Lesson Plans Research Articles

When engineering design meets STEAM education in hybrid learning environment: teachers’ innovation key through design heuristics

ABSTRACT Implementing STEAM education in classrooms can be enhanced by incorporating other methods to bring students flexibility during learning, such as the engineering design process (EDP) and hybrid learning. We developed design heuristics to support teachers in enhancing the quality of STEAM lessons, emphasizing EDP within hybrid learning to assist teachers in developing lesson plans. The design heuristics were implemented in three groups of online professional development programs within educational design research, with a hundred and eighty-three teachers submitting their lesson plans. We scored the lesson plans and conducted the Kruskal Wallis H test procedure. The result showed that teachers who participated in this study were likely to incorporate the key principles of design heuristics in their lesson planning practices. However, we found that there is a necessity for further exploration, especially in the variation of assessment strategies and the exploration of problems or context for STEAM learning. Therefore, the result emphasized the significance of future exploration that defines and formulates problems for STEAM activities and its implications on teachers’ lesson planning. This study harmonizes technological advancement and pedagogical practices within hybrid learning by integrating emerging technologies into lesson planning and evolving a design approach into the STEAM curriculum.

The Taxonomy of Predict-Observe-Explain (POE) as a Teaching Strategy and Thinking Process of Chemistry Stakeholders

Predict-observe-explain (POE) is a strategy being used during scientific investigations and experiments. However, POE-related studies mainly focused on its validity and reliability as a teaching strategy in classrooms. Thus, this paper extends the context of POE discussion not only as a teaching strategy but also as science process skills, and as cognitive thinking skills in performing experiments and answering scientific inquiries among chemistry stakeholders: students, teachers, and chemists. The study sees POE as a way to develop critical thinking and builds the skills needed for further academic and professional endeavors in the different fields of science. Through a constructivist grounded theory methodology using focus group discussions for students and in-depth interviews with the teachers and chemists, the study: described how students, teachers, and chemists exemplified POE strategy in terms of its process, and identified mutual patterns of POE process from the chemistry stakeholders. The study revealed that: student POE taxonomy is focused on basic processes and structures of POE; teacher POE taxonomy is a guide in their lesson planning; and chemist POE taxonomy is based on local and international compliance during experimentation. Therefore, POE is a science process skill for chemistry stakeholders where the POE taxonomy used by the chemistry stakeholders are different based on experiences, needs, and context.

Students’ Perceptions Toward Quizizz as An Assessment Tool in EFL Classroom

This study employs a descriptive qualitative approach to investigate students' perceptions of Quizizz as an online assessment tool for English learning in a Senior High School in Jakarta. The objectives of this study are to describe the implementation of Quizizz and identify the students’ view toward Quizizz as an assessment tool in EFL classrooms. Eight second-year students are participated and selected based on their prior use of Quizizz during English lessons. Data collection involved classroom observations and in-depth interviews. The data were collected, transcribed, and analyzed thematically. The findings indicate that Quizizz is effectively employed by teachers, eliciting active engagement from students who appreciate its gamified features. Four key themes emerged from the analysis: Interest in Quizizz, Motivation in Quizizz, Confidence in Quizizz, and English Skills in Quizizz. Participants expressed enthusiasm for Quizizz's gamified learning approach and its integration of technology, which they perceived as enhancing teachers' assessment capabilities. They also noted that Quizizz served as a motivational tool, boosting their confidence and improving their English skills, notably in vocabulary acquisition and reading comprehension. Overall, Quizizz emerged as an effective and enjoyable tool for enhancing student engagement and facilitating learning outcomes in English. For educators, integrating Quizizz into lesson plans proves to be an efficient method for fostering student involvement and evaluating learning achievements.

