Knowledge In Classroom Research Articles

MODELLING ESP TEACHER IDENTITY IN UKRAINIAN TERTIARY EDUCATION

In an attempt to leverage knowledge in an ESP classroom, some university teachers find not much support from the university staff and administration in Ukraine. Yet, it hardly restrains ESP teachers to eagerly develop and construe their professional identity aimed at equipping students with employability literacy skills. A two-stage survey of three different groups of respondents was conducted at Taras Shevchenko University of Kyiv, Ukraine. The findings on the open-ended questionnaire allowed designing a rank of identity constituents, which appeared to be different in research groups’ perceptions. While both language and subject teachers valued “individual features” as the most significant and “work experience” as the least, the students correspondingly ranked the other categories – “professional knowledge” and “foreign language competence”. Within the close-ended questionnaire dataset, these discrepancies vanished. All research groups agreed on the model of “ideal” ESP teacher identity as a combination of significantly ranking categories: “methods of teaching” → “professional knowledge” → “individual features” → “foreign language competence” → “work experience”. The “professional knowledge” category was estimated twice as significant as the “work experience” domain. The research results are consistent with the recent studies on teacher identity simulation. New was ranking the ESP teacher identity model on constituents’ significance based on opinions of three different social groups – students, language teachers, and subject teachers. The worked-out model could remedy ESP teacher identity ambiguity due to approach fruitfulness.

RETRACTED: Research on teaching mode of biochemistry curriculum based on internet plus discipline competition

Under the background of “Internet +”, discipline competition has become an important means to improve students' comprehensive quality and ability. In order to build an interesting and challenging subject competition teaching mode in biochemistry curriculum, we take the mobile Internet intelligent education APP cloud class as the competition platform, carefully design the course by the competition of micro-video production, songwriting, and classroom knowledge. The teaching method has established a competition system for teachers and students to adapt to the nternet background, and the students' enthusiasm for learning and curiosity is even higher. Driving the teaching reform of the biochemistry course through Internet+ discipline competition teaching mode is of great significance for the cultivation of students’ innovative thinking, practical skills and comprehensive quality.

"Just Something in History": Classroom Knowledge and Refusals to Teach the Tension in Solomon Islands

Boarding school in Solomon Islands has historically been a place where students learned a kind of knowledge—classroom knowledge—devoid of social content and meaning. Away from their homes for most of the year, young Solomon Islanders would focus on learning classroom knowledge, even though it was only useful to help them pass national examinations and advance to the next tier of formal education. Classroom knowledge aided colonization because it assisted in the separation of students from Indigenous knowledges and made them feel like failures if they did not master it. In this article, I show that new textbooks, written in the wake of the civil conflict that Solomon Islanders call "the Tension," have invited teachers to use Indigenous conceptualizations of how knowledge about violence should be shared in their teaching. Although for many the Tension could be rendered as the classroom knowledge of the colonial era, teachers have accepted the invitation the curriculum has offered them to refuse to pass on knowledge about the violent past.

The Use of Authentic Materials in Teaching Reading to Secondary School Students in Malaysia: A Literature Review

English language has been used globally. In Malaysia, to strengthen the English proficiency among the Malaysian students, English language is introduced as a compulsory subject at both primary and secondary schools and administered under the language education policy. Students in secondary school must learn the language for the sake of their future endeavours. As teachers, it is their role to grab the students’ attention to learn English language through reading. However, most of the students nowadays never show the interest to read. Various kinds of authentic materials could be used to help the students in their language acquisition and to bridge the gap between classroom knowledge and students’ capacity to participate in the real-world situation. Prior to this, the researcher finds that authentic materials are useful in enhancing the secondary school students to read and help the students to explore more knowledge from this borderless world. In accordance to encourage the students in secondary school to read, this review will expose the readers to the use of authentic materials in teaching reading, the roles of authentic materials in developing the reading skill among the secondary students, and the teachers’ role in teaching reading by using the authentic materials. Most of the findings have shown that authentic materials give positive impacts to the secondary school students to improve their reading skill. In short, the more materials the students read, the more knowledgeable they will become.

