Teaching Methodology Research Articles

국악 교육에서의 PBL 모형을 적용한 메타버스 국악공연 제작연구

This study aimed to develop students' self-directed problem-solving abilities and explore new possibilities for producing Korean traditional music performances in the metaverse by applying the Problem-Based Learning (PBL) model in Korean traditional music education. The PBL teaching-learning process was structured into five stages: encountering the problem, planning for problem-solving, exploring and re-exploring, devising solutions, and presenting and evaluating. Through the process of planning and producing a Korean traditional music performance, students were encouraged to solve problems independently, and they carried out the performances they created using the metaverse platform 'ifland.' The results of the study showed that the production of metaverse Korean traditional music performances, using the PBL model, significantly improved students' self-directed learning abilities and collaborative learning skills. Furthermore, it confirmed the potential of Korean traditional music education within the metaverse environment. This study suggests that the application of the PBL model to the production of metaverse Korean traditional music performances can contribute to the modernization of Korean traditional music education and the advancement of educational methodologies. It also emphasizes the need to expand the use of digital platforms in Korean traditional music education in the future.

Teachers’ Perceptions towards Practical Instruction Approach in Teaching Mathematics: A case of Selected Teachers in Ugandan Secondary Schools

Globally, there is a need to address learners' academic achievement, which has historically been poor, particularly in underdeveloped countries. Practical instruction (PI) approach has been perceived by many teachers as a better teaching strategy. Students in Ugandan secondary schools have consistently performed poorly in their O'Level national mathematics examinations. This has been attributed to teachers' failure to teach these students with practical approach in some examinable topics, making the subject very abstract to candidates. This qualitative case study analyzed teachers' perceptions of the practical instruction approach to teaching mathematics and its impact on students' academic achievement in mathematics. Sixteen teachers from chosen secondary schools in Kigezi and Ankole regions were interviewed for the study in order to understand more about their opinions on the value and use of practical instruction in the teaching and learning of mathematics. The data gathered were analyzed using thematic analysis. The study showed that teachers regard PI as one of the best teaching methodologies since it incorporates components that help improve students' creativity and critical thinking. The study also indicated that teachers' perceptions of practical instruction approaches for teaching mathematics are diverse and influenced by a variety of circumstances. Creating supportive settings, offering professional development opportunities, and providing access to resources can assist teachers in effectively incorporating practical instruction methodologies into their teaching practice, resulting in improved student learning outcomes in mathematics. It is recommended that teachers should be well prepared before commencing the teaching and learning process, including all PI components.

Assessment of the toxicity and hazard of a chelating agent based on a mixture of di- and triammonium salts of nitrilotriacetic acid in water and atmospheric air

Introduction. The article evaluates the toxicity and danger of a chelating agent based on a mixture of di- and triammonium salts of nitrilotriacetic acid. The relevance of the study is related to the assessment of the impact of this substance on water and atmospheric air, especially in the context of its use in oil production and potential release into the environment and impact on humans. Material and methods. The studies included assessing the effect of the substance on the organoleptic characteristics of water, the process of self-purification of water bodies, as well as conducting acute and subacute toxicological tests to study the effect of the mixture on the body of warm-blooded animals. Results. For a mixture of di- and triammonium salts of nitrilotriacetic acid, a value of 70 mg/l is recommended as the threshold concentration for the organoleptic indicator, the limiting indicator is odor. The mixture does not affect the processes of self-purification of water in water bodies at the maximum studied concentration. Toxicological studies have shown that the mixture is classified in the 3rd hazard class (LD50 2250±250 mg/kg) and has a high degree of accumulation. In addition, it has a moderate irritant effect on the mucous membrane of the eye and intact skin upon repeated application, and does not have a skin-resorptive effect. After prolonged exposure, the mixture affects the blood parameters of animals, as well as the functional state of the liver and kidneys. Limitations. The studies were carried out in accordance with the requirements of Methodological instructions 2.1.5.720–98 and Methodological instructions 2630–82. The research results are applicable in substantiating hygienic standards in the water of water bodies and atmospheric air. Conclusion. Thus, based on literature data, as well as our own research, for a mixture of di- and triamonium salts of nitrilotriacetic acid, we can recommend a value of 0.8 mg/l as the approximate permissible level in the water of water bodies (hazard indicator – sanitary-toxicological, hazard class – 2), and a value of 0.1 mg/m3 as the tentative safe exposure level in the atmospheric air of populated areas.