Efectiveness of Argumentation Flipped Learning (AFL) Assisted by Macromedia Flash Software to Improve Student’s Understanding of Physics Concepts

<p>The objective of this research was to assess the validity, practicality, and effectiveness of enhancing students' comprehension of physics concepts. The research uses the Research and Development (R&D) method use ADDIE model. This research was conducted in Physics Education of Muhammadiyah Purworejo University with the research subjects of 4th semester students in a limited trial of 5 students and a broad trial of 8 students. The instruments used in this study were lesson plan validation sheet, media validation sheet, lesson plan implementation sheet, student activity sheet, physics concept understanding test sheet, scoring rubric, student response questionnaire, and notes on educational activities. Data evaluation techniques were quantitative, N-gain, and T-Test. The results of the study obtained (1) the validity of the application of the AFL model assisted by macromedia flash software was declared valid, (2) the practicality of the application of the AFL model assisted by macromedia flash software, as seen from the implementation of the lesson plan obtained an average of 3.72 in the good category and the reliability test was 93%, (3) the effectiveness of the application of the AFL model assisted by macromedia flash software, as seen from the results of increasing concept understanding obtained N-gain value of 0.68 which is included in the moderate category, response questionnaire with good category, and student activity with good category. It is concluded that the application of AFL model assisted by macromedia flash software is valid, practical, and effective.</p>

Novice Elementary Teachers’ Science Teaching: Instructional Planning and Discourse

ABSTRACT Teaching science to elementary school students is complex, and teacher preparation programs must support pre-service teachers’ learning to communicate science content and practices with children. Science teachers bring the experiences they have as students to their teacher preparation, and these experiences may support or conflict with what they are learning about effective teaching. In this study, we present stories of two first-year teachers who attended a STEM-focused teacher preparation program in the U.S. While effective science teaching requires a multitude of complex practices, we focus on the teachers’ science lesson planning and discourse. These two constructs were chosen as areas of foci because they are introduced in teacher preparation, preservice teachers are often evaluated on these constructs in preparation for licensure, and they are critical components of effective elementary instruction/ Data collection began during their teacher preparation and continued into their first year as teachers and include semi-structured interviews, observation field notes, and video recordings. While both teachers expressed similar intentions for incorporating instruction practices learned in their teacher preparation, we found differences in enactment. We discuss influences, such as school cultures and peers, on beginning teachers’ attempts to translate learning from teacher preparation into their first year as teachers of science and include recommendations for continued support of novice teacher learning.

A need analysis of English proficiency in engineering graduates: perspectives of the world’s leading companies in Thailand

ABSTRACT This study examines the crucial role of English proficiency in engineering careers, specifically within multinational corporations, addressing disparities between industry expectations and graduates’ language skills in non-native English-speaking countries. It aims to bridge this gap by aligning engineering English courses with international job market demands. Focusing on leading Thai companies with global headquarters, the investigation employs various techniques, including interviews, the index of item-objective congruence, the analytic hierarchy process, the analysis of variance, the Wilcoxon signed-ranks test, and a matrix plot. The comprehensive gap analysis highlights verbal communication skills as highly valued by engineering firms, emphasising adjustments in English curricula towards listening and speaking skills, with reading and writing skills constituting a smaller portion. Cross-regional consistency in skill importance is confirmed, facilitating generalisable conclusions. The research underlines the necessity for universities to improve students’ abilities in technical conversations, presentations, and negotiations through tailored lesson plans aligned with industry requirements.

Writing pedagogy in higher education: The efficacy of mediating feedback with technology

Background: Research in the field of writing pedagogy within higher education has extensively examined the significant roles that feedback plays in the development of students’ writing skills. However, comparative studies that investigate the efficacy of teacher-provided written and oral feedback, both with and without the aid of technology, remain scarce. Such research is crucial for understanding the impact of different feedback modalities on student learning and could inform best practices in educational settings.Objectives: This research, which was part of a larger study, specifically examined the impact of teacher-provided feedback—both written and oral—on the development of students’ writing skills. We conducted this evaluation within the framework of the process-genre approach, comparing the outcomes of technology-facilitated feedback with traditional methods of delivery. The study sought to determine which forms of feedback, technology-mediated or otherwise, are the most effective in enhancing students’ writing proficiency.Method: It used a sequential explanatory design, selecting 28 first-year students from a veterinary international programme through purposive sampling. The participants were divided into control and experimental groups. Data collection methods included written and oral feedback surveys, pre-test and post-test evaluations, formative essay assessments, and participant interviews.Results: The experimental group, receiving technology-mediated teacher feedback through writeabout.com, demonstrated significantly better writing skills compared to the control group with a conventional lesson plan. Students found the technology-mediated written feedback efficient and precise, but faced language proficiency challenges and sought more personalised interaction. There was a strong positive correlation between this feedback and various aspects of writing achievement, including task response, coherence, lexical resources, and grammatical accuracy.Conclusion: The research highlights the significance of a balanced feedback provision strategy that accommodates the varied preferences of students.Contribution: It adds to the wider conversation on efficacious writing pedagogy within Thai Higher Education, spotlighting the beneficial effects of technology-mediated feedback as part of the process-genre approach.

