Framework For Teaching Research Articles

An effective Caenorhabditis elegans CRISPR training module for high school and undergraduate summer research experiences in molecular biology.

Engaging in research experiences as a high school or undergraduate student interested in science, technology, engineering, and mathematics (STEM) is pivotal for their academic and professional development. A structured teaching framework can help cultivate a student's curiosity and passion for learning and research. In this study, an eight-week training program was created to encompass fundamental molecular biology principles and hands-on laboratory activities. This curriculum focuses on using clustered regularly interspaced short palindromic repeats (CRISPR) gene editing in the Caenorhabditis elegans model organism. Through pre- and post-program assessments, enhancements in students' molecular biology proficiency and enthusiasm for scientific exploration were observed. Overall, this training module demonstrated its accessibility and ability to engage inexperienced students in molecular biology and gene editing methodologies.

Turning complexity into a Delight to the Mind: An integrative framework for teaching and learning complex reasoning

Turning complexity into a <i>Delight to the Mind</i>: An integrative framework for teaching and learning complex reasoning

Impact of teaching quality on student achievement: student evidence

Studies indicate that students who have access to highly qualified teachers tend to achieve at a higher rate, regardless of other factors. However, the essence of quality teaching and teacher quality has not been adequately established in these studies. Nonetheless, recent developments favoring integrations have led to three lines of teaching quality research: professional standards, value-added measures, and student evaluations. This study explores how the quality of mathematics and English language teachers is associated with students' achievement using a professional standard observation tool for student evaluation. A representative multistage sample of students and teachers selected from high schools in the East Gojjam Administrative Zone participated in the study. By using the domains in the Framework for Teaching (FfT) as indicators of teaching quality, the study identified the indicators that are associated with the academic achievement of students in mathematics and English subjects. A multiple linear regression analysis was used to study the relationships between the independent variables (teachers' quality indicators) and the dependent variable (students' grade 10 exam scores). Of the four domains of FfT, the delivery of instruction revealed a positive and significant association (sig = 016) with students' scores in the English language. The delivery of instruction encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, which are positively associated with students' scores in the English language. Conversely, managing classroom procedures was the only subdomain associated (sig = 014) with an increase in students' mathematics scores. Accordingly, suggestions are made for further research and practice.

Curriculum Frameworks and Educational Programs in AI for Medical Students, Residents, and Practicing Physicians: Scoping Review.

The successful integration of artificial intelligence (AI) into clinical practice is contingent upon physicians' comprehension of AI principles and its applications. Therefore, it is essential for medical education curricula to incorporate AI topics and concepts, providing future physicians with the foundational knowledge and skills needed. However, there is a knowledge gap in the current understanding and availability of structured AI curriculum frameworks tailored for medical education, which serve as vital guides for instructing and facilitating the learning process. The overall aim of this study is to synthesize knowledge from the literature on curriculum frameworks and current educational programs that focus on the teaching and learning of AI for medical students, residents, and practicing physicians. We followed a validated framework and the Joanna Briggs Institute methodological guidance for scoping reviews. An information specialist performed a comprehensive search from 2000 to May 2023 in the following bibliographic databases: MEDLINE (Ovid), Embase (Ovid), CENTRAL (Cochrane Library), CINAHL (EBSCOhost), and Scopus as well as the gray literature. Papers were limited to English and French languages. This review included papers that describe curriculum frameworks for teaching and learning AI in medicine, irrespective of country. All types of papers and study designs were included, except conference abstracts and protocols. Two reviewers independently screened the titles and abstracts, read the full texts, and extracted data using a validated data extraction form. Disagreements were resolved by consensus, and if this was not possible, the opinion of a third reviewer was sought. We adhered to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist for reporting the results. Of the 5104 papers screened, 21 papers relevant to our eligibility criteria were identified. In total, 90% (19/21) of the papers altogether described 30 current or previously offered educational programs, and 10% (2/21) of the papers described elements of a curriculum framework. One framework describes a general approach to integrating AI curricula throughout the medical learning continuum and another describes a core curriculum for AI in ophthalmology. No papers described a theory, pedagogy, or framework that guided the educational programs. This review synthesizes recent advancements in AI curriculum frameworks and educational programs within the domain of medical education. To build on this foundation, future researchers are encouraged to engage in a multidisciplinary approach to curriculum redesign. In addition, it is encouraged to initiate dialogues on the integration of AI into medical curriculum planning and to investigate the development, deployment, and appraisal of these innovative educational programs. RR2-10.11124/JBIES-22-00374.

