Instructional Approaches Research Articles

Exploring Pragmatics: Uncovering the Layers of Language and Meaning

The dynamic interaction of pragmatics, semantics, and culture in language understanding and communication is examined in this narrative review. The review emphasizes how pragmatics and semantics provide complementary viewpoints on language meaning, drawing on current findings in linguistics and communication studies. Semantics concentrates on the exact meanings of words, but pragmatics takes speaker intent and context into account. Comprehending both improves meaning interpretation and communication. The research also highlights how culture influences, how language is used and understood, especially when it comes to nonverbal cues like humor and manners. Language is used to communicate and understand emotions, and this is influenced by cultural quirks. The results highlight how crucial it is to take cultural background, emotional expression, and context into account when developing language instruction and communication approaches. The study ends with recommendations for future research, such as cross-cultural comparison studies, language change monitoring longitudinal studies, and examinations of how language usage is affected by digital platforms. This review advances pragmatics knowledge, which leads to more successful communication techniques in a variety of settings.

The Implementation of Project-Based Learning in Chinese Basic Education: Challenges and Recommendations

Project-based learning is a form of student-centered and inquiry-based learning. It differs from traditional instructional approaches by emphasizing students’ acquisition of transferable knowledge through active exploration of real-world problems and challenges. For China’s basic education community, project-based learning is still a relatively novel notion, and its popularization is subject to a variety of challenges. This study aims to pinpoint the barriers to the successful implementation of this pedagogical method in Chinese basic education. Recommendations on how to enhance its application are also proposed.

Enhancing Early Childhood Education Teachers' Creativity through Professional Development Training Program

This study aimed to examine the implementation and impact of professional development on the creativity of early childhood educators, focusing on creating an innovative teaching medium known as the Magic Box. This research used a qualitative approach with a case study method; the research subjects comprised ten early childhood educators, one resource person, and one training manager. Data were collected using in-depth interviews, observations, and document studies. The Miles and Huberman method was used to analyze the collected data. The research findings reveal a substantial transformation in educators' creativity levels after participating in Magic Box's professional development and training programs. Through a structured and hands-on approach, educators gain practical experience and motivation to infuse creativity into their teaching practices. Educators report increased confidence in generating creative ideas for teaching materials and a shift in their instructional approach to encourage more engaging and interactive learning experiences for children.

Probing secondary school students' test anxiety in biology using Inquiry-based instructional approach in Anambra State

The study investigated the effect of inquiry-based instructional approach (IBIA) on secondary school students’ test anxiety in biology. The study is a quasi-experimental research, adopting specifically the non-randomized control group design. 4,755 (2,067 males and 2,688 females) Senior Secondary year two (SS2) students offering biology in the 62 government owned secondary schools, in Awka Education Zone of Anambra State, Nigeria constituted the population. 52 (20 males and 32 females) SS2 biology students drawn from, two intact classes, in the two sampled schools, using multi-stage sampling procedure constituted the sample size. The instrument for data collection was an adapted Biology Test Anxiety Scale (BTAS), validated by three experts with reliability coefficient of 0.78 established using Cronbach Alpha. In analyzing the collected data, mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was employed to test the null hypotheses. The findings revealed that students taught biology with IBIA significantly showed low test anxiety in biology than those taught with the conventional lecture method, irrespective of gender. Based on the findings, the study concluded that IBIA is a gender friendly, activity-based approach that boosts students’ confidence, and promotes meaningful learning in biology. In light of this, it was recommended among others that IBIA should be adopted by biology teachers in secondary schools to actively engage students in the learning process which will in return help boost their confidence during tests and thus, reduce their anxiety.

Problem-Based Learning to Metacognition in Physics Learning in Indonesia: Literature Review

Physics learning encountered a hurdle due to students' insufficient metacognitive abilities, emphasizing the need to improve their understanding of learning and problem-solving procedures. This literature review aimed to explain the results of applying Problem-Based Learning (PBL) to metacognition in physics learning in Indonesia. This literature review was sourced from scholarly articles published between 2013-2023, retrieved via Google Scholar using tools like Publish or Perish and Open Knowledge Map. The search utilized keywords such as “Pembelajaran Berbasis Masalah” or “Problem-Based Learning” and “Metacogni*” and “physics”. These criteria included relevance to PBL in physics learning, metacognitive, publication in reputable journals, and full-text availability. From the initial pool of 214 articles, a selection process was applied based on the literature review criteria, including 11 national and one international article. Based on the findings of the literature review analysis, it was discovered that there was limited research on the application of PBL to metacognition in physics education in Indonesia, indicating a need for further exploration. Of the 12 articles examined, only 2 (16.7%) focused on developing PBL tools to facilitate metacognition, ensuring validity, practicality, and effectiveness in enhancing learner metacognition. Additionally, 6 of the 12 articles (50.0%) suggested that implementing the PBL model in physics education improved metacognitive abilities. However, 4 of the 12 articles (33.3%) reported no significant impact on enhancing metacognition through PBL learning methodologies. The results of this study indicated a complex correlation between PBL and the advancement of metacognitive skills in physics education. This underscored the significance of further research to pinpoint the factors influencing these outcomes and to refine PBL instructional approaches.