Students’ Perception toward Microteaching Class in Relation with Internship Program

Microteaching is one of the core courses required by English Language Education students before undertaking an internship program. To be a professional teacher, a teacher must have 4 competencies those are pedagogical competence, personality competence, social competence, and professional competence. Thus, microteaching is needed for students-teachers to help them improve their teaching skills. The purpose of this study is to highlight the students’ perception of microteaching courses on specific topics such as students’ experiences in improving their teaching skills through feedback given by their lecturer and friends, the importance of microteaching for students, and students' need during the process of the microteaching class. The research subjects were 35 undergraduate English Language Education students (2018 cohort) who have taken microteaching courses and internship programs. This research used a qualitative descriptive method using explorative case study. The instruments for the data collection were questionnaires and interviews. The result showed positive attitudes towards the microteaching course. This research discovers the usefulness of microteaching classes in 3 aspects which are enriching students' knowledge before they teach in a real situation in an internship program, improving teaching skills to be implemented in their internship program, and helping students get the basic knowledge from the lecturer for developing lesson plans and learning media. Moreover, it builds student-teachers’ self-confidence and increases teaching skills in peer-teaching.

Critical Analysis of Guidelines for the Implementation of Religious Moderation in Islamic Education Institutions

The high level of publication of religious moderation is not directly proportional to the strengthening of radicalism in Indonesia. Religious moderation has become a public discourse, especially since the publication of the decision of the Directorate General of Islamic Education Number 7272 of 2019 concerning Guidelines for the Implementation of Religious Moderation in Islamic Education. This research analyzes the decision of the directorate general of Islamic Education Number 7272 of 2019. The research method uses a qualitative approach with the type of library research, namely the note-taking technique. This research shows that several guidelines need to be discussed again. Firstly, lesson plan administration is not required to include indicators of religious moderation learning. Secondly, the unique material on religious moderation does not stand alone but is only presented substantively. Third are teachers' human resource competencies in religious moderation, especially components. School. Fourth, the character of Islamic boarding schools in terms of accommodation for religious moderation. Publication of religious moderation, in particular at public universities.

ACCENTUATING THE HEART OF TEACHING: THE LIVED EXPERIENCES OF STUDENT-CATECHISTS

For more than a decade, St. Mary’s College of Tagum, Inc., Philippines, has been actively involved in the community through the catechetical ministry. It is henceforth, the purpose of this study to accentuate the heart of teaching by exploring the lived experiences of the student-catechists. This employed qualitative research specifically phenomenological design. The researchers used in-depth interviews and focus group discussions. The participants of the study were chosen through purposive sampling wherein participants were selected based on some pre-inclusion criteria. The participants were student-catechists from our school. The responses were gathered through audio recordings. Coding and thematic analysis of participants’ responses were used to extract answers. Results of the investigation revealed that student-catechists view catechism as inspires students and exemplifying good role models. It gives positive experiences by students’ constructive responses, co-catechists shared experiences, and learning from interactive activities. The challenges faced include lack of provision for instructional materials, attitude towards catechism, lack of knowledge, and difficulty in managing responsibilities. Despite these factors, participants learned to cope by lesson planning, proper classroom management and respecting beliefs of others. The results of this study imply that there is a sense of fulfilment on being a student catechist. KEYWORDS: Education, student catechism, college students, phenomenology, coding, and thematic analysis, Philippines

Integrating Socio Cultural Theory and Bloom’s Taxonomy to Overcome Xenoglossophobia and Anxiety in English Language Speaking in Sri Lankan Undergraduates