Integrating Pathology and Laboratory Medicine into the Transitional Clerkship Model: A Strategic Educational Realignment

The structure of medical education is critical in shaping competent and well-rounded physicians. In recent years, the PMDC has proposed Harden level seven (correlation) as the minimal level of integration hence it has become imperative to propose a new framework of teaching of pathology. There has been growing recognition of the need to better integrate basic and clinical sciences throughout the medical curriculum.1 One area that demands such integration is Pathology, particularly as we seek to enhance the role of Special Pathology and Laboratory Medicine within the 4th year MBBS Transitional Clerkship model.

Oil painting teaching design based on the mobile platform in higher art education

To improve the current oil painting teaching mode in Chinese universities, this study combines deep learning technology and artificial intelligence technology to explore oil painting teaching. Firstly, the research status of individualized education and related research on image classification based on brush features are analyzed. Secondly, based on a convolutional neural network, mathematical morphology, and support vector machine, the oil painting classification model is constructed, in which the extracted features include color and brush features. Moreover, based on artificial intelligence technology and individualized education theory, a personalized intelligent oil painting teaching framework is built. Finally, the performance of the intelligent oil painting classification model is evaluated, and the content of the personalized intelligent oil painting teaching framework is explained. The results show that the average classification accuracy of oil painting is 90.25% when only brush features are extracted. When only color features are extracted, the average classification accuracy is over 89%. When the two features are extracted, the average accuracy of the oil painting classification model reaches 94.03%. Iterative Dichotomiser3, decision tree C4.5, and support vector machines have an average classification accuracy of 82.24%, 83.57%, and 94.03%. The training speed of epochs data with size 50 is faster than that of epochs original data with size 100, but the accuracy is slightly decreased. The personalized oil painting teaching system helps students adjust their learning plans according to their conditions, avoid learning repetitive content, and ultimately improve students' learning efficiency. Compared with other studies, this study obtains a good oil painting classification model and a personalized oil painting education system that plays a positive role in oil painting teaching. This study has laid the foundation for the development of higher art education.

Critically Conscious Early and Elementary Educators: Towards Abolitionist Education in Teacher Preparation

How do teacher preparation programs re-culture themselves so that we can supply educational settings with teachers who work toward liberation from racism and other systems of oppression? Abolitionist education is one strategic framework that can be utilized to support this systemic re-culturing. I share my experiences in re-designing and facilitating a diversity course in an early childhood education (ECE) teacher preparation program toward abolitionist education through culturally and historically responsive learning, social justice teaching frameworks, Chicana/Latina feminist philosophy, and abolitionist pedagogy. The course explored four units: Identity, Justice and Anti-Bias, Intergenerational Genius, and Freedom Dreaming and Abolition. In-class and at-home projects included positionality statements, analyzing characteristics of white supremacy culture operating in ECE, studying abolitionist movement organizers, and transforming mandated curriculum based on social justice for young children. In this article, I share the context of the course redesign, my facilitation, and reflexive ideas for moving toward abolitionist education as a field of teacher preparation.

Using Five Music Instructional Methods to Illustrate the Social Constructive Music Teaching Framework in Hong Kong Primary Level Music Education

Using Five Music Instructional Methods to Illustrate the Social Constructive Music Teaching Framework in Hong Kong Primary Level Music Education

Unlocking Potential: Navigating CLT for Adolescent English Learners in Egyptian Public Schools

This study critically analyzes the intricate relationship between age and Second Language Acquisition (SLA), particularly within the framework of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) settings. Recent research challenges conventional views on the optimal age for language acquisition, highlighting the diverse factors influencing learning across different life stages. Insights from contemporary studies offer a nuanced understanding of the multifaceted aspects shaping language acquisition, prompting a reevaluation of age-related concepts in SLA. Utilizing a mixed-method approach integrating literature review and personal reflection through autoethnography, the study investigates the complex dynamics between age and SLA within CLT frameworks in Egyptian government schools. It aims to offer valuable insights and implications for instructional practices tailored to adolescent English language learners in this context, including an examination of specific challenges and opportunities within the Egyptian secondary school EFL setting. The review concludes by exploring new perspectives on the Critical Period Hypothesis (CPH) and its implications for instructional practices in CLT-based environments for adolescent English language learners in Egyptian government schools.

Reading the Rural Queerly

In this article, we describe an interpretive framework for teachers and teacher educators to use when engaging with two areas of English language arts curriculum and research – ruralness and queerness – as they work alongside readers of young adult literature. Too often rural communities and queerness are characterized as opposed if not incompatible. This binary—i.e., urban-as-queer-affirming and rural-as-queerphobic—has become so common that queer theorists have developed the term metronormativity to name and interrogate this ideology (Halberstam, 2005; Gray, 2009; Herring, 2010). Having lived and taught in rural and small town communities, we are concerned that metronormativity can, at times, go unrecognized if not uninterrogated in educational research. By offering a framework for teaching and analyzing literature in classrooms and teacher education classrooms, we encourage readers of queer young adult literature to ask questions about how and why ideas about spaces and sexualities become naturalized ideologies that are accepted as truth. Such questions matter not only for queer youth in rural contexts. Instead, they offer productive ways to think about literature and its relationships to life for readers in urban, suburban, and other contexts regardless of their sexual identities.

