Series Of Lessons Research Articles

Het didactiseren van bewuste taalvaardigheid

Various contextualized and cross-linguistic approaches of grammar teaching have yielded significant transfer effects on both metalinguistic knowledge and proficiency in reading, writing, listening, and speaking in the first and second languages. Nevertheless, a similar approach is absent in language teaching in the Netherlands, perpetuating the discrepancy between the intended, implemented, and attained objectives. This study endeavors to remedy this discrepancy by examining the effective characteristics of teaching materials promoting language awareness. To this end, a contextualized, cross-linguistic lesson series on the concept of ‘syntactical function’ was designed, targeting upper secondary students (aged 15-16) drawing from four design principles and an analysis of the Dutch, the English and the German language. Subsequently, the lesson series underwent expert consultation, focus group interviews and various impact measurements, yielding a significant positive influence on students’ motivation and language awareness in all three languages. This underlines the potential value of teaching materials promoting language awareness.

Gravitational time dilation in a high school lesson

Abstract In almost all countries, the Ministry of Public Education has introduced the topics of special and general relativity into the high school curriculum. For example, in Italy the teaching of so-called modern physics (quantum mechanics and relativity) was introduced in the last year of high school. The students are approximately 18 years old and, although the arguments are addressed in an introductory and qualitative way, they are also a topic for the final exam. Einstein’s theory fascinates young students, but it is not always easy to explain the revolutionary effects it predicts. For this reason, we have organized a series of in-depth lessons trying to derive the space-time distortions in a way suitable for the young age of the students. In this frontline we summarize a derivation, suitable for high school pupils, regarding gravitational time dilation.

More than Steepness: Introducing Slope Quantitatively with Interactive Dynamic Representations

We report on a long-term collaboration with ninth-grade mathematics teachers at a linguistically diverse high school in which we examined the intersection between mathematics and language, and how language and mathematical thinking can be developed together in a multilingual setting. We co-designed lessons that promoted conceptual understanding, increased students’ access to grade level mathematics and created opportunities for students who are classified as English learners to participate in discussions. Our content focus was linear and exponential rates of change. In this article, we focus on linear rate of change and its connection to slope. After identifying three distinct meanings for and uses of slope in a ninth-grade mathematics textbook: (a) slope as steepness, (b) slope as rate of change, and (c) slope as a property of collinearity (presented in this order) and observing student interactions around slope concepts, we considered whether it may be more beneficial for students, particularly emergent multilingual students, to develop a robust quantitative understanding of slope first, then introduce the other two meanings of slope as an application of rate of change. To achieve this, we created a series of lessons incorporating dynamic interactive technology and mathematical language routines. We share three of these lessons in this article and include a classroom vignette illustrating the classroom interactions that were achieved through using our first Desmos activity.

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.

Building mathematical micro-identities through supporting productive struggle

ABSTRACT We designed a series of lessons that adopted supporting productive struggle practices, and explored how mathematical micro-identities emerged in the moments of productive struggle and what connections exist across micro-identities and productive struggle. We found that the low-achieving students had moments of both mathematically capable and incapable micro-identities, when offered, which reciprocally created moments of productive struggle and no struggle; and that the positions a teacher takes, between supporting productive struggle or not, directly impact the formation of micro-identities. The results suggest that supporting productive struggle strategies could be an avenue to develop mathematically capable micro-identities.

Using Roblox to Explore Natural Selection

This is part of a series of biology lessons that teach 9th to 12th graders about natural selection and uses the Roblox game to engage students. This lesson begins with a reminder to students about expectations and rules regarding appropriate use of technology, which can provide opportunities to explore scientific concepts in the virtual environment of Roblox. Students are expected to explore the Darwin postulates of natural selection using the examples provided. Then they discuss their findings with fellow students. This discussion is followed by an activity where students model evolution using previously created Roblox games. Next, students create their own Roblox game. This lesson concludes with students exchanging their finished games for others to explore.