L2 Reading Assessment from a Sociocultural Theory Perspective: The Contributions of Dynamic Assessment

Our understanding of assessing L2 reading has significantly expanded in recent years, including both theoretical and practical aspects. There is a growing consensus that reading comprehension involves multiple skills and subskills. Classroom-based assessment practices reflecting such conceptualizations have also become widely utilized. This article explores the Vygotskyan sociocultural theory (SCT) and its implications for L2 reading assessment, with a specific focus on dynamic assessment as an effective classroom-based approach for L2 reading and literacy instruction. We will review the research that has applied DA principles to the assessment and teaching of L2 reading. We conclude by outlining potential avenues for future DA research and L2 reading instruction.

Empowering English Vocabulary Instruction through Generative Artificial Intelligence: The AEFC Method

In the realm of English Foreign Language (EFL) learning, the significance of vocabulary acquisition has been repeatedly underscored. Despite its paramount importance, memorizing words has remained a formidable challenge. This research, drawing on the outcomes in educational neuroscience, introduces the AEFC Method based on generative artificial intelligence (AI). The AEFC Method comprises four components, harnessing AI to generate learning materials for, 1) capturing students' attention by AI-generated content containing familiar elements for students, 2) fostering active engagement with AI supported instruction, 3) testing for feedback with personalized exercises generated by AI, and 4) utilizing mobile app for consolidation. After conducting as a quasi-experiment with 94 seventh-grade Chinese students over a 4-week, the results demonstrate significant improvement in vocabulary and English proficiency attributable to the method. We posit that the AEFC Method is a promising instructional approach deserving further dissemination.

CRISP: An Inpatient Pediatric Curriculum for Family Medicine Residents Using Clinical Reasoning and Illness Scripts.

Clinical reasoning enables safe patient care and is an important competency in medical education but can be challenging to teach. Illness scripts facilitate clinical reasoning but have not been used to create pediatric curricula. We created CRISP (Clinical Reasoning with Illness Scripts in Pediatrics), a curriculum comprising four 1-hour learning sessions that deliberately incorporated clinical reasoning concepts and illness scripts to organize how four common chief complaints were taught to family medicine residents on inpatient pediatric rotations. We performed a multisite curriculum evaluation project over 6 months with family medicine residents at four institutions to assess whether the use of clinical reasoning concepts to structure CRISP was feasible and acceptable for learners and instructors and whether the use of illness scripts increased knowledge of four common pediatric chief complaints. For all learning sessions, family medicine residents and pediatric hospitalists agreed that CRISP's format was preferable to traditional didactic lectures. Pre-/posttest scores showed statistically significant increases in family medicine resident knowledge (respiratory distress [n = 42]: pretest, 72%, posttest, 92%; abdominal pain [n = 44]: pretest, 82%, posttest, 96%; acute febrile limp [n = 44]: pretest, 68%, posttest, 81%; well-appearing febrile infant [n = 42]: pretest, 58%, posttest, 73%; ps < .05). By using clinical reasoning concepts and illness script comparison to structure a pediatric curriculum, CRISP represents a novel instructional approach that can be used by pediatric hospitalists to increase family medicine resident knowledge about diagnoses associated with common pediatric chief complaints.

One Health Education Nexus: enhancing synergy among science-, school-, and teacher education beyond academic silos.