Innovating Cybersecurity Education Through AI-augmented Teaching

In traditional teaching frameworks, instructors face significant obstacles in offering current and synchronized learning materials and examples, especially when the course is taught by multiple instructors. This situation can affect the quality of the course's learning outcomes. These challenges become more pronounced in today’s higher education, because of the heightened complexity arising from the need to cover a range of course materials, diverse student backgrounds, varying skill levels, and different student expectations—all within the constraints of a fixed teaching and learning schedule. Furthermore, due to resource constraints, not every instructor has the availability of a teaching assistant (TA). Especially, while the demand for cybersecurity continues to rise, the dynamic nature of the cybersecurity field leads to the frequent emergence of new issues and incidents. To address these challenges, we examine the capabilities of generative AI to innovate teaching techniques and methods for cybersecurity curricula. We further explore the novel challenges introduced by generative AI, including issues related to privacy, data ownership, transparency, and other associated concerns, underscoring the need for comprehensive solutions. Our work further examines the teaching and learning capabilities of dynamically generated, up-to-date class materials in a personalized study environment augmented by AI. The adaptability of AI-augmented teaching across various disciplines will bring innovation to higher

Modeling in Nuclear Physics of Visual Approach to the Semi-empirical Mass Formula SEMF

An empirical framework that accurately describes radioactive binding energies is the Somewhat Empirical Mass Equation (SEMF). They showcase many implementations and uses of the idea that rely on graphics and printed objects. A key new addition is a contrast with real experiments, as well as a visualization of the energy environment as supplied by the SEMF. The shortcomings of the empirical theory are shown by our visualization of this differential energy scenery, which also highlights the significance of what is known as magic numbers—an explanation provided by the outermost approach, which was developed much more recently than the water drop theory. This provides a great chance to talk about the advantages and limitations of simulations everywhere within the framework of science teaching.

A CEFR-Oriented Probe into Culture: Implications for Language Learners

The Common European Framework for Languages (CEFR), adopted by the Council of Europe (2001), is an action-based framework for language education, teaching and assessment in Europe. CEFR's descriptions of language skills across all skill levels can guide language learners, educators, and assessors. Alongside language-related issues, one phenomenon considered highly by the CEFR is culture – a concept intricately connected with language. Given the significance of culture and related concepts for language education, this study evaluated the CEFR and Companion Volume to draw inferences about culture and explore the possible implications for language learners. To this end, the two volumes were subjected to content analysis. Findings indicated several types of cultural awareness (n=7), knowledge (n=4), competence (n=8), and strategy (n=1) that language learners must adopt for successful cross-cultural interactions. These cultural expectations might also be considered under plurilinguistic awareness, knowledge, competence, and strategies. The study is expected to contribute theoretically and practically since it intends to bridge the literature gap. Prospective research, however, is urged to corroborate the findings. Furthermore, the study is expected to guide future studies tackling the significance of culture for language learners within the CEFR.

Deconstructing the Richness of Understanding the Nature of Language, Learning, and Social Change: A Journey Through SFL Action Research for Teachers in Pursuit of a Multilingual Equity Agenda

This essential volume, edited by Meg Gebhard, illustrates how K-12 teachers use Systemic Functional Linguistics (SFL) and action research to support the development of disciplinary literacy among diverse learners in high-stakes school reform contexts. With contributions from teachers, teacher educators, and researchers, this book empowers teachers to be agents of change in their schools by designing and implementing of curricula, instruction, and assessment that build on students' cultural and linguistic knowledge. This book provides a framework, tools and resources for teaching and supporting multilingual students and ELLs through case studies and contexts. This book aims to improve teachers' professional practice through critical SFL pedagogy and to support teachers in combating racist and xenophobic (anti-immigrant) rhetoric by contributing to their schools' equality agenda.

Integrating subject-generic and subject-specific teaching frameworks: searching for stages of teaching in mathematics

Currently there is an attempt to combine subject-generic and subject-specific teaching frameworks to comprehensively capture teaching quality. This study explores the possibility of integrating two widely used and validated frameworks, the subject-generic Dynamic Model of Educational Effectiveness (DMEE) and the subject-specific Mathematical Quality of Instruction (MQI). Toward this end, we drew on data from 38 upper-grade primary school teachers, each observed in six mathematics lessons, which were coded using both frameworks. Data were analyzed using the Extended Logistic model of Rasch to explore whether a common scale of teaching quality with good psychometric properties could be developed. Saltus was then utilized to investigate the possibility of forming levels of effective teaching in mathematics. A common scale encompassing both subject-generic and subject-specific teaching aspects, which had good psychometric properties, was developed. The subject-generic and subject-specific teaching aspects of these frameworks were clustered in five distinct levels. With the exception of the top level that included only subject-generic aspects, all other levels included teaching aspects from both frameworks, thus providing support to the assumption that it is possible to develop levels of effective teaching that combine related subject-generic and subject-specific aspects. In discussing the study findings, we consider their implications for developing an integrated framework of teaching quality and for developing professional development programs that combine subject-generic and subject-specific teaching aspects.