Effects of socioscientific issues-based teaching on attitudes: Students’ resources as moderator

Engagement with socioscientific issues (SSI) is seen as an important citizenship goal of SSI-based science education. In this experimental study, Dutch students (age 8 to 13) participated in lesson series in which they learned about and discussed SSI, such as issues related to the textile industry and wastewater. Attitudes toward SSI indicating engagement were measured among relatively large experimental (n = 236) and control (n = 192) groups prior to and after the intervention. Multilevel analyses showed a positive effect of SSI-based teaching on collective efficacy and no effects on the other seven attitude components. Furthermore, we investigated whether the effects depended on students’ SSI-related resources. Students’ profiles for use of sources of knowledge (USK) moderated the effect of condition on self-efficacy and—depending on analysis type—on personal relevance, positive feelings, and collective efficacy. The positive impact occurred mainly for students with low USK. We discuss implications thereof for SSI education.

A hands-on activity to introduce the structure of NV-center quantum bits in diamond

For the start of a secondary school level lesson series on quantum computing, we designed a hands-on modeling activity where students construct a model diamond lattice with a nitrogen vacancy (NV) defect. NV centers find application as qubits and sensitive magnetometers. This activity aims to help students visualize the structure of such NV centers within the diamond lattice, making the subject matter more tangible. The activity has proven to be challenging but feasible. It features both collaborative and competitive elements thereby surely creating an energizing buzz in the classroom.

Refining a design thinking-based requirements elicitation process: Insights from a focus group

Requirements elicitation processes have a series of challenges and limitations in terms of business process focus, system transparency, and dealing with the complexity resulting from interdependence. The Design Thinking approach, which focuses on people and on understanding the context of problems, can contribute to solving them. For this reason, a requirements elicitation process based on Design Thinking has been defined, consisting of three activities: Empathise, Synthesise, and Ideate. For refining this process, a focus group discussion with experts was conducted. The experts provided feedback, specifically on the role of empathy in the process, its domain of application and activities. The results analysed from the focus group confirm the usefulness of the process and generate a series of lessons learned that allowed us to continue refining it. This paper presents the cited process, the main characteristics and results of the focus group and the refined process.

Prototypes all the way Down

This paper examines enactments of prototyping in a recent experimental effort to introduce ‘Technology Comprehension’ (TC) as a mandatory school subject in the Danish Public School. The overall concern of the programme was to educate young people to become not only users, but makers and analysts of the digital technological society. We adopt a social-theoretical view of prototyping that suggests it has moved well beyond design, and has become part of a broader cultural repertoire. We explore the capacity of prototyping as a site of social knowledge-production, illuminating prototypes as instruments of experimentation, epistemic negotiation, and civic participation. We analyse two prototypes: 1) an artefact that was the outcome of a pupil’s work in a TC lesson; 2) an experimental lesson plan called ‘App Design’ put to use by a teacher in a series of 5th grade TC lessons. Attending to how prototyping is performed in the pupils’, teachers’, and subject matter experts’ making, demoing, testing, and iterating on ‘first type’ tangible and material artefacts–prototypes. Prototyping in the trial programme can be understood as the rehearsal of chaotic conditions, in the teacher-pupil relation, and in the pupil-world relation. Prototyping can absorb the seeming impossibility of bridging ‘theoretical’ and ‘practical’ knowledges, and make new social and material agencies arise. The trial of TC seems in this light as much as an experiment in rendering social relations and knowledge-making, open-ended and experimental as it is an experiment in cultivating that exact attitude towards technology, but also towards societal affairs and knowledge-production.

Navigating the dilemmas of mutual aid: International student organising in Sydney during the COVID‐19 pandemic

AbstractIn 2020, thousands of international students found themselves stranded in Sydney, Australia, with the suspension of international travel and closure of borders. While many lost their livelihoods due to lockdowns, the Australian government excluded international students and other temporary visa holders from all forms of income support and disaster relief—resulting in food and housing insecurity and social isolation. This article describes and analyses the forms of mutual aid and support that international students organised to address their situation. In providing an account of their efforts, we consider them as forms of care infrastructure and draw particular attention to the institutional relationships that were involved: interfaces with faith, community and labour organising; confrontations with state agencies and the higher education sector; and institutionalisation into a formalised and state‐funded community organising initiative—the Oz International Student Hub. We examine the evolution of these relationships as responses to a series of strategic dilemmas, as students sought simultaneously to care for one another and to confront the forces that produced their precarity and isolation. And we draw out a series of lessons we can learn from their efforts about how mutual aid can avoid the pitfalls of charity and state welfare, while institutionalising more durable political spaces that do not have to be invented anew with each fresh crisis.