The importance of knowing a second or a foreign language today has become a pivotal factor with regard to education, travel, trade, business, information, communication and most importantly to acquire a recognizable occupation. Even so, obtaining a job related to a graduate’s educational background in the Sri Lankan context at present, is a challenging task. Having realized this, the local government of Sri Lanka have been taking measures in teaching English at local government schools from Grade 3 onwards since 1950’s. Nonetheless, even by the time the Sri Lankan local government school children enter university after engaging in English language learning for over a decade and subsequent to Ordinary and Advanced level examinations, their English-speaking skills stand at a marginal level with traits of xenoglossophbia and anxiety. Thus, the aim of the study is to find out the main factors that influence xenoglossophobia and suggest strategies to overcome them. A sample of 32 Engineering undergraduates from the first year of General Sir John Kotelawala Defence University (KDU) was selected based on purposive sampling technique. The selection process was performed based on an Oral Proficiency Interview (OPI). After having exposed the students to a teaching process for 15 academic weeks, they were re-administered through a post-OPI. The lesson plans were set according to Blooms Taxonomy knowledge-based objectives. Socio-Cultural Theory (SCT) was incorporated when designing the lessons. Data was analyzed via a mixed approach. The findings revealed that the students had increased motivation and confidence to speak English as they were exposed to a gradual process of self-autonomy. Paving way for authentic speaking opportunities via Task Based Activities (TBA) and making students aware of the importance of English language communication for employment purposes from school levels is highly important. Further, teacher, learning environment and material play a considerable role in motivating language learners while self-negativity is a main reason for the majority to possess xenoglossophobia which adversely affects their future employability.

THE CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHODOLOGY AT ENGLISH LESSONS IN GENERAL SECONDARY EDUCATION INSTITUTIONS OF UKRAINE

Methodology of content and language integrated learning (CLIL) is a gradual replacement of cramming and sometimes unconscious repetition. The principle of integration and functional contextual mastering of a foreign language have become extremely popular in the world, and have also made it possible to determine the advantages and problems of implementing the content and language integrated learning method into the educational process in many countries of the world. The given article is devoted to the issue of using the methodology of content and language integrated learning (CLIL) at each educational level of the Ukrainian education system, its methodological tasks are considered at each structural stage. Attention is paid to the main conditions for the successful implementation of the method of content and language integrated learning (CLIL) in Ukrainian secondary education institutions. The general principles of lesson planning and a series of English language lessons in Ukrainian secondary schools are considered.

Preservice Secondary Teachers’ Mathematical Knowledge for Teaching: Focus on Reflective Practice

ABSTRACT Mathematics education researchers have highlighted that preservice secondary mathematics teachers (PSTs) need opportunities to learn how their content knowledge is contextualized during instruction. Mathematical Knowledge for Teaching (MKT) subdomains provide a way to understand mathematics discipline-specific knowledge that is unique to the profession of teaching. Using a single case study design, we investigated how 11 secondary PSTs described MKT subdomains as they engaged in approximations of practice in the form of lesson planning, peer teaching, and associated guided reflections. The findings demonstrated that the PSTs referenced the MKT subdomains related to planned teacher actions (e.g., posing scripted questions) in their initial reflections. As they progressed through the approximations of practice and associated reflections, they began reflecting on MKT subdomains related to contingency actions and decisions (e.g., modifying mathematical tasks based on students’ thinking). Findings also demonstrated that, after experiences reflecting, the PSTs described a broader set of MKT subdomains (e.g., curricular trajectory) in addition to their responses to the specific prompts. We argue that providing PSTs with opportunities to reflect on their practices through the lens of MKT is an effective way to develop their understanding of how content knowledge is contextualized during mathematics teaching.

THE APPLICATION OF ENGLISH FUN DUBBING APP AND PROBLEM-BASED LEARNING FOR ENGLISH LISTENING SKILL OF THE FIRST-YEAR SECONDARY VOCATIONAL CHINESE STUDENTS

The objectives of this study were to improve the first-year secondary vocational Chinese students’ English listening skills and examine their satisfaction with the application of the English Fun Dubbing APP and problem-based learning (PBL). We obtained the quantitative data using four lesson plans, a pretest, a posttest, and a 5-point Likert scale questionnaire. We analyzed the collected data using means, standard deviations, and paired sample t-tests. The pretest and posttest results showed a significant improvement in the students' English listening skills, with a pretest mean score of 60.00 (SD = 3.73) and a posttest mean score of 67.10 (SD = 5.38), respectively. The questionnaire data showed that students rated all items at both the highest and lowest levels. Simply put, the students were remarkably satisfied with the application of the English Fun Dubbing APP and PBL in learning English listening skills. The study's findings clearly demonstrated that China and other countries should apply English Fun Dubbing APP and PBL as another effective method for teaching and learning English listening skills.

