Use Of Lessons Research Articles

Bridging Content and Language in English-medium Engineering Programs

English-medium Instruction (EMI) is increasingly being implemented in diverse educational settings where English is not the primary language. However, a persistent challenge of EMI implementation lies in the scarcity of high-quality EMI teaching materials that effectively enhance both content knowledge and language acquisition. This study aimed to investigate how language is integrated with content in EMI lessons and to assess their efficacy. The study involved three Civil Engineering teachers, three language teachers, and 102 students. Data collection instruments comprised journals kept by content and language teachers during the EMI materials development process, pre-tests and post-tests, satisfaction surveys, and semi-structured interviews. The quantitative results were analyzed using descriptive statistics and t-tests, while content analysis was used to analyze qualitative data. Results revealed that students expressed high satisfaction with the materials, noting increased participation in EMI classes, enhanced content comprehension, and heightened awareness of language use in lessons. Nonetheless, the design process of EMI materials is intricate, non-linear, time-consuming, and demanding of pedagogical expertise. While collaborative efforts between content and language teachers have appeared promising in theory, practical implementation in real contexts has proven to be challenging. It is recommended that the EMI materials developers possess pedagogical knowledge on content and language teaching, recognize the iterative and complex nature of the material design process, and the need for ongoing communication with the respective to enhance the success of the collaboration.

Застосування віртуальної дошки miro для активізації навчальної діяльності на заняттях з медико-біологічних дисциплін

The work aim is to study the Miro interactive board use while learning biomedical disciplines by future PE teachers. Methods used in the work are practical, synthesis, analysis, comparison, and abstraction. The features of existing virtual boards used in the educational process are analyzed with a focus on their advantages and disadvantages. The potential of the Miro virtual board use for improving the educational process is highlighted: ease of use, multifunctionality, ample opportunities for creating various tasks and performing different kinds of activities (writing, sketching, drawing, calculations, etc.), providing educational material in an interesting and visual form, intensification of students’ learning activity and formation of a working atmosphere in lessons and positive emotions. The organizational, content, activity-related, and emotional components of work with the Miro virtual board are considered. The work studies the Miro online board’s abilities for active learning process organization in classes of biomedical disciplines for students – future PE teachers in higher education institutions. The peculiarities of creating matching tasks, sequence tasks, and tasks on object classification are considered. Methodological recommendations are provided for organizing various tasks involving texts, for creating association tasks including their preparation, peculiarities of use in lessons both for group and individual forms, and options for discussing results with students. Methodological requirements for the project activity implementation have been developed: selection of relevant research topics, creation of a poster template; comprehensive demonstration of work results, optimal and aesthetic design, organization of discussions, and making conclusions. Keywords: Miro online board, learning activity intensification, online learning, biomedical disciplines, higher education institutions.

Learned Lessons Management Model for Project Administration

Around the world, organizations are turning to best practice methods and standards to guide the development of their projects. However, simply following these guidelines does not guarantee success in the execution and conclusion of a project. This research focused on designing a management model for the lessons learned throughout the life cycle of the projects. The ML3C model, developed as a result of this research, demonstrates its effectiveness in project management by facilitating the systematic collection and organization of valuable information derived from lessons learned from past experiences. This efficient organization of data translates into significant advantages, such as cost reduction, time savings, and improved customer satisfaction when receiving the desired service or product. In conclusion, project management is optimized by using tools that allow the effective use of lessons learned, as proposed in this research.

Aprendizaje autónomo de vocabulario del inglés como lengua extranjera usando recursos multimedia

The purpose of this study was to evaluate the impact of using multimedia resources on the English vocabulary learning as a foreign language in a sample of university students. Following a quantitative approach, a quasi-experimental, longitudinal-prospective study was conducted with 62 university students (42.6% women with mean age of 20.9 and 57.4% man with mean age of 20.6); previously divided into three different groups. For pre and post-training measurements, two instruments were used in their forms A and B, validated in previous studies. As a secondary goal, the influence of the cognates present in both tests on the score and the way of asking them was verified, in consequence an instrument of own design was applied. During the training, the use of lessons from a virtual platform made it possible to present multimedia resources and evaluate autonomous learning in formative manner. In the post-test, only one type of test was applied to each group, detecting significant improvement in three out of the four original instruments. However, the results should be treated with reservations due to the limitation represented by sample size and conduct of the study, in distance mode.