Computational Thinking in Secondary Mathematics Education with GeoGebra: Insights from an Intervention in Calculus Lessons

Nowadays, mathematics teachers in K–12 strive to promote their students‘ mathematical knowledge and computational thinking (CT) skills. There is an increasing need for effective CT-embedded mathematics learning material and a better understanding of students’ views toward them. In this work, we present the results of a research study, which included the design of a six-lesson learning activity aimed at fostering 16- to 17-year-old secondary students’ CT skills in calculus lessons using the dynamic mathematics software GeoGebra. Our goal was to investigate how students experienced the CT-embedded calculus lessons with GeoGebra and what challenges they faced during their interaction with the learning material and software. We collected and analyzed data from students’ code in GeoGebra, workbooks, semi-structured interviews, and questionnaires. Our findings suggest that most students mastered using CT concepts in calculus activities to a satisfactory degree and could reason about their computational solutions using GeoGebra and the generated graphs. Students’ understanding of the mathematical content knowledge introduced was essential to complete the lesson series successfully and unnoticed gaps in prior knowledge emerged. Our study shows that students appreciate the CT-embedded calculus lessons and GeoGebra’s exploratory approach to mathematics problems when provided with appropriate support. We conclude that an integrated approach to mathematics education and CT is viable and can contribute not only to fostering CT but also to increasing interest in mathematics.

Особенности использования интерактивных видеоматериалов при формировании иноязычной социокультурной компетенции младших школьников

The aim of the study is to theoretically substantiate the possibility of forming foreign language sociocultural competence among younger schoolchildren during English language lessons in primary school with the use of interactive video materials. The paper examines the features of the use of interactive video materials in teaching foreign languages, including with the purpose of forming foreign language sociocultural competence among primary school pupils. The scientific novelty of the study lies in creating a methodology for using interactive video materials in order to form foreign language sociocultural competence among primary school pupils. As a result of the study, a series of lessons / extracurricular activities on sociocultural topics were developed, including methodological recommendations, lesson notes and thematic interactive video materials themselves, which can be used by teachers during lessons or extracurricular activities in order to form foreign language sociocultural competence among primary school pupils.

Promoting hEalthy Diet and Active Lifestyle (PEDAL): a protocol for the development and feasibility study of a multicomponent intervention among primary school children in Singapore

BackgroundSetting healthy lifestyle habits during the formative years of childhood is critical as habits can track to adulthood and help prevent obesity and chronic disease risks in later life. While multicomponent interventions have been shown to be effective in changing the lifestyle behaviours of children, there is a limited understanding of the feasibility of such interventions in primary schools in Singapore. A multiphase mixed method study was conducted to develop and examine the feasibility of a theory-based multicomponent school-based intervention—Promoting hEatlthy Eating and Active Lifestyle (PEDAL).MethodsUnderpinned by Kincaid’s ideation model, the PEDAL intervention was developed to increase fruit and vegetable consumption and decrease sedentary behaviours among children. This study consists of three phases. Phase 1 details the development of PEDAL, which consists of four components: (A) a series of interactive health education lessons, (B) actionable home activities to support habit formation, (C) parental/guardian engagement, and (D) optimising the school environment. In Phase 2, components A and B of PEDAL were implemented in two public, co-educational primary schools among Primary 5 students (aged 10–12 years) in Singapore. Data was collected quantitatively using questionnaires and qualitatively using focus group discussions (FGDs) with students and teachers. The feasibility dimensions of components A and B, including recruitment capability, data collection, social validity, and practicality were examined, and ideation on healthy eating and physical activity was explored. In Phase 3, the full PEDAL intervention was pilot-tested in two other public, co-education primary schools with the same target population, using a concurrent mixed method quasi-experimental study design. Feasibility dimensions and potential effectiveness of the intervention will be assessed.DiscussionThis study will provide insights into the feasibility of PEDAL and inform its refinement. Findings from the pilot test will guide the planning of a larger-scale definitive trial.Trial registrationRegistered with ISRCTN registry (ISRCTN16114046) on 16 October 2022.