A Knowledge Image Construction Method for Effective Information Filtering and Mining From Education Big Data

Traditionally, education resources are shared insufficiently, and updated slowly; the education data are not utilized adequately. What is worse, the conventional information filtering method cannot effectively mine desired information, if the big data has a heavy noise. This article presents an information mining method from education big data, on the basis of support vector machine (SVM), and cleans the sampled abnormal data through data integration and conversion. Besides, the authors presented a method that automatically builds education knowledge image. Based on the filtered and mined education data, a neural network was designed to retrieve the themes of classroom knowledge, and the education correlations between these notions were recognized from the evaluation data by possibility correlation rules. The results show our method achieved excellent results on teaching notion retrieval and education correlation recognition.

Research on Online and Offline Teaching of Software Operation Courses

In order to promote the reform of online and offline hybrid teaching, improve the teaching quality of software operation courses in universities, and help students improve the learning effect of software courses. In this study, a hybrid research method of quantitative and qualitative was used to carry out an empirical study by taking sophomores, juniors and seniors from the College of Art and Design of Southwest Forestry University as examples. Questionnaires were used to collect students' proficiency in the software of this major. Based on the analysis results of the questionnaire survey data, the students who have mastered more than 75% and less than 25% of the software of their major were selected for the group interview, and the main influencing factors of students' good or bad mastery of software were explored through qualitative analysis method. Based on the findings of the study, about 52% of the students rated their software proficiency as average, 29% were satisfied (above 75%), and 56% were dissatisfied (below 25%). The main factors that affect students' mastery of software are that they don't practice enough; Poor absorption of classroom knowledge and the school curriculum arrangement is unreasonable.

Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

The multi-disciplinary nature of science, technology, engineering, and math (STEM) careers often renders difficulty for high school students navigating from classroom knowledge to post-secondary pursuits. Discrepancies between the knowledge-based high school learning approach and the experiential approach of future studies leaves some students disillusioned by STEM. We present Discovery, a term-long inquiry-focused learning model delivered by STEM graduate students in collaboration with high school teachers, in the context of biomedical engineering. Entire classes of high school STEM students representing diverse cultural and socioeconomic backgrounds engaged in iterative, problem-based learning designed to emphasize critical thinking concomitantly within the secondary school and university environments. Assessment of grades and survey data suggested positive impact of this learning model on students’ STEM interests and engagement, notably in under-performing cohorts, as well as repeating cohorts that engage in the program on more than one occasion. Discovery presents a scalable platform that stimulates persistence in STEM learning, providing valuable learning opportunities and capturing cohorts of students that might otherwise be under-engaged in STEM.

The Influence of National Music on the Reform of College Music Piano Teaching

The unique value connotation and emotions exhibited by ethnic music itself can play a positive role in improving people's artistic cultivation and aesthetic level. Piano classroom is the main content of music education in colleges and universities. In order to ensure the orderly conduct of classroom teaching activities, teachers can combine the actual teaching and actively introduce folk music into it, so that students can learn through the content of classroom knowledge, which guarantees the interest of learning Enhancement can also establish the correct sense of pride of the clan, and then grow into the music talents that the country needs.

Innovation and Exploration of Teacher and Student Concert

As an art form in which people express their thoughts and emotions effectively, music is not only closely connected with real life, but also a reflection of people's values and artistic cultivation. Teacher-student concerts can not only ensure the high-quality development of teaching activities, but also the new education model is easier to mobilize students' enthusiasm for classroom knowledge learning than traditional teaching methods. Therefore, this article starts from different levels and analyzes how to find a better way to innovate the form of teacher-student concerts, hoping to ensure a better rise in student learning quality.