Active Teaching-learning Methodologies in Higher Education: A Project with the Community

Active teaching-learning methodologies are a reality at the School of Education and Social Sciences of the Polytechnic of Leiria (Portugal), namely through the articulation with institutions of the community. The qualitative research presented in this article intends to analyse the perception of the students who are attending the Higher Professional Technical Course in Sociocultural and Sports Intervention, specifically concerning the importance of these methodologies in a project carried out with the District Hospital of Leiria. During the development of this partnership, 42 students were challenged to collaborate throughout the training process and, at the end, they were asked to write a report, which was considered the data collection instrument. These individual reports include descriptions, analyses and reflections that were processed through content analysis, using categories, and adopting an exploratory approach. The results showed that the students considered that this methodology of teaching-learning allows them to acquire know-what, know-why and know-how competencies. Moreover, they admit that the articulation with external institutions contributes to a better acquisition and mobilisation of practical knowledge that they will be able to apply to different situations, spaces and times in their future professional lives. Keywords: higher education, active teaching-learning methodologies, pedagogic innovation, community intervention, transdisciplinarity

Comprehensive Approach to Training English Communicative Competence in Chemistry

Abstract The development of foreign language professional communicative competence (FLPCC) is crucial for professionals, considering communicative skills as an integral part of their competence. In Kazakhstan, acquiring a foreign language is a prerequisite for advancing chemistry education, enabling students to access global scientific advancements and exchange knowledge. Content and language-integrated learning (CLIL) stands out as an effective approach for cultivating FLPCC in future chemistry teachers. This study addresses the scarcity of theoretical and practical tools in content-language integrated learning in pedagogical universities. It aims to enhance the training quality for pedagogy bachelor’s degree students studying chemistry in a foreign language. By identifying active teaching forms, methodologies, and approaches in integrated learning, students’ foreign language competence can be successfully developed within the professional domain. A meticulously designed training model and exercises were developed to achieve these goals. The proposed modeling approach was evaluated using the Quasi research method, involving questionnaire data analysis. The results confirm that implementing this approach significantly improves future chemistry professionals’ training quality, enabling confident communication in English within their professional domains and demonstrating well-developed speaking skills. The practical value of this research extends to university educators implementing CLIL practices and researchers studying students’ FLPCC formation.

ETHICAL DILEMMAS IN MEDICAL CARE FOR WOMEN IN SITUATIONS OF SOCIAL VULNERABILITY: EXPANDING THE DEBATE ON MARGINALIZED POPULATIONS IN EDUCATION

This paper addresses reflections and discussions on the female figure in the context of social marginalization, linked to threats to human rights, with a focus on access to health care and quality longitudinal monitoring. This debate analyzes the historical process of marginalization and oppression amplified when women are inserted as street dwellers, enhancing the weaknesses of helplessness and substance abuse, thus aggravating violence and stigma. This is a narrative review of literature, of a reflective nature, associated with a report of an educational experience in the construction of a teaching methodology based on a fictitious case that triggers discussion and resolution of problems linked to human rights violations of marginalized women, in the light of philosophies of law and the study of public policies for undergraduate medical students. The development of the work shows the importance of expanding studies on this topic, focusing on historically invisible people, in a problematizing narrative, using the construction of clinical cases containing not only health needs for a resolution of medicalization, based strictly on biological diagnoses, but that challenge the reflective thinking of social medicine, directing the debate towards human rights lines, in a context of interprofessional dialogues and studies of public policies, as essential in the training of doctors committed to guaranteeing equity and access to the most neglected population segments in Brazil.

An Analysis of Students’ Lack of Interest in Learning English at VII Grade Students in SMPS IT Darul Ihsan

This study analyzes the factors contributing to seventh-grade students' lack of interest in learning English at SMPS IT Balik Batang. The objective is to identify and evaluate internal and external factors affecting students' motivation and engagement. This is the kind of mixed method research. The data were collected through questionnaires and interviews with 37 students, examining aspects such as physical conditions, psychological readiness, family support, and classroom environment. The results of the internal factor indicate that 89.19% of students found English difficult to understand due to issues such as pronunciation challenges and unclear explanations from teachers. Furthermore, in the external factors, 86.48% of students reported that distractions from peers significantly impacted their ability to focus during lessons. The study concludes that addressing these factors through improved teaching methodologies and effective classroom management can enhance students' interest and performance in learning English. It emphasizes the importance of tailored educational strategies to meet the specific needs of students.