Molecular storytelling: a conceptual framework for teaching and learning with molecular case studies

Molecular case studies (MCSs) provide educational opportunities to explore biomolecular structure and function using data from public bioinformatics resources. The conceptual basis for the design of MCSs has yet to be fully discussed in the literature, so we present molecular storytelling as a conceptual framework for teaching with case studies. Whether the case study aims to understand the biology of a specific disease and design its treatments or track the evolution of a biosynthetic pathway, vast amounts of structural and functional data, freely available in public bioinformatics resources, can facilitate rich explorations in atomic detail. To help biology and chemistry educators use these resources for instruction, a community of scholars collaborated to create the Molecular CaseNet. This community uses storytelling to explore biomolecular structure and function while teaching biology and chemistry. In this article, we define the structure of an MCS and present an example. Then, we articulate the evolution of a conceptual framework for developing and using MCSs. Finally, we related our framework to the development of technological, pedagogical, and content knowledge (TPCK) for educators in the Molecular CaseNet. The report conceptualizes an interdisciplinary framework for teaching about the molecular world and informs lesson design and education research.

An update to the technology education teaching framework: factors that support and hinder technology education teachers in Canada

An update to the technology education teaching framework: factors that support and hinder technology education teachers in Canada

Task-in-Process in Breakout Rooms eines aufgabenbasierten Videokonferenzprojekts

This paper explores the transformative impact of digitalization on foreign language education, particularly in the context of Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Focusing on the use of the programmes like Teams with video conferencing capabilities, this study delves into the interactions of student groups in Breakout Rooms (BOR) during language learning tasks. Grounded in the theoretical framework of task-based language teaching (TBLT) and technology-mediated TBLT, the article investigates how four groups of 10th-grade students organise their work processes and implement task-based language learning while completing a creative task. The study addresses a gap in existing research by examining the actual execution of tasks in BOR, offering insights into the dynamics of student collaboration and language use in a technologyenhanced language learning environment.

New Communicative Language Teaching Methods: How ChatGPT is Used in English Teaching and Its Impacts

An overview of ChatGPT's use in English instruction within the framework of Communicative Language Teaching (CLT) approaches is given in this paper, along with an analysis of the implications for language learning. The development of language competency, interaction, and real-world communication are the main focuses of communicative language teaching. In order to improve language learning experiences, this research highlights the integration of ChatGPT, a potent language model, within the CLT framework. Key components of this integration – such as the usage of ChatGPT for real-time feedback, continuous practice, and adaptive learning – are succinctly described in the abstract. It also goes over ChatGPT's implications for individualized, effective, and entertaining English language training. The main focus is on how ChatGPT affects teaching methods, language learning, and student learning outcomes. This research contributes to the understanding of technology-enhanced language education. Through qualitative and quantitative data analysis, the study explores how ChatGPT facilitates interactive language practice, fosters natural language production, and provides personalized feedback. Findings suggest that ChatGPT effectively supplements traditional language instruction by offering authentic language use scenarios and promoting autonomous learning. Implications for language educators and suggestions for future research are discussed.

Teaching Ancient Indian Jurisprudence in Our Time A Heterodox Approach to Orthodoxies

Ancient allures the postmodern social subject trapped in the strangeness of time—the time after the end of history. For that time-beaten subject ancient is the unconscious of coherence, predictability, and certainty. Or perhaps that ancient is a glory fled. Whatsoever, ancient is generally sacralized—irrespective of the type of socialization that happened in the past—and journey to the ancient is often deemed to be a pilgrimage. When ideas of the ancient in their individuality and totality inter alia become the natural intellectual resource for rebuilding postmodern societies, discriminative ingenuity becomes an essential faculty. Any uncritical reverence of the ancient becomes antithetical to modern social and political values, inviting the risk of reproducing inequities of the past. This article problematizes such uncritical dependence on the ancient using Ancient Indian Jurisprudence, which has been looked up on as a repository of moral and legal values, as a case in point. It meditates from the experiences and perspectives of an imaginary ‘teaching subject’ on the many pitfalls and possibilities of the ancient as it builds a framework of teaching and learning, and a representative scheme of evaluation for Ancient Indian Jurisprudence.