The Effects of Computer-Aided Animation Technology in the Teaching of Hematological Medicine

Clinical hematology and hematology are one of the main courses of the Department of Medical Laboratory Science. In experimental teaching, students are required to correctly identify a variety of cells in bone marrow under a microscope, which is one of the most difficult content for students to master. The traditional experimental teaching of cell morphology has brought different degrees of influence on the teaching effect. In order to make it easier, faster and effective for teachers to teach students about cell morphology in the limited teaching time, and to allow students to more intuitively recognize various cells and increase their interest in learning, it is necessary to reform the experimental teaching methods. Computer-aided animation technology is a three-dimensional composition technology that can display things in reality in three-dimensional images. Applying computer-assisted animation technology to the teaching of hematology in medical schools can display cell morphology more vividly. This will help deepen students' understanding of classroom knowledge. Therefore, this study selected clinical undergraduates who were internships in the Department of Hematology as the research objects. 235 students in the experimental group used the 3D animation technology teaching method in computer-assisted animation technology to teach students "Morphological Changes in the Process of Cellular Immune Regulation"; 257 students in the control group used traditional clinical teaching methods. Through questionnaire surveys and personal interviews, understanding the evaluation of students and teachers on this teaching mode, and comparing the teaching effect through theoretical examination and practical skill assessment.

Advocacy in action: Medical student reflections of an experiential curriculum

Patient advocacy is a core value in medical education. Although students learn about social determinants of health (SDH) in the pre-clinical years, applying this knowledge to patients during clerkship rotations is not prioritized. Physicians must be equipped to address social factors that affect health and recognize their roles as patient advocates to improve care and promote health equity. We created an experience-based learning curriculum called Advocacy in Action (AiA) to promote the development and application of health advocacy knowledge and skills during an Internal Medicine (IM) clerkship rotation. Sixty-six students completed a mandatory curriculum, including an introductory workshop on SDH and patient advocacy using tools for communication, counselling and collaboration skills. They then actively participated in patient advocacy activities, wrote about their experience and joined a small group debriefing about it. Forty-nine written reflections were reviewed for analysis of the impact of this curriculum on student perspectives. Written reflections had prominent themes surrounding advocacy skills development, meaningful personal experiences, interprofessional dynamics in patient advocacy and discovery of barriers to optimal patient care. AiA is a novel method to apply classroom knowledge of SDH to the clinical setting in order to incorporate advocacy in daily patient care. Students learned about communication with patients, working with interprofessional team members to create better health outcomes and empathy/compassion from this curriculum. It is important to utilize experiential models of individual patient-level advocacy during clerkships so that students can continuously reflect on and integrate advocacy into their future careers.

Experiential Knowledge as Capital and Resistance among Families from Mexican Immigrant Backgrounds

ABSTRACT This qualitative case study examined the creation process and final artifacts of two biliteracy family projects that children and families from Mexican immigrant backgrounds collaboratively created as part of classroom instruction. Data were collected during five months in a first grade bilingual classroom with 22 students and centered on six focal families. The theoretical lenses of critical race theory and community cultural wealth served to analyze how biliteracy family projects facilitate the integration of children and families’ experiential knowledge in a bilingual classroom and how such experiential knowledge emerges as forms of capital in the final products and during the creation process. Findings highlight how children’s experiential knowledge and culturally simultaneous identities appeared through a collaborative process, and how parents facilitated and negotiated their children’s cultural simultaneity as forms of capital. This facilitation included parental strategies that engaged multiples forms of community cultural wealth to avoid cultural loss and enact resistance. This article argues for an integrated and culturally sustaining classroom-based approach to merge classroom instruction with experiential knowledge while fostering meaningful family collaboration that illuminates the multiple forms of community cultural wealth in their experiences and lives outside of school.

Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches

AbstractTeachers' instructional practices are critical for guiding students' engagement in scientific practices within the classroom knowledge building community. In this study, we seek to understand how teachers' instructional supports of epistemic aspects involved in scientific modeling may influence students' meaningful engagement in the practice. In particular, we examine two upper elementary teachers' epistemological messages about modeling over the course of a model‐based unit and focus group conversations in consensus model activities to explore the relationship between teachers' instructional supports and students' practice. The results suggest that each teacher was sharing complex messages about various aspects of the modeling practice ranging from procedural to epistemic. Further, those messages were then reflected in students' work. Our findings indicate that teachers' (a) foregrounding of epistemological messages, (b) consistency in emphasizing those messages, and (c) unpacking of those messages may play an important role in how epistemological ideas about modeling are taken up by students. We conclude the paper by discussing implications for supporting teachers in meaningfully enacting modeling practice.

Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation

ABSTRACT This longitudinal case study explores how students’ epistemic uncertainty in argumentation can be adapted as a resource to develop knowledge in a fifth-grade classroom. Major data sources include 12 videotaped whole-class discussions focused on group presentation of arguments to obtain peers’ critiques across two course units, the ecosystem and the human body systems, over a 16-week period. Grounded in a qualitative, interpretative approach, the results show that when students' epistemic uncertainty was leveraged as a resource, students were able to construct a more coherent and consistent knowledge system by integrating their prior and target scientific knowledge. We argue that to effectively use students’ epistemic uncertainty as a pedagogical resource in managing uncertainty, teachers need to consider the status of students’ knowledge of the target concept, if they are aware of uncertainty, and how uncertainty is resolved through critique that leads to knowledge construction. As students had opportunities to practice managing uncertainty, they developed skills necessary to attend to each other’s utterances and use them as collaborative epistemic resources to develop, with their peers, acceptable knowledge. Conceptualising argumentation as an enterprise to manage uncertainty can help instructors to design a productive and authentic environment to facilitate the learning of science.

Practical and Ethical Solutions for Remote Applied Learning Experiences in Global Health.

Global health trainees rely on immersive experiences to apply their classroom knowledge in real-world settings. However, during the COVID-19 pandemic travel has come to a halt and short-term experiences are no longer available in their current form. As with didactic material, global health programs have an opportunity to innovate the delivery of applied learning, providing trainees with robust, mentored experiences that promote the acquisition of core global health competencies. We provide a series of practical solutions for remote applied learning including case-based learning, pathfinder pedagogy, virtual reality simulations, and twinning. We further describe the role of these approaches in addressing common criticisms of short-term experiences and their potential for creating new win-win dynamics between institutions and trainees.

The Significance of Ballet Teaching Method to Ballet Basic Training and Arrangement

As a dance form known as elegant art, ballet not only requires high basic skills for students, but also has a variety of arrangements and combinations. Therefore, in order to ensure the smooth progress of the ballet classroom teaching, teachers need to pay attention to the standardization and scientificity of the ballet teaching method, in order to ensure the smooth progress of the ballet basic training teaching and the more creative process of the composition of the composition, so that students can pass the classroom Knowledge learning, to get better development.

Scientific Explanation of Phenomenon, Imagination and Concept Formation as Correlates of Students’ Understanding of Physics Concepts

