the Core Literacy Innovation Strategy of Art Teaching

In the teaching work of higher education, under the guidance of the core quality concept, the external art education pays attention to the cultivation of discipline quality, innovation quality, practical quality, international vision and social responsibility. This is not only of great significance and value to the art major students in higher education, but also assumes a great responsibility. This paper uses the interview method to visit 26 college art education practitioners of Hunan Vocational Foreign Language College. Using thematic analysis, we explore what kind of support managers should provide for the core literacy innovation strategy of art teaching in the teaching process. Through this article, aims to arouse a more profound understanding of art teaching in colleges and universities, to improve the emphasis of the art teaching, at the same time, the effective management support for disciplines and students ‘overall ability have help, help to establish a more perfect art teaching system, to better meet the demand of today’s society for higher education, cultivate more comprehensive quality of professional talents.

Development of creative thinking via fractions and rhythm

In this study we follow the progress of fourth graders’ (N = 86) fractions knowledge and their fraction-related creative thinking, while utilizing a multi-disciplinary approach that combines mathematics and music with various teaching emphases. For the purpose of the study, an intervention program was implemented, focusing on fractions knowledge, rhythm patterns, and creative thinking. Three classes were taught the same MusiMath curriculum that explicitly connects mathematics and music. Moreover, these classes received additional instruction on fractions and rhythm, but with differing focuses: Creative Math class, Creative Music class, and Creative Math and Music class. A fourth class served as a control group, where standard mathematics and music were taught without any MusiMath lessons or creative intervention. Using a novel software, developed for the current study, students answered questions that had only one correct answer, as well as questions that invited diverse and original responses encouraging creative thinking. Pre- to post-intervention analyses indicated that the experimental groups outperformed the control group on fractions knowledge and creative thinking in both math and music, showing superiority of the Creative Math and Music instruction.

Coherence Analysis of the Philippine Kto10 Numbers and Number Sense Most Essential Learning Competencies in the Time of Pandemic

The effect of the COVID-19 Pandemic brought changes in different sectors, particularly in education. There were shifts in the learning modalities, facilities, and schedules as well as in the integration of teaching-learning strategies. One of the solutions implemented by the Department of Education to assure that all the learning competencies will be covered for the entire school year was the transformation of the K to 10 Mathematics Curriculum into the identified Most Essential Learning Competencies (MELCs). This study determined the comparison between the K to 10 Mathematics Curriculum and the Most Essential Learning Competencies along Number and Number Sense. The descriptive analysis qualitative method was used to answer the problems set in the study. Analysis of data was done through mapping the Most Essential Learning Competencies in Numbers and Number Sense. Also, the qualitative approach to the analysis of the MELC is supported by the feedback and experiences of 10 mathematics teacher-informants (3Males, 7Females). Data suggest that from the original 120 listed learning competencies in Numbers and Number Sense K to 10 Mathematics Curriculum, only 83.33% of them have been retained in the MELC. The findings of the study also show the coherence of the MELC and the teaching emphasis on Numbers and Number Sense. Finally, future studies may be undertaken to further analyze the gaps in the analysis of the Most Essential Learning Competencies along Numbers and Number Sense.

SiREn (simulation of receptors and enzymes): An interactive simulation of enzyme kinetics and pharmacodynamic models

In an era of distance learning and the transition to virtual classrooms, there is a need for strategies to supplement online lectures in an interactive, dynamic way. At California Northstate University, there was a student-observed need to enhance distance learning during the COVID-19 pandemic. In this project, we developed a computer simulation program SiREn (Simulation of Receptors and Enzymes) as one attempt to enhance student learning and retention of key concepts in Enzyme Kinetics and Pharmacodynamics. SiREn is a student-driven idea, and an interprofessional collaboration between members of the College of Health Sciences, College of Graduate Studies, and College of Medicine at California Northstate University. This software was implemented in LabVIEW© language (National Instruments, Inc) and runs on both Windows and Mac Operating Systems. SiREn includes interactive simulations of the Michaelis-Menten, Lineweaver-Burk, Dose-Response, Therapeutic-Index models. All the relevant parameters for the simulation such as substrate concentration, Km, Vmax, and Kd can easily be modified by the user. Two versions of the software were developed: SiREn1 with a teaching emphasis for the College of Graduate Studies and SiREn2 customized for the College of Health Sciences. The latter has already been used in a Pharmacology class in the Spring 2022 semester. Feedback was collected from 16 pharmacology students. Overall, 63% of the users felt that SiREn2 improved their understanding of the Therapeutic Index concept, and 68.8% felt that SiREn2 facilitated self-paced, interactive learning by allowing a dynamic visualization of the formulas under different scenarios. These preliminary results suggest that integrating simulation for complex models is a useful addition to distance learning. This is the first stage of an ongoing project, and SiREn1 is currently being implemented in the Fall 2022 Pharmacology Course with added student suggestions for improvement.

