Sequence Of Instructions Research Articles

Digital technologies in the teaching of sequences and progressions

Currently, the use of mobile applications is inserted in several moments of our lives, including in the teaching of mathematics. In this scenario, this study aims to build a free mobile application that helps teaching sequences and progressions. As specific objectives, we seek to understand the use of TDICs and investigate the importance of the mobile application in the teaching of mathematics. For this, bibliographic and applied research were used according to the works of Silva and Menezes (2001) and Gerhardt and Silveira (2009). The main result was the creation of the free mobile application. Its use remained as a proposal to be implemented and therefore, the results will be obtained in future research. In this way, it is expected that teachers can expand their pedagogical practices with the use of this application.

A Comprehensive Approach to Sexuality Education in Adult Education: Exploring Important Themes

This article discusses the important themes of a proposed project that aims to address sexuality education in adult education. The project emphasizes a differentiated approach to sexuality, integrating it with various knowledge domains. The article highlights the significance of formal and systematic planning within educational institutions, as well as the role of educators in facilitating the intervention. It explores the use of instructional sequences, comprising main topics and subtopics, to be tailored according to the needs of teachers and students. The content, methodologies, activities, and assessment strategies are designed to suit the context of adult education, particularly the first segment of elementary education for young adults. The article emphasizes the need for diverse content and methodological approaches to cater to the students' varied learning needs and prior knowledge. It also examines the four themes proposed for the project, which include discussions on body and health, gender, and diversity. The article underscores the importance of promoting critical thinking, dialogue, and reflection to foster transformative learning experiences. Overall, the project aims to facilitate a comprehensive understanding of sexuality beyond reproduction and to foster an inclusive and respectful learning environment that values diversity.

Inquiry-Based Science Teaching and the Development of Teaching Knowledge in Amazonia

Background: In the face of investigations on how Amazonia is presented in textbooks (TBs), it is clear that there is a limitation in approaching this topic, as it is loaded with stereotypes disregarding socio-environmental issues. Objectives: To understand how teaching knowledge is mobilised by teachers from a formative activity centred on investigative teaching sequences in the Amazonian context. Design: With this in mind, we started with an action research. Setting and Participants: It took place in a municipal school in Ananindeu/PA, with the participation of all teachers who worked in the initial years of elementary school of this institution, a total of five teachers, aged between 28 and 49 years. They are the only members of the teaching staff serving the eight classes at the school, in the morning and afternoon shifts, all with a background in pedagogy and at least one specialisation. Data collection and analysis: We used semi-structured collective interviews, recorded in audio and video, which were later transcribed and analysed through content analysis, carried out in three stages: 1 - Pre-analysis, 2 - Exploration of the material and 3 – Treatment of results and interpretation, based on the theoretical framework adopted in the investigation Results: We understand the mobilisation of teaching knowledge in the construction of Investigative Teaching Sequences (ITSs) aimed at the Amazon context, as a viable alternative, since textbooks disregard the reality of Amazonia, making it invisible throughout its entirety complexity. Conclusions: In this sense, the proposition of inquiry-based science teaching through ITSs focused on the Amazonian context favours overcoming this regional neglect. Therefore, teachers and students can start with an investigative process that takes into account relevant and significant themes for both.

Virtual Machine and Integrated Developer Environment for Sleptsov Net Computing

Modern computing is a path of violations and transformations coming from an intrinsically concurrent application domain into a sequence of instructions and then back to concurrency with OpenMP, MPI and CUDA/OpenCL. Why we create so many difficulties? Sleptsov Net Computing (SNC) maps a task into an appropriate computing structure implemented as a re-configurable multidimensional sparse matrix of computing memory. It has entirely graphical mass parallel language for concurrent programming and a framework of techniques for concurrent program verification to develop reliable software. Estimated efficiency of SNC is higher than 50% compared to actual less that 1% efficiency of the most powerful supercomputers. It yields hyper-performance capable of efficient control of hyper-sonic objects, colliders, thermonuclear reaction. This paper presents an open source prototype VM and IDE for SNC with a view on upcoming hardware implementation of the corresponding computer.

Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior

The rapid digitalization following COVID-19 necessitates best-practice knowledge on how to use educational technologies such as immersive virtual reality (IVR). At the same time, to deal with climate change, we require new ways to embed climate change education in formal education. The current study is one of the first to investigate the feasibility of an alternative educational approach to improving waste management in the classroom as part of formal education, utilizing mastery experiences in IVR. We explore the use of a novel IVR simulation on waste management, an example of pro-environmental behavior, for climate change education. A total of 173 high school students participated in a pre-registered intervention investigating the impact of IVR on knowledge and intentions to act pro-environmentally. A 2x2 design was used to compare different design approaches to the IVR simulation based on the instructional design elements of the instruction sequence (Direct Instruction vs. Productive Failure) and feedback (Corrective Feedback vs. Exaggerated Feedback). The results indicated that IVR was effective for increasing students’ knowledge (η2 = 0.41), intentions (η2 = 0.10), self-efficacy (η2 = 0.4), and response efficacy (η2 = 0.35) and that students found the simulation interesting and enjoyable. Furthermore, self-efficacy was found to predict intentions (B = 0.190, p = .015), supporting the idea that cognitive and affective factors drive the effectiveness of IVR. No significant differences were found in the effectiveness of the instructional design elements. This suggests that IVR can be an effective educational technology for learning through mastery experiences, but that more research on the boundary conditions of how and when to apply different instructional design elements effectively is needed.

Reliability Analysis for Programs with Redundancy Computation for Soft Errors

Soft error is one of the factors which may affect the reliability of computer programs. A common method to alleviate the impact of soft errors is redundancy computation, a classical data flow error detection mechanism. However, a program with redundancy computation may still have some vulnerable spots, which might be caused by the flaw during implementation or the instruction reordering given by compiler optimization. Finding the vulnerable spots of a program with redundancy computation is of great significance to evaluate the capability of the error detection mechanism. There are some conventional methods to analyze the reliability of a program under soft errors, such as the irradiation experiment, fault injection, and modeling analysis. However, the irradiation experiment is expensive, fault injection is very time-consuming, and the existing modeling analysis methods have not considered the error detection mechanism. This paper proposes a novel method of reliability analysis for programs with redundancy computation by analyzing the dynamic instruction sequence. Experimental results show that our approach has fairly high accuracy and a false negative rate of about 0.0545.

Interacting Multiple Model Filtering for Aircraft Guidance Modes Identification from Surveillance Data

Accurate and reliable trajectory prediction (TP) is required in several air traffic management systems. Estimating the aircraft trajectory in a vertical plane typically requires the knowledge of a pair of operational instructions. A sequence of operational instructions specifies the aircraft intent, information that is seldom available, besides for the ownship trajectory planning system. In the execution of the trajectory, the aircraft is directed by the (auto)pilot through a series of sequential guidance modes that might override some of the planning instructions of the aircraft intent. Therefore, having reliable guidance mode information is fundamental for the next generation of air- or ground-based TP. The main goal of this contribution is to develop a methodology able to identify in real-time the active guidance modes for both vertical climb and descent profiles, using only Automatic Dependent Surveillance-Broadcast and Enhanced Mode-S Surveillance data. The proposed solution is based on an interacting multiple model (IMM) filtering approach, which uses a bank of filters, each one matched to a possible guidance mode. The guidance mode identification performance of the IMM-based solution is validated with i) a set of simulated representative trajectories and ii) real flight data obtained from flight data recorders.

Mathematics learning and teaching directed to process construction: reflection on the application of mathematical induction

The Theory of Meaningful Learning shows that: to achieve the best learning effect, new knowledge should establish a non-arbitrary and substantial relationship with the existing knowledge in the learner’s cognitive structure, and the focus of the construction of the learning process is to combine the relationship between learning and teaching factors. Therefore, through the description of the application process of "Mathematics Induction", this article draws practical reflection: the process of mathematics learning requires learners to pay attention to real experience, independent thinking, and learning reflection, which inspires teachers to pay attention to in teaching: through creating appropriate problem situation and using appropriate teaching resources, they should pay attention to the time sequence of teaching, and guide students appropriately to take the initiative in discovering learning. In this process, students are guided to actively sort out, integrate and apply knowledge. Through a reasonable learning process experience, students can construct knowledge structure in an orderly manner, improve the quality of thinking, improve the ability to analyze and solve problems, and realize the pedagogical significance of subject teaching.