Constructing a game engine: A proposed game engine architecture course for undergraduate students

This paper presents a structured series of lessons for teaching undergraduate computer science or game development students how to construct a game engine using C++ and standard graphics APIs such as OpenGL or DirectX. Our proposed course content discusses rendering topics, game object management, scene management, and rigid body physics where learners are tasked to incorporate them into a fully functional prototype scene editor. By incorporating actual coding into the course, students can gain a better understanding of low-level engine features and also hone their programming skills. In addition to the learning content, we provide recommended assessment methods. We include discussions about our teaching experience in handling a game engine architecture course, titled GDENG03, which 36 students have passed. Our paper stands out from related works by providing a framework for interested educators on how to write a 3D game engine and how to teach the same in class. Based on our actual delivery of GDENG03, all 36 students achieved high scores of >80% out of 100 which demonstrates the effectiveness of our learning content. We received positive student feedback, such as a better appreciation of game engines, while suggestions for course improvement were raised, such as using simpler terminologies and better workload management. Based on student scores and feedback, we can attribute the success of our students’ learning to our inclusion of practical coding examples and discussions, highlighting their relevance to mainstream game engines. The learning materials and accompanying source code can be accessed in the following link: .

Working with digital textbooks or printed materials: A study with boys and girls on conditional probability

The integration of dynamic visualisations, feedback formats and digital tools is characteristic of state-of-the-art digital mathematics textbooks. Although there already is evidence that students can benefit from these technology-based features in their learning, the direct comparison between the use of a comparable digital and printed resource has not yet been sufficiently investigated. We address this research gap by contrasting the use of an enriched digital textbook that includes these features and comparable printed materials without them. To do so, we investigate the achievement of 314 students in a pretest-posttest control group design in a five-hour series of lessons on conditional probability. Using the Rasch model and mixed ANOVA, the results indicate that students can benefit from digital textbook features, especially compared to the use of comparable printed materials. In line with other studies on mathematical achievement and the use of digital resources, our study also shows differences between boys and girls. It seems that particularly girls benefit from the use of the digital textbook, whereas, for the boys, it does not seem to make a difference what kind of resources they use. The group and gender differences are discussed against the background of other studies considering that, especially in Bayesian situations, the way statistical situations are visualised can be decisive for a student’s performance.

Konstruktivističko obrazovanje budućih nastavnika stranih jezika - principijelno procenjivanje didaktičke vrednosti aktivnosti uvežbavanja stranih jezika

This paper addresses the development of a key teacher competence-activity evaluation, as well as adaptation and design-to cater for mixed-ability classes. In the context of English as a foreign language (EFL) teacher education, the question is how early, within what framework, and under what procedures students should be taught this competence. Practicum teaching at university has been found to lack in validity, learner-centeredness, and heterogeneity, be it at the level of an activity, a series of activities, a lesson, or a series of lessons. Action research was conducted to address this issue, basing a part of an introductory English Language Teaching (ELT) methods course on developing students' awareness and putting into practice Ur's seven principles of activity conceptualisation, with a particular focus on validity, volume, and heterogeneity. The students were asked to apply these principles in teaching mock-up lessons to their peers and to analyse to what extent the principles qualified their peers' lessons and the practice of in-service teachers they observed in primary and secondary schools. The content analysis of the students' reports shows the majority both comprehended and consistently applied most of the principles, while a small number demonstrated a proper and thorough understanding of all the criteria, consistently and correctly applying them in their observation reports and in designing and teaching their mock-up lessons. Very few students consistently adopted some of the concepts incorrectly or non-specifically. No comprehensive analysis is offered of how the students' mock-up lessons were guided by the activity evaluation criteria explored. It remains to be seen if and to what extent students apply the principles in the final-year practicum, after criteria-based activity evaluation, adaptation, and design are integrated in their second ELT methods course, which focuses on developing skill teaching.