Enhancing Learning Engagement in the Flipped Classroom using a Video-Annotation Tool

In the realm of academia, there has been a burgeoning interest in examining student engagement within the context of the flipped classroom approach, particularly at the higher education level. Nevertheless, research pertaining to a pivotal facet of this pedagogical methodology—namely, student engagement during the individualized, at-home preparatory phase—remains limited. Within this void, the primary objective of this study is to delve into the prospective benefits offered by a video annotation tool in augmenting students’ level of engagement during this autonomous study phase. Throughout the course of this investigation, a bespoke questionnaire was crafted, grounded in a multifaceted framework for evaluating student engagement, with a specific emphasis on dissecting four distinct dimensions: behavioral, emotional, agentive, and cognitive. This questionnaire is geared towards gauging student engagement within the domain of the Flipped Classroom model that relies on video-based instructional content—a facet heretofore poorly explored within the scholarly literature. Both quantitative and qualitative data were collected by administering the aforementioned questionnaire to a cohort of 68 undergraduate engineering students at Politecnico di Milano (Italy), all within the authentic context of a case study. The outcomes stemming from this empirical inquiry showcase a noteworthy enhancement in student engagement, with particular prominence accorded to the realms of emotional and agentive engagement. Moreover, this study establishes that the interactivity and proactive involvement necessitated by the video annotation tool do not obstruct students’ behavioral and cognitive engagement levels. In summation, this research endeavors to illuminate the potentiality of bridging a pivotal juncture in the Flipped Classroom paradigm, specifically the phase characterized by independent at-home study. This bridge is facilitated by the utilization of a video annotation tool designed to heighten student engagement. This transformative approach effectively transmutes the traditionally passive at-home study phase of the Flipped Classroom into an active experience, thereby enhancing the overall efficacy of this pedagogical approach.

Issues of Stage Space Organization in the System of Education of Future Choreographer

The article reveals the issues of spatial organization of a ballet performance and the specificity of compositional thinking of the future choreographer based on the spectacular nature of the theatrical image. We analyze the various components of spatiality created by the architectural environment of the stage, sculptural volume and angles of performers, color lighting, coloring, and linear perspective necessary for the competent and expressive construction of a choreographic work in the educational system. We analyze the educational methodology of compositional construction of the stage space: frontal, constructive, coloristic, and decorative levels, as shown by the most representative examples of the construction of ballet scenography created at the turn of the 19th–20th centuries. We emphasize the importance of studying and researching the spatial possibilities of the stage that enhance staging culture in the training process of choreographer directors.

Design Methodologies in Interdisciplinary Teaching: Integrating Art and Education

Design Methodologies in Interdisciplinary Teaching: Integrating Art and Education

Influence of Contemporary Philosophical Teaching Approaches on Students’ Learning Performance in Selected Universities in China: Basis for an Enhanced Teaching Program

This study explores the influence of contemporary philosophical teaching approaches on students' learning performance in selected universities in China. The research specifically examines the extent to which philosophical approaches like Perennialism, Essentialism, Progressivism, Reconstructionism, and Behaviorism are manifested among educators and how these approaches impact students' engagement, attitudes, assignment quality, and grades. Utilizing a mixed-methods approach, the study involved a comprehensive survey of university teachers, followed by a quantitative analysis of the data. The results indicate that Progressivism and Reconstructionism are the most prevalent approaches, showing significant correlations with enhanced student engagement and improved learning outcomes. However, Behaviorism demonstrated a notable predictive ability in influencing students' performance through structured reinforcement strategies. The study highlights the importance of integrating diverse teaching methodologies to cater to varying student needs and promote holistic educational development. These findings provide a basis for proposing a more enriched and adaptable teaching program aimed at fostering a more interactive and student-centered learning environment.

Digital Storytelling in Listening EYL Context: Students’ Responses

In the contemporary educational landscape, digital storytelling (DST) has surfaced as a promising pedagogical paradigm for facilitating the instruction of English as a Foreign Language (EFL). Nonetheless, its implementation in educational settings has yielded divergent student responses, influencing the efficacy of educational DST as an English language instructional instrument (Baehaki Wahyuni, 2023). This study aims to scrutinize the responses of kindergarten pupils engaged in the DST learning process, with a particular emphasis on nurturing students' listening proficiencies. The investigation was conducted at TK Labschool UPI establishments in Bandung, encompassing a cohort of 10 students aged 5-6 years, employing a qualitative inquiry approach and adopting a case study framework. Data accrual entails classroom observations, while thematic analysis is the methodological scaffold for discerning patterns and discrepancies within the gathered data corpus. The overarching aspiration of this research endeavor is to furnish nuanced insights into the efficacy of DST as a multimodal language acquisition tool in the milieu of kindergarten education. The findings endeavor to elucidate educational practices and enrich the ongoing dialogue of innovative language pedagogical methodologies by augmenting the extant reservoir of knowledge concerning early childhood English language assimilation. The research findings are considered favorable when students exhibit an 80% success rate in behavior and answering questions, indicating a significant response toward achieving the educational objectives.