A Comparison of Telehealth-Based Instruction with or without Instructive Feedback.

Language delays are commonly displayed by children on the autism spectrum. To help facilitate the development of verbal behavior, practitioners often implement intensive one-on-one, face-to-face instruction. However, the COVID-19 pandemic hindered typical face-to-face service delivery and caused practitioners to assess alternative approaches to facilitate clients' continued progress. Instructive feedback (IF) is one teaching strategy to enhance instruction or make it more efficient. During this teaching procedure, instructors provide formal teaching of target responses and embed demonstrations of secondary target responses within sequences of instruction. In the current study, we investigated the efficacy of IF provided within telehealth instruction. Four participants on the autism spectrum participated in the study. Participants received two forms of telehealth instruction that targeted speaker-responding. The first form consisted of discrete trial instruction (DTI), and the second form combined DTI with IF. These results indicate that both forms of instruction improved speaker-responding of primary targets for all participants. Additionally, a secondary analysis of secondary targets indicated that two of the four participants acquired some secondary targets. These results suggest that including IF within DTI might be beneficial for some participants receiving DTI via telehealth.

Supporting Preservice Teachers in Analyzing Curriculum Materials

Developing evidence-based curricula is a common approach in science education research to improve the quality of teaching. Curriculum developers recurrently provide curriculum materials (CMs) to support teachers who design instruction in the classroom. However, these CMs are often designed for students, and the features of CMs that are supportive of student learning are not sufficiently explained. Extant studies indicate that teachers struggle to identify these features in CMs or reject certain features of CMs. Therefore, we developed a teaching and learning sequence (TLS) for teacher education programs to support preservice physics teachers in analyzing CMs. We designed a tool that provides a scheme for systematically analyzing CMs and investigated if this tool is suitable for supporting preservice physics teachers in analyzing CMs. We implemented the TLS in a bachelor seminar (N = 8) of our teacher education program, conducted short, guided interviews as well as problem-centered interviews, and collected several learning products. The tool helps preservice teachers to discover a broader range of features of CMs; however, they struggle to argue the role of these features in facilitating student learning. Further, we discuss the refinement of the tool and provide design conjectures for the development of a similar TLS.

DEVELOPING PHYSICAL SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING OF ELECTROMAGNETIC THEORY BY MEANS OF HANDS-ON AND VIRTUAL EXPERIMENTS

To advance academic performance and classroom practices, teachers must understand and continually improve their content knowledge and teaching skills. Physical Science teaching and learning require this level of understanding, as it serves as the foundation for didactical content knowledge and scientific practices. Physical science teachers usually use traditional teaching methods, which explains the lack of effective methods for improving physical science knowledge. This article demonstrates a teaching approach that can enhance the teaching and learning of Physical Science in STEM (Science, Technology, Engineering, and Mathematics) classrooms. A professional development workshop for Physical Science teachers was conducted to compare two different TLS (Teaching and Learning Sequences). TLS were designed, and one method incorporated virtual and hands-on experiments. The TLS were used to enhance teachers' understanding of electromagnetic theory, a topic prescribed for learners taught by the sampled group. A qualitative method supported by secondary quantitative data was applied to collect data from 16 and 15 in-service physical science teachers, respectively. The analytical responses were categorized using participatory observation and factor analysis, as well as a mean of normalized gain to determine improvement in knowledge. Teachers' conceptual understanding of electromagnetic theory was attributed to virtual and hands-on experiments in teaching-learning processes. Re-evaluation of TLS and the integration of practical and science teaching in the classroom were recommended.

Exploring Gamification Approaches for Enhancing Computational Thinking in Young Learners

The integration of computational thinking (CT) in mathematics education is increasingly important due to its intersections with mathematical thinking and its role in the 21st century. Recent years have seen a growing interest in the use of innovative tools to enhance mathematics education, including the exploration of gamification techniques to improve student engagement. While previous research suggests that the inclusion of CT activities at an early age can positively impact students’ motivation and CT skills, the potential benefits of incorporating gamification techniques into CT instruction remain unexplored. In this study, we investigated the impact of shallow and deep gamification techniques on the CT skills and the intrinsic and extrinsic motivation of second-grade students in a blended teaching sequence that combined both unplugged and plugged CT activities. A quasi-experimental design was used with a control group and an experimental group. The findings suggest that both shallow and deep gamification techniques can be effective in improving CT skills in young students, but deep gamification may have a stronger impact on motivation. These results contribute to the growing body of literature on the integration of gamification techniques in CT instruction.