Department of History of the USSR at the University of Budapest: Essay on the Sovietization of Hungarian Science and Higher Education in the 1950s

The establishment of communist regimes in Eastern and Central Europe in the second half of the 1940s. predetermined large-scale changes in the scientific and educational life of the countries of the region. One of the common features of Sovietization was the emergence departments in Soviet history, Soviet literature and Soviet law in the universities. Moreover, these departments were created according to the Soviet model, implying an appropriate staffing schedule, distribution of teaching assignments, etc. The article is devoted to an important episode in the history of the Sovietization of Hungarian humanities and education in the late 1940s — mid-1950s. This is activities of the Department of History of the USSR at the University of Budapest in 1953—1957. It was shown that creation this Department was connected with the work of the so-called Lenin Institute within the structure of the University of Budapest. On the one hand, Sovietization was carried out with the participation of specialists sent from the USSR, such as, for example, A. N. Kitushin, the Head of the Department of history of the USSR. On the other hand, a significant role was played by communist historians who returned from Moscow (J. Révai; E. Fazekas, E. Andics, D. Nemes, etc.). In the first year of the Department’s work, its employees developed a program on the history of the USSR, which was subsequently used in all major universities in the country — in Budapest, Szeged and Debrecen. The emphasis in teaching was on “key moments of historical ties between the Hungarian and Russian peoples”, especially in the 20th century. The same topic formed the basis of the Department’s research work. Its employees were compiling a collection of documents on the history of the USSR during the feudal period. They also participated in the translation of Soviet educational and scientific literature into Hungarian. Under the influence of the revolutionary upheavals in the autumn of 1956, Hungary’s intellectual agenda was adjusted. The aggressive Sovietization of humanities education has been suspended. In 1957, the Department of History of the USSR was transformed into the Department of History of Eastern Europe. The appendix to the article contains important documents from the Archives of the University of Budapest and the Archives of the Slovak Academy of Sciences, reflecting the process of Sovietization of Hungarian historical science in the early 1950s.

Reflexos da saúde planetária no processo transdisciplinar entre profissionais de saúde

Abstract Planetary Health has been consolidated as a transdisciplinary area of knowledge grounded in characterizing and mitigating anthropogenic impacts on the health of human beings and earth systems. The capitalist lifestyle drives environmental degradation and its consequences (such as climate emergency and biodiversity loss), and is related to the high prevalence of chronic non- communicable diseases. This information, however, usually lacks the necessary emphasis in health teaching and learning process. Thus, this essay aims to systematize information that correlates environmental factors and human health from a systemic thinking perspective, highlighting the importance of reflecting on systemic health within health professions. As the bridge between scientific knowledge and society, health professionals can play the role of integral care agent and knowledge curator. Moreover, we must encourage systemic thinking in health education to achieve these roles, both in individual and collective attitudes.

VISION OF PANDIT MADAN MOHAN MALAVIYA TOWARDS CHANGING ROLE OF TEACHER IN THE 21ST CENTURY WITH SPECIAL REFERENCE TO NEP-2020

Pandit Madan Mohan Malaviya has significantly emphasized that the teaching-learning process should be based on a teacher's reflectiveness involving higher cognitive skills. Besides, Pandit Malaviya has stressed that the teaching-learning process should be activity-based at all stages of education. He also emphasized project based learning at university level. The National Educational Policy-2020 acknowledges and designates teachers and faculty as the core of the educational process. Educators must understand and embrace the concepts of integrated and multidisciplinary approaches and the need for development of 21st century skills. The policy aims at overall development of teachers so that they can have knowledge or expertise in a variety of subjects through access to information and communication technology, teacher trainings, and other facilities at the higher education institutions, as well as newly introduced MERUs (Multidisciplinary Education and Research Universities) with the dynamics of teaching methodology under the banner of NEP-2020, the focus of the Indian higher education system is shifting from teachers to students, information to knowledge, marks to skills, exams to experiments, learning to research, and choice to competency. At P/3, NEP envisages, by 2040, India must strive to have the best educational system in the world. In the present paper, an attempt has been made by the researchers to study the ideas and concepts of teaching as advocated by Pandit Malaviya. Besides, an attempt has been made to examine and evaluate the changing role of teachers in the light of educational thought of Pandit Malaviya and as per the recommendations of NEP-2020. Finally, the emphasis of reflective teaching as has been equally emphasized by New Education Policy 2020 and Pandit Malaviya has also been an epoch task of this paper.