The fact that the daily lives of billions of people were affected by the medical, social, and political aspects of the SARS-CoV-2 pandemic shows the need to anchor the understanding of One Health in society. Hence, promoting awareness and deepening the understanding of the interrelation between human health, animal health, and ecosystems must be accomplished through quality education, as advocated by UN Sustainable Development Goal 4. The often-questioned and discussed measures taken by governments to control the global pandemic between 2020 and 2023 can be seen as an opportunity to meet the educational needs of civil society solutions in multi-stakeholder settings between public, universities, and schools. This paper focuses on the integration of One Health principles in educational frameworks, particularly within the context of the higher education teaching framework "Teaching Clinic." This master-level course in the domain of pre-service teacher education serves as a potent vehicle for facilitating One Health Education, bridging the gap between research, higher education, and schools. Through the presentation of two case studies, this article demonstrates how the Teaching Clinic approach fosters interdisciplinary perspectives and provides a dynamic learning environment for pre-service teachers, as well as for pupils involved in the educational process. In both cases, the integration of educational One Health school teaching-learning settings effectively enhanced pupils' understanding of complex topics and engaged them in active learning experiences. Pre-service teachers played a crucial role in developing, implementing, and evaluating these interventions. In Case I, pupils demonstrated proficiency in analyzing data and evaluating mathematical models, while in Case II, the chosen instructional approach facilitated One Health knowledge acquisition and enjoyment among pupils. These results underscore the potential of the One Health Teaching Clinic as a valuable educational framework for enhancing teaching and learning outcomes for pre-service teachers and fostering pupil engagement in socio-scientific One Health-related topics. The discussion delves into the significance of breaking down disciplinary silos and the crucial role of teacher education in promoting a holistic approach to education, emphasizing the intersectionality of One Health Education and Education for Sustainable Development. This article underpins the significance of collaborative efforts across multiple (scientific) disciplines and across secondary and tertiary education levels to reach a nexus. Moreover, it emphasizes the alignment of this approach with the 2030 Agenda, Education for Sustainable Development, and Sustainable Development Goals, highlighting the potential for collective action toward a more sustainable future.

Considering the sensory and social needs of disabled students in higher education: A call to return to the roots of universal design

Universal Design for Learning is a pedagogical approach that aims ‘to improve and optimize teaching and learning for all people based on scientific insights into how humans learn’ (CAST website, n.d.). Originating in the context of K12 education in the United States, the core principles involve the provision of multiple means of representation, engagement, and action/expression. Despite high instructor satisfaction with UDL, evidence of effectiveness for students’ learning is insufficient. Effectiveness aside, the purpose of this policy research note is to describe additional issues in UDL specifically relating to disabled students. First, I argue that the core tenet of UDL to meet all learners’ needs by emphasizing variability in approaches to learning (and consequently avoiding reference to ‘disability’) may inadvertently marginalize disabled students. Second, I argue that the focus on instructional design as a panacea to meet the needs of ‘all people’, including disabled students, is insufficient. This potentially distracts well-intentioned educators from more substantive challenges experienced by disabled students, relating to the built environment. Until the sensory and social needs of disabled students are met, instructional approaches like UDL cannot provide an equitable learning experience for many disabled students. Therefore, I argue that higher education leaders should attend to the sensory and social environments of university campuses before retrofitting inclusive pedagogies to the current typical university campus.

Teaching religious stories in lower primary school: a Norwegian case study of 8-year-old students’ perception of the Moses narratives

ABSTRACT This study investigates the instruction of religious stories of Judaism at the primary school level in a Norwegian educational setting, with a focus on the perceptions of 8-year-old students regarding narratives about Moses. By integrating classroom observations and student interviews, it examines the teacher’s pedagogical approach in instruction and how this influences students’ perceptions. In addition, it explores student’s ability to engage and express themselves independently in encounter with the stories. Theoretical perspectives of philosophy of language, particularly Bakhtin and Taylor, are employed to analyse students’ expressions and perceptions. The findings are situated within the broader context of international research on teaching religious stories in elementary education. International literature highlights the pedagogical benefits of using stories to engage students in critical thinking and foster an understanding of religious narratives. The article aims to contribute to a nuanced understanding of how the youngest students navigate and interpret religious instructional material as well as their comprehension of the reasons for learning about Moses. Overall, this study contributes to a comprehension on how the youngest students engage with religious narratives and sheds light on teacher’s pedagogical approaches in RE instruction at the lower primary level.

A Digital Approach to Teach Synthesis Writing for a Defence University: A Needs Analysis

Synthesis writing, a critical skill for university students, involves selecting, organizing, and connecting information from multiple texts. However, many students struggle with this task, highlighting a need for effective instructional approaches. In the wake of the Covid-19 pandemic, which has reshaped educational practices, there is a pressing need to reconsider teaching methods and incorporate digital approaches to align with contemporary learning paradigms. This study investigates the necessity of developing a mobile app module for teaching synthesis writing in a defence university setting in Malaysia. Ultimately, the research poses a central question: What are the perspectives of educators in a defence university in Malaysia regarding the necessity of developing a mobile application module for teaching synthesis writing? Through semi-structured interviews with five educators, the study explores their perspectives on the importance, challenges and strategies associated with teaching synthesis writing, as well as their readiness to integrate mobile technology into instruction. Thematic analysis of the data reveals four main themes: the importance of synthesis writing, challenges in teaching synthesis writing, learning strategies employed by educators, and the readiness to adopt mobile technology for teaching synthesis writing. The findings underscore the significance of this study for mobile application designers, English language educators, and course designers, providing insights into the specific needs and preferences regarding synthesis writing instruction. Furthermore, the study contributes to both theory and practice in education by addressing the growing demand for digital tools in writing instruction and highlighting the potential of mobile applications to enhance students’ writing skills.