INTERDISCIPLINARY APPROACH OF LINEAR ALGEBRA IN QUANTUM COMPUTING

In this paper we discuss the interdisciplinary approach of Linear Algebra in quantum computing. Everything in quantum computing, from the representation of Qubits and gates to circuit's functionality can be described using various forms of Linear Algebra. The most advanced topics Inner product spaces, Vectors, Spectral theorem, Hilbert Spaces, exponential matrices, tensor product etc., of linear algebra are required to predict what a quantum computer does in response to a sequence of instructions

Effect of the Jigsaw Method on Self-Reported Practices by Physical Education Teachers: A Textual Analysis

Jigsaw is a cooperative teaching method that is easy to implement and may engage teachers who use it. Previous studies have mainly focused on the effects of the Jigsaw method on students and rarely on teachers. The present study aimed to determine whether Jigsaw implementation influenced the discourses of physical education (PE) teachers related to their teaching practices. Six volunteer teachers used the Jigsaw method during three PE teaching sequences with various physical activities practiced, and semi-directive interviews were conducted before and after the Jigsaw implementation. Each interview was recorded and transcribed with the aim of performing textual analysis using Alceste2018®. The qualitative content analysis performed from the outputs of the automatic textual analysis led to determine the emergent themes in the interviewees’ discourses and the focuses used to address these themes, before and after the Jigsaw implementation. The themes in the discourses were found to be teacher-centered before the Jigsaw implementation (e.g., the guidelines and principles for teaching) and student-centered after the implementation (e.g., the student activity during learning). The focuses were found to vary accordingly (e.g., teachers’ intentions, before the implementation, and students’ characteristics, after the implementation). Such changes in the teachers’ discourse thus suggest that the Jigsaw method might be a useful tool for the development of teaching practices.

The School Culture Resulting from the Teaching of Physical Education and Sports in Tunisian Schools

Our article from curriculum sociology to understand and explain the school culture comes from the teaching of physical education and sports in Tunisian schools through interactions between teachers and their students in a teaching setting. The empirical material on which the analyzes are based comes from two main sources. The nature of the physical activities serving as a support for the teaching sequences in physical education as well as the methods of practice valued in this discipline are apprehended, first of all, from the most recent official texts: teaching programs providing the main orientations, accompanying documents enabling the objectives pursued to be defined precisely, official texts governing the baccalaureate physical education tests. Data collection was done by means of a questionnaire, based on a national sample. The survey base chosen is made up of colleges, public general and professional high schools. The research whose main results are presented in the context of this article is centered on the activities practiced in physical education and their focus on a core of practices considered fundamental and the discrepancy with the expectations of the pupils and the evolution of the practice of the activities. Outside of school, and finally the preference for forms of practice based on confrontation and the production of performances.

An Instruction-Driven Batch-Based High-Performance Resource-Efficient LSTM Accelerator on FPGA

In recent years, long short-term memory (LSTM) has been used in many speech recognition tasks, due to its excellent performance. Due to a large amount of calculation and complex data dependencies of LSTM, it is often not so efficient to deploy on the field-programmable gate array (FPGA) platform. This paper proposes an LSTM accelerator, driven by a specific instruction set. The accelerator consists of a matrix multiplication unit and a post-processing unit. The matrix multiplication unit uses staggered timing of read data to reduce register usage. The post-processing unit can complete various calculations with only a small amount of digital signal processing (DSP) slices, through resource sharing, and at the same time, the memory footprint is reduced, through the well-designed data flow design. The accelerator is batch-based and capable of computing data from multiple users simultaneously. Since the calculation process of LSTM is divided into a sequence of instructions, it is feasible to execute multi-layer LSTM networks as well as large-scale LSTM networks. Experimental results show that our accelerator can achieve a performance of 2036 GOPS at 16-bit data precision, while having higher hardware utilization compared to previous work.