Digital Modular Distance Learning of Early Childhood Education Learners: Status and Challenges Amid the Covid-19 Pandemic

Abstract This study was conducted to determine the adequacy of instructional materials and the level of best practices in utilizing digital modular distance learning in identified schools in Midsayap, Cotabato. The study utilized the Mixed – method. There were 70 teachers and parents who served as respondents. The data gathering tools used were the researcher-made questionnaire and interview guide. The findings revealed that in terms of the availability of IMs for teaching EC learners, it was found “less adequate” as responded by the respondents; on the level of best practices in the utilization of IMs, as perceived by the teacher respondents, they have shown best practices on the well – being of the learners, strategies, and methodologies used in teaching and assessments of learning. A significant relationship was found between the profile of the teacher-respondents and the level of practice in the utilization of IMs when grouped according to the type of school and age. Likewise, found a significant difference between the teachers and parents on the availability of IMs in teaching. During the interview for teachers, themes were formulated, such as flexibility struggle, time management, internet accessibility, computer literacy, and communication barriers. For parents, themes were adaptability struggle, time management, and pedagogical methodology. Based on the findings, it is concluded that the teachers must acquire needed IMs in teaching to develop different skills and levels of practice in utilizing IMs. To address the problems encountered, an action plan was formulated for implementation.

A Staged Framework for Computer Vision Education: Integrating AI, Data Science, and Computational Thinking

Computer vision education is increasingly important in modern technology curricula; yet, it often lacks a systematic approach integrating both theoretical concepts and practical applications. This study proposes a staged framework for computer vision education designed to progressively build learners’ competencies across four levels. This study proposes a four-staged framework for computer vision education, progressively introducing concepts from basic image recognition to advanced video analysis. Validity assessments were conducted twice with 25 experts in the field of AI education and curricula. The results indicated high validity of the staged framework. Additionally, a pilot program, applying computer vision to acid–base titration activities, was implemented with 40 upper secondary school students to evaluate the effectiveness of the staged framework. The pilot program showed significant improvements in students’ understanding and interest in both computer vision and scientific inquiry. This research contributes to the AI educational field by offering a structured, adaptable approach to computer vision education, integrating AI, data science, and computational thinking. It provides educators with a structured guide for implementing progressive, hands-on learning experiences in computer vision, while also highlighting areas for future research and improvement in educational methodologies.

Modern aspects of pathology teaching

Introduction. Undergraduate medical curricula often fail to balance learning opportunities and integrate the study of basic and clinical sciences, allowing students to link theory and practice. The high educational potential of the experimental teaching method is due not only to its practical orientation but also to the possibility of reflection - critical analysis and synthesis of knowledge in the learning process.Aim of the study. Evaluate the possibility of introducing experiential learning in the study of pathology to improve the efficiency of students' perception of understanding the subject and subsequent application in clinical practice.Materials and methods. The study sample (n=362) consisted of 3rd year students of NAO «Karaganda Medical University», studying in the disciplines: «General pathology» and «Pathology of organs and systems» in the 2022-2023 academic year. The sample included 48.9% male and 51.1% female students aged 19 to 22. Respondents were divided into a main group (n=96) using an experimental training method and a control group (n=266) using a traditional training format. A specially designed questionnaire was used to study student satisfaction with training. Descriptive statistics methods were used to describe the assessments of students in the study groups. Thematic analysis was used to examine the data collected using open-ended questions.Results. The possibility of interaction and discussion with the teacher during the joint viewing of micropreparations of the studied cases was rated as «excellent» by 95.8% and 97.9% of students. With regard to the main characteristics of medical education in the study of pathology, four broad topics are verified, such as fundamental medical education, interaction with the teacher in obtaining medical education, teaching materials in medical education, and assessment in the field of medical education. The study used methods of descriptive statistics. Thematic analysis was used to process data collected using open-ended questions.Discussion. The high level of acceptance of interactive groups in the study of pathology and the general satisfaction of students reflect the desire and need for active teaching methodologies in modern medical education.Conclusion. Based on the findings, the practical teaching of pathology can be improved by revisiting the content and teaching strategies.