Problematika Pembelajaran Bahasa Arab di Madrasah Ibtidaiyah Negeri 1 Medan

Learning is the activity of educators and students in transferring knowledge and absorbing knowledge, and learning has the ultimate goal, namely that teachers hope that students will gain useful knowledge in the classroom and have good character after receiving a series of lessons. Learning still focuses on increasing students' understanding gained from the presentation of the material and the teacher's explanations. However, it turns out that learning still cannot be avoided from problems, especially in the field of foreign languages, both experienced by teachers and students. Therefore, researchers focus on discussing problems in learning Arabic. Researchers took the location and samples from Madrasah Ibtidaiyah (MI) Negeri 1 Medan. This research was conducted using qualitative methods by conducting field observations. The researcher's aim is to get points that are problematic in learning Arabic in MI so that they can be used as a reference for educators or prospective educators in finding solutions in the future. The problems that exist in this school are that it is difficult for students to control their emotions considering that they are still children, then when teaching educators only use one method, namely the lecture method, the language they have mastered is minimal, the facilities and media for teaching are lacking. adequate, and the use of Arabic is only applied in class.

Computational Thinking: A Proposed Formative Assessment Rubric for Physical Computing Courses

The term Computational Thinking (CT) is commonly acceptable as a 21st century skill in reading, writing, and arithmetic, causing many states to adopt new policies as far as the curriculum, didactic material, teaching and learning methods, as well as assessment methods. In this frame, we have developed a series of Arduino lessons for teachers’ training, including physics computing and computational thinking development. For the training material quality improvement, we have developed a set of assessment criteria (Rubric) that will be used during the teacher’s training course resulting in the formative assessment. The aim of this work is to analyze and justify the rubric’s format and priorities, as well as to inform the teachers’ trainers about the course assessing priorities.

Aesthetic surprises and considerations when researching marine science education with art

IntroductionWhy was the study undertaken? What was the research question, the tested hypothesis or the purpose of the research? The research question is: What are the implications of disciplinary aesthetics when marine science meets art in educational research? Children in schools from Victoria, Australia were engaged in a series of marine science fieldtrips, workshops and lessons based on the Great Southern Reef, a temperate marine environment of Australia. They created drawings based on provocations, to depict their knowledge of marine species, before and after these education experiences.MethodsWhen, where, and how was the study done? What materials were used or who was included in the study groups (patients, etc.)? This paper shares the mixed methodology used by focusing on the qualitative methods used, that arose out of a need to understand the role of aesthetics in this research project. This paper documents the analysis of data that included children’s drawings and dialogue between researchers and children from interviews. We discuss insights into the role of aesthetics that were revealed in the visual and narrative data from perspectives of children’s learning and how the researchers were able to understand this. These findings are discussed considering the teaching intentions and procedures used, the importance of this multimodal approach to research that revealed aesthetics of science, visual art and language in education.ResultsWhat answer was found to the research question; what did the study find? Was the tested hypothesis true? The research reveals the important role drawing has when trying to understand the students’ varying degrees of understanding marine science education. Variables include: their prior experience with marine environments, students’ drawing abilities, stylistic elements (that can render an image ‘confident’ or ‘sketchy’), compositional devices and use of perspective that their drawings depict (looking at a pier from underwater or through snorkel goggles). It also includes interpretations and explanations of their drawings and other uses of language such as the use of written labels to reinforce or clarify parts of their drawings.DiscussionWhat might the answer imply and why does it matter? How does it fit in with what other researchers have found? What are the perspectives for future research? This research reveals the important role of multi-modal approaches in science learning and the significant and dependent role of visual art and words, for students to communicate their learnt content knowledge. It highlights the aesthetic experiences that must be taken into consideration when teaching, learning and when understanding what has been learnt.