Qualification of prospective PE teachers for inclusive PE: development and evaluation of a PETE concept

ABSTRACT Purpose The qualification of teachers for inclusive physical education (PE) is a central challenge for sports research and university teaching. Nevertheless, a concept of physical education teacher education (PETE) focusing on situation-specific skills and based on typical requirement situations of inclusive PE has not yet been developed. The Qualification of Prospective PE Teachers for Inclusive PE project (QiPE) aimed to design, implement, and evaluate such a PETE concept based on typical requirement situations of inclusive PE for preservice teachers. Method In the project, requirement situations that teachers had to cope with in inclusive PE were identified on the basis of video recordings (104 PE lessons), and the necessary courses of action, situation-specific skills, and dispositions were determined. Based on this, competence profiles were constructed and a teaching sequence was developed. Three test scales for Recognition, Individual Support, and Participation were developed, and the effectiveness of the first seminar of the developed PETE concept was tested using a pretest-posttest design. Results There were statistically highly significant relations between the developed seminar and the situation-specific skills tested, associated with a large effect size for the Recognition scale ( = .33 or .28), a medium to high effect size for the Individual Support scale ( = .34 or .13), and a medium effect size for the Participation scale for a part of the sample ( = .07), while for the other part of the sample the effect was not significant. Conclusion The developed requirement situation-oriented and casework-based seminar is highly effective in promoting situation-specific skills in preservice teachers with relation to the central demands of inclusive PE: recognition, individual support, and participation. Nevertheless, further research on requirement situations in PE and casework in PETE is needed.

Adapting a virtual manipulative-based instructional sequence to target maintenance

The ability to maintain mathematical skills learned is critical for students to successfully engage in advanced mathematics and promote independence in daily living skills. The purpose of this study was to evaluate the effectiveness of a graduated manipulative sequence consisting of virtual, representational, abstract, and an extended abstract phase (VRAEa) to teach various types of mathematical problems to three students with autism and mild intellectual disability using a multiple probe across behavior single case design. This study extended previous research on the virtual, representational, abstract sequence (VRA) to address deficiency in maintenance results through incorporating the extended abstract phase. The results indicate the intervention was effective, however, maintenance was variable. Implications for practice and ideas for future research to support the learning needs of students with developmental disabilities are discussed.

Self-study enhances the learning effect of discussions

ABSTRACT Background Academic learning in higher education requires diverse activities such as reading, reviewing, and discussion. However, there are relatively few studies on the effect of the combination of these activities on learning outcomes. In this study, we investigated the combination of self-study and discussions at a selective Korean university. Methods The present study compared the two-part instructional sequence of three groups: watching a video lecture (LD) and self-study (SD) groups, both followed by student-led discussions, and reviewing after watching a video lecture (LR) group. We compared test results using verbatim, paraphrased, and transfer items. We also carried out in-depth analyses of dialogs in the discussions. Findings In three separate experiments, we found that the discussion groups scored significantly higher than the review group. Moreover, the SD group performed better than the LD group of the two discussion groups. Analyses of dialogue suggest that self-study elicited more active and productive content from the students than lectures, leading to superior performance. Contribution Our results indicate that self-study can significantly enhance the learning effect of discussions.

Student and teacher co-agency when combining CT with arts and design in a cross-curricular project

The technological development has raised awareness for the importance of digital competence and computational thinking (CT) to understand the digital world and has resulted in revised curricula in many countries. In Finland, a new curriculum for grades 1–9 came into force in 2016 introducing digital competence (including programming) to be integrated in other subjects. Most teachers lack prior experience in programming and there is a need for suitable instructional models. This article presents a cross-curricular teaching sequence and the results from a case study conducted in four Finnish schools. Students in grades 4–6 collaboratively worked on a project combining arts, design and CT with other subjects. The results show that students demonstrated several CT abilities while working on their projects, in particular creativity, tinkering and debugging. The findings also indicate that teachers and students learned together (co-agency) and suggest that models like the teaching sequence can help and encourage teachers to integrate programming and CT in a cross-curricular manner. Still, the teachers’ knowledge, ambition level and understanding of the task at hand, as well as the organizational support appear to play a notable role when planning and carrying out projects of this kind. While CT is commonly seen as developed through programming, the teaching sequence seems to have fostered CT abilities through the project as a whole, with programming playing the role of a tool or a glue depending on the time available, and the students’ skill and ambition level.