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

The aim of this study was to determine the views of primary school teachers who gave language courses (mother tongue and foreign language) at the primary school level, about the use of information technologies, digital story preparation, and its use in lessons in the language teaching process. In the study, the phenomenology design, one of the qualitative research methods, was used. The participants were primary school teachers and English teachers who took part in the Digital Story Preparation training given within the scope of the European Union Comenius Regio. Among the 30 teachers who joined the training, 14 voluntarily participated in the study. At the end of the training, a written form prepared to consult the written views of the teachers was used as a data collection tool in the study. According to the research results, the teachers had positive attitudes and thoughts about the use of information technologies in the language teaching process and used them in the preparation, teaching-learning process, and evaluation stages of their lessons. However, their tendency to use ready-made e-learning content was found to be high. In addition, it was concluded that the practice-based Digital Story Preparation training they attended was beneficial and that the training contributed positively to their own professional development as well as to their thoughts and attitudes regarding technology integration into education.

Data-Driven Decision Making as a Model to Improve in Primary Education

The digital evaluation field is a new area that arises in the core of education and studies highlight the importance of editing data as well as using ICT to drive internal school improvement. Data- Driven Decision Making (DDDM in advance) executes relatively simple models on carefully targeted data extracted through target questionnaires. This article contributes to the creation of a DDDM plan that considers the evaluation of a primary school in Greece. The research design is based on the DigCompOrg model and uses a quantitative technique through a questionnaire. The results presented include the analysis of the teaching team. Extracted data enabled the researchers to identify the requirements that the specific school must meet in order to proceed with self-evaluation in its digitalization process. The percentage results for teachers’ self-perception of ICT use in lessons, teachers’ digital competence, digital content use, pedagogical evaluation, digital communication with parents and digital support of school leadership indicated that significant changes in ICT integration continue to occur in the specific primary school, ICT culture and most of its components. For these reasons, this article presents a proposal for a DDDM theoretical model plan for primary school improvement presented at the end.

Implementasi Teori Belajar Behavioristik dalam Pembelajaran Matematika

The purpose of this study is to describe the advantages and disadvantages and implementation of Behavioristic learning theory in mathematics learning. The research method used is literature research and conducting studies with Behavioristic learning theorists and using secondary data. The results of the study are as follows: (1) behavioristic learning theory is good for students who are still children or at the elementary and some junior high school levels, (2) this theory is good for use in lessons that require speed, spontaneity, flexibility, etc., (3) simple and easy to apply because they do not pay much attention to elements.

Perspectives of Elementary Teachers on the Teaching of Araling Panlipunan Curriculum to 21st Century Learners: A Phenomenology

This qualitative-phenomenological study comprised the perspectives of Elementary Teachers on the teaching of Araling Panlipunan curriculum to 21st century learners in Laak South District. This study was seen through from Banduras Social Learning Theory (1971). There were fourteen (14) Elementary Teachers who participated in this study. As to participants perception, four major themes emerged: teaching Araling Panlipunan must cater to the needs of the 21st century learners must contribute to the holistic development of learners must promote globally competitive learners and not easy. When it comes to their experiences, three major themes emerged: lack of instructional materials lack of training and seminars of teachers and lack of students interest. With regards to their coping mechanism, five major themes emerged: use of differentiated instruction proper lesson planning download videos of lesson use of ICT and positive attitude in teaching. Lastly, the participants suggestions, four major themes emerged: expose teachers to training and seminars equip teachers with computer assisted instruction provide contextualized materials and provide appropriate instructional materials. The results of this study are meaningful and significant to teachers, learners, Department of Education, government and other stakeholders to support their needs in realizing DepEd mission through promoting competitive learners globally.

Altered prerequisites: A cross-sectional survey regarding cancer care in Sweden during COVID-19 from the viewpoint of contact nurses in cancer care

Contact nurses in cancer care were vital in sustaining cancer care in Sweden during the COVID-19 pandemic. The aim of this study was to investigate their experiences of providing care to people with cancer in these exceptional circumstances to identify emerging challenges and opportunities that must be addressed moving forward. A survey distributed to contact nurses was supplemented with questions regarding the pandemic. The study design was a cross-sectional survey, analyzed with descriptive statistics and content analysis, reported in accordance with STROBE. Almost half of respondents (n = 337) reported not being able to provide the same support as before the pandemic. Analysis of open-ended question responses (n = 232) revealed a main theme: Altered prerequisites for providing care. Three categories related to altered interaction, accessibility, and nursing reality were revealed. Thorough reflection is needed to make use of lessons learned and avoid sustaining the short-term solutions needed to cope with the acute phase of the pandemic.

The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning Programming

This study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the “Nonequivalent Control Group Model”, one of the quasi-experimental models. The participants consisted of second year students (N=94) who were taking the “Basics of Programming” course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the “Instructional Materials Motivation Survey” developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the “AR Attitude Scale” developed by Küçük, Yılmaz, Baydaş and Göktaş (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies.

Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica

Abstract A textbook lesson can be considered as a potential or planned instructional process proposed by the author’s book, which can help the teacher to design and implement an effective instructional process. This permits the application of didactical analysis tools of the onto-semiotic approach to mathematical knowledge and instruction in order to assess the didactical suitability of the instructional process, identify possible conflicts of meaning and potential improvements. In this article, we describe the process of developing a Mathematics Textbook Lesson Analysis Guide using the didactical suitability theory and its operational breakdown into components, subcomponents and indicators. The formulation of the suitability criteria, as rules that permit to guide an informed assessment of the suitability of a teaching and learning process, has led us to carry out a content analysis of the key research on textbook analysis and the consensus adopted in the research community regarding the suitability criteria. Assuming that a mathematics teacher has decided to use a textbook lesson as a resource to help the teaching and learning process of some mathematical content, the analysis guide is presented as a tool that allows the teacher to assess the didactical suitability and facilitate the making of informed decisions about the lesson use in the classroom.

The educational possibilities of augmented and virtual reality technologies

The article reveals the role and place of augmented and virtual reality technologies in classroom and extracurricular activities. Despite the fact that, as educational practice shows, these technologies have a number of advantages over traditional teaching methods, there are a number of problems of their effective implementation in the educational process. In particular, many teachers experience difficulties in using AR technologies in their professional activities, associated with determining their place and role in the specific circumstances of the educational process. The aim of the work is to study the possibilities of using augmented and virtual reality technologies as an innovative technology for organizing the educational process in real school practice. The text discusses various approaches to the implementation of these technologies in the educational space of the school, technological and methodological features of their development within the school informatics course, gives a comparative description of programs and applications for creating augmented reality, presents the development of some elements of augmented reality and reveals the methodological features of their use in lessons and extracurricular activities. As a result of the study, it became possible to consider AR/VR-technologies as an integral part of school educational tools.

Map use in lessons: a videostudy findings

Map use in lessons: a videostudy findings

УПРОВАДЖЕННЯ ФОРМУВАЛЬНОГО ОЦІНЮВАННЯ УЧНІВ В ОСВІТНІЙ ПРОЦЕС ПОЧАТКОВОЇ ШКОЛИ

The article says that for many years, school assessment has been a tool for ranking students. With the change in the concept of the modern school, new approaches to the assessment of academic achievement are being introduced – from now on, assessment should be used to analyze individual progress and plan the individual pace of learning of each young person. The essence of the concept, which is based on the provisions of child-centered pedagogy, is explained – it is “formative assessment”. Forms, techniques, methods of formative assessment and ways of their use in lessons in primary school are revealed. Emphasis is placed on important elements of formative evaluation – self-evaluation and mutual evaluation. The point is that formative assessment consists of components that make it an effective tool for the process of individualization and improving the quality of learning; active participation of students in the process of their own learning; informing them about the learning objectives and assessment criteria; use of self-assessment and mutual evaluation according to the developed criteria; providing feedback that allows students to monitor their progress and identify further learning tasks and ways to accomplish them. It is directly related to a new understanding of the educational process, in which the student, along with the teacher, becomes an active subject of learning and involves the abandonment of rigid reporting and the development of new assessment practices.  

Investigation of secondary school students' attitude towards technology and their STEM perceptions: Turkey sample

STEM (Science, Technology, Engineering, and Mathematics) education is an approach that develops 21st century skills such as career choice in science and engineering, entrepreneurship, innovation, creative and critical thinking. The acronym STEM stands for the disciplines of science, technology, engineering, and mathematics. When looking from the past to the present, it has been observed that there has been an increase in STEM studies. However, there was no study which was conducted on STEM education in Turkey mostly consisted of studies which aimed at determining the interests, attitudes and achievements of students and prospective teachers, and there was no study on the relationship between students' tendencies to technology in STEM education and their STEM perceptions. It is necessary for societies that can rapidly keep up with developing technology and innovations Therefore, in this study, it was aimed to examine the relationship between the perceptions of secondary school students towards STEM fields, determining their attitudes towards technology, students' attitudes towards technology and its use in lessons, and the total perception levels of STEM fields and sub-dimensions. The study was completed in the fall semester of the 2019-2020 academic year. The data of the study were analyzed by quantitative survey model. In the study, ‘Attitude towards Technology Scale’ and ‘STEM Perception Scale’ were used as data collection tools. In the tests applied, the data were analyzed using the Independent Sample t-test, ANOVA, Pearson Correlation Analysis and Regression Analysis. According to data analysis and findings, it was determined that there was a moderately significant negative relationship between the students' attitude level towards technology, and the STEM perception level. In the light of the findings, the importance of STEM education was emphasized and recommendations were made to program designers, researchers and practitioners on this subject.