EFL Teachers’ Voices in Differentiated Instruction

Abstract: All children in Indonesia have an equal right to education at their level, and the curriculum acknowledges the diversity of Indonesian classrooms. Teachers must consequently incorporate this into the design of their lesson plans. In order to give students alternative possibilities for obtaining information, differentiated instruction involves rearranging classroom instruction and learning methodologies. Teachers may be familiar with the idea of varied education, but they frequently struggle to incorporate difference in terms of content, method, and output in their classrooms. In the framework of differentiated education, this thesis investigates the points of view and experiences of EFL (English as a Foreign Language) teachers. The purpose of this study is to hear these teachers' voices as they discuss the opportunities and difficulties that varied education methodologies in various classroom contexts bring. The study highlights the perspectives of EFL teachers on how differentiated instruction should be implemented. The results show how different educational approaches, assessment methods, and classroom management strategies are used by teachers to meet the various learning demands of their students. The study reveals the struggles and obstacles faced by EFL teachers as they attempt to strike a balance between the demands of a standard curriculum and the particular needs of each of their students. It also underlines how important professional development is in giving teachers the abilities and information required for successfully implementing differentiated instruction. The study's conclusion emphasizes the importance of administrative policies, administrative support systems, and teamwork in determining the overall success of courses for differentiated instruction. Keywords: differentiated instruction, challenges, EFL Classroom, Professional Development.

Analisis Kebutuhan Pengembangan Kurikulum dalam Implementasi Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar

The independent curriculum represents a new educational paradigm aimed at addressing the challenges of the 21st century, focusing on the development of skills such as critical thinking, creativity, collaboration, communication, problem-solving, and digital literacy. Despite these goals, the practical implementation in elementary schools has proven challenging, with student engagement in lessons remaining low. This study seeks to analyze students' critical thinking abilities and teachers' expectations regarding these skills. Using a descriptive qualitative method, data were collected through interviews and observations at SD Negeri Karakan 01, Weru District, Sukoharjo Regency. The findings indicate several obstacles in implementing the Independent and K13 curricula, including inadequate development of ATP and lesson plans tailored to student needs, monotonous teaching models, and difficulties in time allocation for project-based learning. Although evaluation activities are conditionally conducted at the end of each lesson, the overall implementation of both curricula has not effectively enhanced students' critical thinking skills. This study highlights the need for more dynamic teaching approaches and better curriculum development to meet the educational demands of the 21st century.

Identification of Student Misconception Level Through The Four Tier Dignostic Test as A Result of The Implementation of E-Module Development

Learning in Kurikulum Merdeka guides students not only to wait for information from the teacher, but also to independently obtain good learning resources. Each student's literacy skills will influence their ability to understand material. Students having a misconception still becomes a big threat, therefore the students need specially designed learning media based on materials needed which is listed on the teacher's lesson plan. The learning media was developed in e-modules that can be used both offline and online so as to help reduce misconceptions in the material being studied. This study aims to identify the level of students' misconceptions between classes that use e-modules and those that do not. The research design used a posttest only control group design with questions of the type of four tier diagnostic test. Students answered by google forms and analyzed based on the Certainty of Response Index (CRI) criteria. The results of the implementation of e-modules, that have been developed based on the needs of the teacher's lesson plan, show differences in the level of misconceptions between classes that use it and those who don't. In the experimental class, 33.4% of students stated misconceptions, while in the control class it was 51.7.