Development of creative thinking patterns via math and music

The present study examines the development of patterns of creative thinking among third graders (N = 84) following multidisciplinary learning that combines math and music with various teaching emphases. For the purpose of the study, an intervention program was used focusing on patterns of creative thinking. Three classes received identical MusiMath instruction that explicitly links math and music. These classes received additional instruction regarding patterns of creative thinking differing in focus: Creative Math class, Creative Music class, and Creative Math and Music class. The fourth class was used as a control class that learned math and music in a standard way without creative intervention. To collect the data, we developed software that enabled the students to perform musical and mathematical tasks that included questions with only one correct answer, and questions that invited original and varied answers that encouraged creative thinking. Pre‐ to post‐intervention analyses indicated that the experimental groups outperformed the control group on patterns of creative thinking in both math and music, regardless of the teaching focus. Combined instruction in creativity in the Math and Music class resulted in similar patterns of creativity in the two domains, suggesting that the creative thinking was transferable from one domain to another.

Usage of Constructivist Approach for Critical Thinking

This paper is purposely designed to review on various factors related to the constructivist approach. A better understanding of the teaching methods and approaches by experienced teachers enhance critical thinking skills of students. In modern teaching emphasis is paid on the critical thinking and is the most prominent dimension of constructivist learning. The criteria used for learning in constructivism allows students to deepen their knowledge beyond rote memorization, making them to comprehend the content and turn them as an active participant rather than a mere observer. The usage of constructivist approach in teaching results in developing interactive relationship between the learner, the task and the teacher. Here, a teacher act as a facilitator of learning keeping in mind that students are not deprived of learning rather, they add to their experience through discovering knowledge on their own. Finally, it gets clear that students learn better in thinking and understanding when left free to discover knowledge in the guidance of a trained teacher so they arise from rote memorization develops love towards learning.

“We felt that electricity”: writing‐as‐becoming in a high school writing class

AbstractDrawing from data generated in a high school creative writing class, this article presents experiences and moments from a classroom‐sited research project that were considered through the theoretical perspective of response‐able pedagogies. Using postqualitative methods, this analysis addresses two framing questions: How does turning attention towards the unfolding relations in a writing class illuminate some possibilities of response‐able pedagogies? What becomes possible when the teaching of writing emphasises ‘becoming’ (rather than products/achievement)? In response to the first question, turning attention towards the unfolding relations in the class context made new ways of conceptualising writing possible: writing as following energies; writing as making; and writing as producing/traversing boundaries. Considered together, these interwoven practices contributed to the response‐able pedagogy of writing‐as‐becoming. In response to question two, the response‐able pedagogy of writing‐as‐becoming shifted the teaching emphasis from controlled outcomes to the affective experience of connection. This study shows the potential in reconsidering our commitment to teaching writing as (only) a process and to (also) imagine it as a means by which students can experience the vitality and joy of being present with others.

Study on Academic Evaluation Practice of Theoretical Courses of Sports Basketball Education under the Concept of Quantitative Evaluation

The report of the 20th National Congress of the Communist Party of my country clearly pointed out that it is necessary to cultivate high-quality teachers, which means improving the physical education ability of our country. The construction of physical education teachers in colleges and universities should not only have good professional skills but also have a profound theoretical foundation, which requires strengthening their teaching evaluation. Therefore, evaluating their teaching effects has become an important topic in the current teaching reform. For a long time, the theoretical teaching performance evaluation of domestic university sports majors mostly adopts quantitative methods such as paper and pen, pursuing precision, and quantification, thus greatly improving the comprehensive quality of students. This study is to analyze the academic performance of vocational basic courses of basketball in colleges and universities, using the quantitative evaluation method and developmental evaluation idea. The conclusion is that the teaching emphases of each discipline can be distinguished based on the evaluation criteria of teachers’ academic qualifications and quantitative evaluation so as to find the development direction of each discipline of sports basketball and the degree of goal completion.

PROBLEMS FACED BY MANAGEMENT BUSSINESS HOSPITALITY STUDENTS IN SPEAKING ENGLISH AND THEIR STRATEGIES TO IMPROVE THEM

This study aims to analyse management business and hospitality students’ difficulties in speaking and their strategies to improve them. This study was qualitative research using descriptive qualitative analysis. There were 10 students used as respondents. They were interviewed regarding their difficulties encountered in speaking English and their tactics to solve the problems. The research showed that there some difficulties faced by students such as lack of confidence, pronunciation, vocabularies, and grammar. However, they also implement some strategies to enhance their speaking skill such as memorize vocabularies, watch video in English, listen English song, read article in twitter, practice speaking in front of mirror, watch youtube, tiktok, learn from people who are smarter from them and use application such as hilokal to interact with people from other countries. It is recommended that the emphasis of teaching and learning in speaking should focus more on how to build the students’ self confidence so that they will have the confidence to interact with their friends and teachers. Keywords: Speaking, grammar, pronunciation, vocabularies, confidence.