Effectiveness of Universal Design of Learning for Students with Mild Intellectual Disabilities - A Review

A special education programme is required for kids who have intellectual disabilities. To help these kids learn how to cooperate while engaging in activities, various activities like music, dance, yoga arts and crafts etc. may be offered. They need to teach practical skills and daily tasks rather than academic knowledge. The misconception is that institutional training is the only way to teach children with intellectual disabilities. To learn about autonomous living, they require attention and inclusion. The Govt also offers additional services and educational opportunities for children with intellectual disabilities. Universal Design for Learning (UDL) is a framework that assists educators in minimizing obstacles and enhancing learning opportunities for every student. It is an instructional approach designed to cater to the diverse needs and capabilities of all learners, eliminating unnecessary challenges in the learning journey. Several pieces of literature have been published, illustrating the efficacy of Universal Design for Learning (UDL) in enhancing learning across various subjects for children with intellectual disabilities. Evidence suggests that UDL aids in accessing the general education curriculum, resulting in improved learning outcomes and growth in essential skills such as reading, writing, comprehension, decision-making, life skills, and social skills. These advancements are pivotal in enabling students to lead dignified and standard lives. Researchers in the field recommend further investigation to solidify the evidence supporting the assertions made in this paper. Keywords: Universal design of learning, Children with intellectual disabilities, Autonomous, Hurdles

Professional Development for Primary School Teachers Intended to Promote Students’ Spatial Ability

Professional development (PD) plays a crucial role in equipping teachers with the necessary knowledge and skills to effectively foster spatial ability among their students. This study aimed to explore the potential of action research as a PD mode for primary school teachers to enhance students’ spatial ability. The findings of this study indicate the positive impact of PD on teachers’ practice, leading to significant improvements in student performance and engagement. The PD program effectively equipped teachers with new knowledge and skills, leading to noticeable progress in their instructional approaches and teaching practices. This research provides a foundation for future studies on PD programs aimed at enhancing students’ spatial ability.

The influence of cross-language similarity and transparency on idiom knowledge in non-immersed L2 speakers

Idioms are frequently used by native speakers but pose challenges for L2 learners. In this study, we aimed to identify the key psycholinguistic properties that predict L2 idiom knowledge among non-immersed speakers. A total of 53 Chilean L2 English speakers participated in an online idiom knowledge test, requiring them to recognize the figurative meanings of 99 English idioms and rate their transparency. The results showed that cross-language similarity and transparency, in conjunction with familiarity, significantly predicted L2 idiom knowledge. Conversely, literal plausibility, decomposability, frequency, and predictability did not significantly impact L2 idiom knowledge. Our findings support the Parasitic Hypothesis of vocabulary development and suggest that non-immersed L2 learners heavily rely on their L1 lexical and conceptual networks. The study underscores the importance of semantic transparency and cross-language similarity in L2 idiom acquisition, particularly for learners in non-immersive environments. Our findings advocate for a proficiency-tailored ESL instruction approach. Initially, focus on teaching transparent idioms and those similar to the learners' native language for better comprehension and retention. As proficiency increases, gradually introduce idioms without cross-language parallels to enhance comprehensive linguistic mastery. This approach offers practical insights for language education and applied linguistics.

Acceptance of team-based learning by students and faculty: A pilot study.

Team-Based Learning (TBL) is an interactive instructional approach characterized by collaborative peer teaching in both large and small group settings. The study aims to assess usefulness of the TBL in enhancing student learning outcomes and engagement in graduate classes. This mixed method study was conducted from January 2023 till July 2023 at the Department of Biological & Biomedical Sciences at Aga Khan University, Karachi, Pakistan, a questionnaire was distributed to graduate students in Endocrine and Reproductive course after TBL on 'Hormonal changes in Pregnancy'. Focus group discussion (FGD) was held with facilitator of this TBL and the students; results of both arms were then triangulated. All (four) students responded affirmatively regarding guided self-preparation, quality of application exercises, satisfaction in terms of student's engagement, a positive attitude and self-accountability. Themes identified by FGD of both students and facilitators were 'Students Engagement in Peer Learning, 'Conducive Learning Environment', "Time is Capital in TBL' and 'Conceptual learning.' The pilot study confirmed the utility of TBL by students as well as the facilitators. Students came with prior preparation, got engaged in problem-solving activities and received feedback from peers and the expert facilitators. The conducive environment enhanced their engagement, enabled them to actively apply the content and benefit from guided supervision.