Determination of the factors affecting teachers’ perceptions of classroom management competence in technology assisted courses

ABSTRACT This study aims at examining the factors affecting teachers’ perceptions of classroom management competence in technology-assisted courses. A total of 365 in-service teachers who work in different cities in Turkey participated voluntarily. Hierarchical regression analysis was utilised for data analysis. According to the results, it was determined that there is a meaningful relationship between the variables related to school and classroom in the technology-assisted courses, the belief in the efficiency of technology use in the course, classroom management profiles and the teachers’ perceptions of classroom management competence. The model with the most explanation for teachers’ perceptions of classroom management competence in technology-assisted courses was model 4, which involved belief in the effectiveness of technology use in lessons. The most important predictor variable on classroom management in technology-assisted courses is negative beliefs about technology use.

Lessons of History: An Impossible Equation? Towards New Perspectives on Historical Learning

Lessons of history are two-sided cultural products. They serve as activeinstruments of temporal orientation in a society in which historical trajectories seem obsolete and the future open, but they are also passively framed within historical cultures that often have prefigured them. Thus, lessons are seldom arbitrarily constructed. While lessons of history for many centuries were highly esteemed as guides to the future from the viewpoint of a practical past, and still are among economists, politicians and social scientists, few professional historians have trust in lessons. The distrust is explained from the lessons’ lack of congruence with traditional professional standards, but also from a frequent use of historical lessons for ideological and political purposes. The purpose of this essay is partly to discuss the theoretical assumptions behind lessons of history, partly to argue in favour of a more constructive use of lessons that can meet reasonable scholarly requirements.

Development of communicative skills of preschool children in cognitive activity

The intensification of the development of society leads to significant changes in the education system. With the release of normative documents in preschool education, global changes have taken place aimed at developing technologies for the communicative development of children in various types of activities. The emphasis is on the development of universal educational skills, through the ability to independently find the necessary information using a variety of technologies and communication with peers and adults. The communicative development of preschool children is of great importance and is a strategic direction of Russian education. In the course of the study, theoretical (annotation, theoretical analysis, pedagogical modeling) and empirical research methods (studying the products of children’s activities, studying preschool documentation, observation) were used. The types of children’s activities aimed at the all-round development of the child have been determined. The communicative skills of a preschool child are systematized, the main features of the cognitive development of preschoolers are highlighted. The result of the study was the substantiation of the effectiveness of the use of lessons on cognitive activity on the development of communication skills of preschool children. Realizing the direction of the development of communication skills of preschool children through the use of cognitive activity, it is important to clearly think over the educational potential of a preschool organization.

Benefits, Challenges, and Opportunities for International Research Collaborations: Perspectives from the Limnology and Oceanography Research Exchange

AbstractWith the ever‐changing advances in the aquatic sciences, more efficient coordination of projects and cooperation between scientists in different countries is needed. The inclusion of scientists across the globe to solve complex ecosystem questions requires effective international collaborations across disciplines. One way to advance this process is through international research collaborations (IRCs) which include the next generation of scientists: graduate students. Through the use of lessons learned from the Limnology and Oceanography Research Exchange (LOREX) program, we provide survey and focus group data to show the benefits and challenges of IRCs and exchanges. We also provide recommendations for participants for future successful IRC programs like LOREX. Many opportunities exist for providing effective professional development for graduate students to ensure that they are successful in incorporating international research in their future careers. Creating programs like LOREX for graduate students could go a long way toward bridging the scientific gaps and improving mutual understanding between countries contributing to diversity in the broadest sense.

Infographics as a means for teaching younger school children

This article focuses on a theoretical review of infographics as a teaching aid for elementary students. In particular, much attention was paid to the concept of the influence of infographics on children, their peculiarities and concepts. And also the main current characteristics of the main concepts are highlighted as describing training as a process, analyze infographic effectiveness as a way of learning information, draw the conclusion of the conducted lesson, determine the influence of teacher competence on the effective use of infographic in the lesson use information technology equipment systemically, Assessing its positive impact on a child of primary school age, not excluding traditional means and methods, Tech-nological approach is implemented, determining an effective method in the system of training in the sub-ject, it is noted that children become more active, cognitive autonomy is strengthened. The information below allows not only to update and consolidate lexical-grammatical skills, but also to produce universal educational actions, because the student gains skills of reading, speaking, writing and understanding the text. Additionally, it is written about availability of receipt of already finished information and about pos-sibility of students to independently extract material and interpret it. Thus it can be noted that it is the verbal and graphic components of infographics together that make it a convenient and interesting object of study in lessons in modern school. Key words: infographics, information and communication technologies, graphs, diagrams, diagrams, tables, school education, teenagers, school children, e-book.