Effect of Computer Learning on performance in early Architecture Education

Abstract: A mixed cohort of students with different experience backgrounds join the architecture degree. While some are well familiar with the user interface of computer and 3-D digital tools, others are not. The effe ct of such prior knowl edge and their corresponding digital and analog performance in a designed experiment was evaluated with a sample of 38 first-year students. This was done to understand the performance effects of previous computer learning in students. Computer learning of the sample was studied in terms of years of computer exposure, the number of software known, and knowledge of 3D software or SketchUp. The results suggest that none of the factors contributed to the digital performance of students. This provided suggestions regarding the computer teaching emphasis which should be placed on students having less computer learning. Keywords: Architecture Education; Sketching; Digital tools; digital performance; intuitive interface; Mental Imagery.

“I Do Better, Feel Less Stress and Am Happier” – A Humanist and Affective Perspective on Student Engagement in an Online Class

Aim/Purpose; Fostering student engagement is one of the great challenges of teaching, especially in online learning environments. An educators’ assumptions and beliefs about what student engagement is and how it manifests will shape the strategies they design to engage students in learning. However, there is no agreement on the definition of concept of student engagement and it re-mains a vague construct. Background: Adopting the principles of user-centered design, the author maintains that to design learning experiences which better support student engagement it is important to gain insights into how students perceive and operationalize the concept of engagement in learning. The recent challenges of teaching effectively online prompted the author to reflect more deeply on the concept of engagement and how it might be achieved. Methodology: In the tradition of reflective teaching, the author undertook an informal, qualitative inquiry in her classroom, administering a brief questionnaire to students in her online class. When the themes which emerged were integrated with other literature and findings from the author’s earlier classroom inquiry, some insights were gained into how students ‘operationalize’ the concept of engagement, and weight was added to the authors’ premise of the value of humanistic approaches to university teaching, the need for greater emphasis on student-teacher connection and the necessity of considering the affective domain alongside the cognitive domain in learning in higher education. The insights were brought together and visualized in a conceptual model of student engagement. Contribution: The conceptual model presented in the present paper reflects the author’s present ‘mental model’ of student engagement in classes online and, when the opportunity arrives, in face-to-face classes as well. This mental model shapes the authors’ course design, learning activities and the delivery of the course. Although the elements of the model are not ‘new’, the model synthesizes several related concepts necessary to a humanist approach to under-standing student engagement. It is hoped that the model and discussion presented will be stimulus for further rich discussion around the nature of student engagement. Findings: Interestingly, the affective rather than the cognitive domain framed students’ perspectives on what engagement ‘looks like to them’ and on what teachers should do to engage them. Recommendations for Practitioners: By sharing the process through which the author arrived at this understanding of student engagement, the author has also sought to highlight three key points: the importance of including the ‘student perspectives and expectations’ against which educators can examine their own assumptions as part of the process reflective teaching practices; the usefulness of integrating theoretical and philosophical frameworks in our understandings of student engagement and how it might be nurtured, and finally the necessity of affording greater influence to humanism and the affective domain in higher education. The findings emphasize the necessity of considering the affective dimension of engagement as an essential condition for cognitive engagement and as inextricable from the cognitive dimension of engagement. Recommendations for Researchers: The emphasis in research engagement learning and teaching is on how we (the educators) can do this better, how we can better engage students. While the student perspective is often formulated from data obtained through surveys and focus groups, researchers in learning engagement are working with their own understandings (albeit supported by empirical research). It is crucial for deeper insight to also understand the students’ conceptualization of the phenomena being researched. Bringing the principles of design thinking to bear on educational research will likely provide greater depth of insight. Impact on Society: Empirical, formal, and structured research is undeniably essential to advancing human endeavor in any field, including learning and teaching. It is however important to recognize informal research in the form of classroom inquiry as part of teachers’ reflexive practice is also legitimate and useful to advancing understanding of complex phenomenon such as student engagement in learning through multiple perspectives and experiences. Future Research: Further research on the nature of student engagement in different contexts and against different theoretical frameworks is warranted as is empirical investigation of the premise of the value of humanism and the affective do-main in defining and measuring student engagement in higher education.