Knowledge of physics to many students is described in quantitative terms such as how much scientific vocabulary and how many formulae have been memorized. However, only few students can successfully make connections to apply the scientific knowledge in answering questions in physics. That is, physics students answer questions in relation to their emergent views mainly based on their prior knowledge about everyday experience which is at variance with scientific knowledge in a typical physics classroom. It is evident that teaching and learning of physics concepts introduced in verbal and mathematical definitions may not promote conceptual understanding of physics even after instruction. Therefore, no relationship exists between students, prior knowledge in physics and scientific understanding of physics concepts as they attempt to answer physics questions that probe their scientific understanding. Hence, the main purpose of this study was to ascertain if relationship exist among scientific explanation of phenomenon, imagination and concept formation (predictor variables) and students’ understanding of physics concepts (criterion) and amount of variation in the criterion variable that can be attributed to the predictor variables. The study adopted a correlation research design. The sample of the study was 385 respondents drawn from the population of Senior Secondary III Physics Students of 2016/2017 academic session in the government owned secondary schools in Akure Education Zone of Ondo State. The instruments for data collection were four namely: Students’ Scientific Explanation of Phenomenon Test (SSEPT), Students’ Scientific Imagination Scale (SSIS), Students’ Scientific Concept Formation Test (SSCFT), and Students’ Understanding of Physics Concept Test (SUPCT). SSEPT and SUPCT were ten (10) structured essay questions each. The internal consistency indices obtained were 0.81 and 0.86 respectively. An internal consistency of twenty (20) item structured questionnaire of (SSIS), modeled on a four (4) point rating was determined using Cronbach Alpha formula and was found to be scale 0.85.Also, the internal consistence index of SSCFT with twenty multiple choice items was determined using Kuder-Richardson 20 (K-R20) Formula and was found to be 0.82. The research questions were answered using Pearson-Product Moment Correlation and coefficient of determination The Null hypotheses were tested using Multiple-Regression analysis at.05 level of significance. Results showed that there was a statistically significant relationship among students’ scientific explanation of phenomenon, students’ scientific imagination, students’ scientific concept formation and students’ understanding of physics concepts. It was recommended among other things that Physics teachers should help in fostering conceptual understanding of physics concepts in physics students using scientific explanation of phenomenon to trigger students’ scientific imagination and students’ scientific concept formation. Keywords: Scientific Phenomenon, Scientific Imagination, Concept Formation, Understanding, Physics. DOI: 10.7176/JNSR/11-16-03 Publication date: August 31 st 2020

Audiência pública simulada: uma ferramenta multidisciplinar para o ensino de Ciências envolvendo questões sociocientíficas e ambientais na região Amazônica

No intuito de oportunizar um espaço em que os alunos desenvolvam um pensamento crítico e reflexivo, além do engajamento destes com temas sociocientíficos e ambientais, objetivou-se incrementar os movimentos argumentativos dos alunos com aspectos conceituais, técnicos e de seu cotidiano dentro do ensino de ciências, exatas e humanas, por meio do debate entre os alunos. Para tanto, foi realizada uma Audiência Pública Simulada com o tema: Instalação da mineração na região do Baixo Amazonas, em Óbidos-PA, rica em Bauxita (óxido de alumínio). Além da produção de um texto discursivo-argumentativo, por considerar a linguagem escrita como fundamental na formação do conhecimento científico escolar. A avaliação do debate foi baseada na Tríade Argumentativa A-CA-R, utilizando a metodologia da Análise Textual do Discurso – ATD, buscando evidenciar os movimentos argumentativos expressos no discurso da audiência. Como principais resultados, a estratégia de ensino se mostrou útil à negociação dos argumentos entre os alunos frente às Questões Sociocientíficas e Ambientais, gerados pela produção da bauxita na região amazônica.

Linguistic representation of the English legal system in modern media

The article deals with the image of the English justice system in online versions of English newspapers, magazines and radio talk shows. On the basis of the analysis of different types of word combinations used in the description of lawyers, judges, courts and everyday legal practices there have been revealed some positive and negative characteristics of the system. The effect of the recent cuts to legal aid on the functioning of the legal system is discussed. Conclusions are made about the state of British society today and links between law and politics. Ways of incorporating this knowledge in the English language classroom are outlined.

Visualizing Number: Instruction for Number System Knowledge in Second-Grade Classrooms

ABSTRACTNumber system knowledge (NSK) is broadly defined as the understanding of number relationships and is an essential mathematics skill for young elementary school-aged students. NSK instruction that emphasizes connections between number sense and spatial reasoning could be a critical anchor for second-grade students to stay rooted in their conceptual understanding of numbers while learning to operate with abstract symbols. In this mixed-methods study, we examined the variations and shifts in second-grade students’ NSK outcomes after participating in an instructional treatment focused on building their NSK through visual representations. After receiving professional development in the instructional treatment, five classroom teachers implemented a systematically planned series of 27 visual number activities across 9 weeks. Analysis using a general linear model indicates that, based on 75 students’ pretest and posttest achievement data, students made significant improvements in NSK that are most likely attributable to the instructional treatment. Additional analyses indicate that students with the lowest pretest scores made the greatest gains and the most substantial shifts in their thinking following the instructional treatment.