Investigating EFL teachers’ lesson planning for chatbot-assisted learning of argumentative writing: a TPACK perspective

ABSTRACT This study examined how teachers integrate chatbots into English as a foreign language (EFL) teaching and learning, drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework. Ten teachers were invited to design lesson plans for teaching argumentative writing using a chatbot named Argumate. We analyzed the teachers’ professional knowledge, as demonstrated in their lesson plans. Additionally, interviews were conducted to understand the teachers’ reasoning behind their instructional planning. The results revealed that the teachers adopted three approaches to chatbot integration, including teacher instruction followed by chatbot use, chatbot use followed by teacher instruction, and chatbot use supplemented with teacher instruction. Moreover, the teachers demonstrated their professional knowledge by combining the chatbot with different teaching strategies (e.g. collaborative learning and experiential learning) and using the chatbot to design learning activities (e.g. chatbot-assisted writing practice and chatbot-supported debate activities) that leveraged the chatbot’s strengths. The teachers’ professional knowledge was also evident in their ability to identify the chatbot’s limitations and supplement chatbot-related activities with additional activities to provide comprehensive support for students’ writing development. The findings shed light on the potential of chatbots as a language learning tool and the importance of teachers’ professional knowledge in integrating chatbots in the language classroom.

Supporting and Inhibiting Factors In The Application of The Jigsaw Method In Class V Science Subjects In Elementary School

This research describes the supporting and inhibiting factors in implementing the Jigsaw method in science learning for class V elementary schools. The type of research used is a case study with a descriptive qualitative approach. Data collection techniques are interviews, observation and documentation. Miles and Huberman model data analysis techniques which include data reduction, data presentation, and data verification. The results of the research show that the supporting factors are the fulfillment of school facilities and infrastructure, as well as the active role of the school, both by teachers and school principals through programs that are able to increase teacher competence in relation to learning at school and the inhibiting factor is that the jigsaw method requires a long time. old and smart students tend not to want to be put together. The application of the jigsaw method in grade V elementary school science learning begins with the preparation of learning tools such as lesson plans. The teacher carries out the implementation process in learning, including initial or opening activities, core activities and final activities. The initial activities were carried out by the teacher by providing motivation and apperception. In the core activity, the teacher implements the Jigsaw method through the steps that have been prepared. In the final activity, the teacher provides a conclusion. The evaluation process is carried out through written tests. The results show effectiveness in the learning process and are able to improve learning outcomes for student.

Collective argumentation in elementary school: an experience of reasoning with data in an online open class

PurposeThis paper aims to describe the statistical arguments produced by third-grade students (8–9 years old) and to identify the teaching support for collective argumentation in a lesson based on data comparison. A Lesson Study Group researched and planned the lesson around a problem from the official mathematics textbook.Design/methodology/approachFrom an interpretative perspective, we have analysed the arguments produced by students in a situation where they should give reasons to support or refute some claims based on data analysis. We looked at how some teaching support strategies promoted collective argumentation.FindingsThe strategies outlined in the lesson plan enabled the teacher to foster collective argumentation, encouraging students to provide reasoning based on data analysis. The lesson plan served as a means of improving the context presented in the textbook, guiding the development of well-structured teaching, and promoting high-quality teaching practices.Research limitations/implicationsOne of the limitations, and future lines of research by the LSG is the deepening of teachers' understanding of the support required for CA in their classrooms so that they can distinguish the components of an argument and their role in and interpretation of the effectiveness of the arguments. In addition, the lesson plan did not consider in depth aspects such as the argumentative processes of the students, nor did it implement specific actions to promote argumentation. Addressing these limitations would be interesting and is necessary, considering that teachers still do not understand the key role of argumentation in learning and that the mastery of CA strategies is still a challenge for initial teacher training and for professional development programs for teachers.Practical implicationsFor research purposes, evidence is presented of the types of teacher support in collective argumentation in a comparative task of two dot plots. For teaching purposes, these types of support can be pointed out within Lesson Study Groups and included in lesson plans, allowing discussions and base-data argumentation.Social implicationsThe research has social implications in civic development, educational inclusion, and adaptation to technological and pandemic changes, with a focus on inferential statistical reasoning and the crucial role of the teacher in facilitating collective argumentation in the online school classroom.Originality/valueThe study enriches knowledge about the potential of Lesson Study and the possibilities of planned online lessons to develop professional learning on collective argumentation with data, as exemplary teaching practices that should be widely shared.