ФОРМУВАННЯ МОТИВАЦІЙНОГО КОМПОНЕНТА ЦІННІСНО-СМИСЛОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ЮРИСТІВ

Purpose. It is shown that the second (master’s) level of training deserves special attention during the training of future lawyers. The main components of value-semantic competence of a lawyer are considered and the motivational component is investigated, which involves students’ awareness of reasons, occasions, motivation to learn, acquisition of new skills, competences, self-knowledge, self-development, self-improvement. It is determined the main components of the motivational component of the value-semantic competence of the future lawyer depending on the peculiarities of the attitude of each student to their activities, work, study. Methodology. A survey of students in a higher education institution was conducted and on its basis the motivational component of education at the Kremenchuk Mykhailo Ostrohradskyi National University was determined. Results. It is shown that the acquisition of relevant competencies, including innovation and research, during the master’s training, significantly increase the level of motivational component of the desire to learn and develop, emphasis in teaching during the master's training on student personality development, building its value system , the formation of personal high moral qualities and value-semantic orientations contribute to the awareness of the need to achieve legal and social justice in society. Originality. Particular attention is paid to the analysis of the answers to obtaining exactly legal higher education. Practical value. The research revealed weaknesses in the motivational component of value-semantic competence of future lawyers, both for bachelors and masters and can be used in the educational process in the form of developing and concluding workshops, exercises, situational tasks to promote student motivation.

Teaching native biodiversity: an exploratory study with Brazilian teachers

ABSTRACT The purpose of this exploratory study was to investigate Brazilian school teacher attitudes and approaches to biodiversity education. We aim to specifically compare the amount of native biodiversity topics as measured by teachers’ reports of their teaching emphasis. The study involved 147 teachers from all geographic regions of the country, who answered a questionnaire containing both open- and Likert scale items to compare biodiversity-related contents. Findings reveal that the concepts with the greatest emphasis from teachers are those related to environmental conservation, while the least emphasised concepts are those about Brazilian biodiversity. This seems to lead to a paradox, since conservation-effective actions depend on the place-consciousness of biodiversity. Analysis of responses revealed the following common factors that negatively affect the teaching of native biodiversity: lack of knowledge about local biota; the absence of adequate teaching materials; curriculum geared towards preparing students for national tests; excess of curricular content; and valuation of a macro/general view of biodiversity concepts rather than a native/local view. The implications of our results are important for the training of biology teachers, to improve initial and continued teacher education programmes about native biodiversity.

Emerging Online Science Teaching Practices: Insights from High School Physics Teaching Cases in South Korea during COVID-19 Pandemic

Abstract By analyzing cases in South Korea, this study examined high school physics teachers’ online teaching practices during the first semester of school lockdown due to COVID-19. A total of eight physics teachers participated in this study. Data sources included observations of online classes, interviews with the teachers, and lesson materials. Data analysis was informed by social practice theory and literature on online learning. As a result, teachers’ practices were distinguished based on teaching emphases including content explanation, participatory learning, and independent first-hand experience. Through the application of various technological tools, teaching practices varied in terms of the degree of interactions and student self-directedness. Three essential practices of physics teaching, defined as those preserved from on-site teaching, were identified. Those features reflected the nature of schooling and the subject matter. The teachers were found to have professional development opportunities through online teaching experiences. Implications for professional development and further research topics are suggested.

Why and how teachers make use of drawing activities in early childhood science education

ABSTRACT Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.

Examining Teaching Emphases of History of Science in Award-Winning Science Lesson Plans in Macao

In this study, we examined the teaching emphasis of the history of science (HOS) in science lesson plans. The examination was based on a five-dimensional framework, which comprises conceptual, procedural, epistemological, affectional, and social dimensions. Content analysis was employed as the research methodology, targeting 71 copies of science lesson plans receiving awards between 2006 and 2020 in Macao. Both qualitative and quantitative results of content analysis were obtained. Some categories of teaching emphasis were identified within each dimension. It was found that the conceptual, procedural, and affectional dimensions occupy more proportions while the epistemological and social dimensions less. Moreover, some differences between three science subjects (biology, chemistry, and physics) and between the junior and senior secondary schools were identified. In addition, the percentage of the conceptual teaching emphasis showed a remarkably decreasing trend while the other four showed varying degrees of upward trends over the past 15 years. The findings are discussed against the social background of Macao and three conclusions have been drawn: (1) the nature of science has been ignored when including HOS in science teaching, (2) subjects and educational levels could be variables that influence the inclusion of HOS in science teaching, and (3) the effect of science curriculum reform is positive on the implementation of HOS in practice. It is suggested that the concept of the teaching emphasis of HOS and the five-dimensional framework created in this study can be used in future research and practice.