CULTURAL COMPETENCE IN EDUCATION: STRATEGIES FOR FOSTERING INCLUSIVITY AND DIVERSITY AWARENESS

Cultural competence in education has emerged as a critical area of focus in contemporary educational discourse, aiming to create inclusive learning environments that celebrate diversity and promote equitable opportunities for all students. This review explores strategies for fostering inclusivity and diversity awareness within educational settings. The foundation of cultural competence lies in recognizing and respecting the cultural backgrounds, experiences, and identities of students, educators, and communities. Through culturally responsive teaching practices, educators can leverage students' diverse backgrounds to enhance learning experiences. This involves incorporating culturally relevant content, perspectives, and instructional approaches that resonate with students' lived experiences. Furthermore, building cultural competence requires ongoing professional development for educators. Training programs and workshops can enhance educators' understanding of cultural diversity, unconscious biases, and strategies for creating inclusive classrooms. Additionally, fostering partnerships with community organizations and engaging families from diverse backgrounds can enrich the learning environment and strengthen cultural connections. Institutional commitment to cultural competence is crucial for systemic change. Educational policies and curricula should reflect a commitment to diversity, equity, and inclusion. School leaders play a pivotal role in creating a culture of respect and valuing diversity among students and staff. Moreover, technology can be harnessed to promote cultural competence through virtual exchange programs, multicultural digital resources, and online forums for intercultural dialogue. Fostering cultural competence in education requires a multifaceted approach encompassing curriculum development, educator training, community engagement, and technological innovation. By embracing cultural diversity and promoting inclusivity, educational institutions can cultivate environments where all students feel valued, respected, and empowered to succeed.&#x0D; Keywords: Education, Cultural, Competence, Inclusivity, Diversity, Awareness, Review

Adversity encountered by TLE teachers during blended learning using explicit instruction approach: Basis for teachers’ capacity training

Adversity encountered by TLE teachers during blended learning using explicit instruction approach: Basis for teachers’ capacity training

The Role of Social Interaction in Improving the Quality of Islamic Religious Education Learning

This research aims to investigate and understand the role of social interaction in improving the quality of Islamic Religious Education learning. This research will explore how social interactions in the classroom context can influence the effectiveness of Islamic religious learning. Apart from that, this research also aims to identify effective social interaction strategies that can be used to improve the quality of Islamic Religious Education learning in Islamic secondary schools. This research uses a qualitative approach with a case study design at Sabilurrosyad Islamic High School Malang, selecting three classes as case units (classes X, XI, and XII). Data was collected through in-depth interviews with teachers and students, as well as direct observations in classrooms to record social interactions between students and Islamic Religious Education teachers. The research location focused on classrooms at the school. The purposive sampling method was used to select research participants. The research findings indicate that instructional models such as group investigation, role-playing, and jurisprudential learning positively impact social interaction and students' understanding of PAI material. The group investigation model allows students to collaborate in identifying and exploring social and moral issues, while role-playing enables students to interact in real-life situations relevant to religious values. Furthermore, jurisprudential learning allows students to understand and integrate religious values in formulating solutions to relevant public policy issues. The role of teachers as facilitators, mentors, academic counselors, and support providers is crucial in facilitating effective social interaction in PAI classes. Support systems, including comprehensive library facilities and access to external school references, are crucial in supporting quality interactive learning. In conclusion, social interaction in the classroom significantly enhances the quality of PAI learning, and instructional approaches that encourage active interaction between students and teachers can shape a better and more accurate understanding of religious teachings.

Strategies for Educators to Teach Mixed Methods Research: A Discussion

Mixed methods research has become increasingly popular in multiple disciplines. Teaching mixed methods is critical to prepare students for using and evaluating the quality of published mixed methods research to inform practice. However, there is limited knowledge about instructional and pedagogical approaches to teaching mixed methods. The purpose of this paper is to outline strategies for educators on how to effectively teach mixed methods research. Teaching mixed methods requires educators to use multifaceted teaching and learning strategies targeting reflective, experiential, collaborative, and inquiry-based learning domains. Including case studies, games, and critical appraisal exercises can result in a more engaging and riveting learning experience for students. A combination of activities targeting varied teaching and learning domains, along with hands-on and student-centered teaching assignments, can be valuable to facilitate student learning of interrelated concepts of mixed methods research.