Effectiveness of implementation of innovative educational methods tpcbl into the educational process

Aim of the study. Assessing the effectiveness of introducing the innovative educational methodology TPCBL into the educational process by comparing qualitative indicators of student performance. Materials and methods. The effectiveness of introducing the innovative methodology TPCBL (theory, practice and clinic based learning), based on the trinity of theory, practice and clinic, when conducting classes at a medical university was studied. A lesson was conducted using the TPCBL methodology at the Astana Medical University NJSC from September to December 2023. The departments of normal physiology and internal medicine with a course in geriatrics participated. The experimental group consisted of 3rd year students in the educational program “General Medicine” in the amount of 679 people (66 groups) (166 students with Russian language of instruction, 513 students with Kazakh language of instruction). The clinical case of “Sabir Ramzai” was studied.Results and discussion. In general, in the Department of Internal Medicine with a course in geriatrics, the quality indicator of academic performance was before implementation (2022-2023 academic year) - 94%, after implementation (2023-2024 academic year) - 96.5%. That is, it increased by 2.5%. Compared to the 2022-2023 academic year, 3rd year students in the specialty “General Medicine” had a success rate before implementation (2022-2023 academic year) - 91.1%, after implementation (2023-2024 academic year) - 96.4%, that is, increased by 5.3%.Conclusions. An integrated, systematic approach to studying the material helps students consolidate theoretical knowledge, identify practical significance and better assimilate new material.

The Return Journey: A Multivariate Analysis of Covid-19 Related Academic Pitfalls in Post-Secondary Business Education

Online instruction is not new and has not been such for over two decades. Despite this, it still presents challenges for faculty and students alike. Specifically, many faculty and students avoid online instruction because it does not fit their teaching or learning styles. A problem then occurs when this instructional methodology cannot be avoided. The current work looks at online instruction from before, during, and after COVID-19 (i.e., when faculty and students were not necessarily given a choice on the delivery of instruction) to assess any instructional quality gaps during this period. The results significantly impact a student’s classroom performance (i.e., grades earned) based on several factors. Results and future research are discussed.

Formative Research in the Digital Context and Academic Competence in their Academic Works of University Students

Traditional teaching methodologies, such as lectures, are not the most effective in improving students' academic competence. However, through learning through formative research and the use of educational technologies, university students can better develop their academic competencies. The objective of this article was to determine the relationship between formative research in the context of dynamic digital technology and the academic competence of students at the Universidad Nacional del Altiplano in Peru. The methodology used was quantitative, cross-sectional and correlational. A survey was applied in the three areas of professional training, such as: social sciences, biomedical and engineering, to a representative sample of 382 students of both sexes, out of a population of 17,000 students. The findings of the research revealed a moderate positive relationship (r = 0.469), with a significance level of (p value = 0.00 < 0.05). This indicates that formative research, using various dynamic didactic techniques, is directly related to the academic competence of students in the elaboration of their academic works.

Rethinking Pedagogy in Higher Education Amid Turbulent Times

Global challenges (labour market expectations, digital technology, the massing of higher education) are constantly changing the way higher education is managed. Responses to change can be planned. Responses from higher education stakeholders can be interesting and instructive for other institutions, as these examples can be incorporated into their own responses. The purpose of the study is to present the top-down ped- agogical reform process that started in 2019 at the University of Public Service in Budapest. Although initiated by the university’s educational strategy, its implementation depends on the teachers who have actively created innovative pedagogical spaces that ensure sustainability. These innovative spaces include training sessions for teachers, workshops, thematic discussions on teaching methodology, methodological publications, research and the annual Innovative Department Award. The stages of the process and the results and challenges of each stage were documented using a case study method. The description helps to illustrate how a process of pedagogical reform, with which the university leadership’s goal is rapid, systemic change affecting the work of hundreds of teachers, can be developed and sustained on the basis of commitment from teachers and institutional determination.

Quantification of training in educational methodology among teachers on the degree course in medicine: a pilot study

BackgroundMedical education has undergone significant changes over the last decades. Scientific and technological progress alongside contemporary society’s changing requirements have driven demand for highly trained, competent doctors. In response to this need, university faculties of medicine have sought innovative forms of teaching and evaluating the students on their degree courses. The aim of this study was to quantify the characteristics and extent of academic training in teaching methods, of participation in innovative teaching initiatives, and training in simulation and debriefing among the teaching personnel on the degree course in medicine at the University of Granada (Spain).MethodsThis transversal descriptive study was conducted among a population of 121 educators teaching on the medical degree course at the University of Granada, Spain. All responded to a specially designed CoRe-Content Representation questionnaire. This consisted of various parts: (a) demographic data; (b) teaching experience and qualifications; (c) specific information about training in teaching skills received. The Fisher test was applied whenever the dependent variable had two values (dichotomous) and the Chi-square test when it had more than two values (polytomic). Statistical significance was established with an alpha error of 5%.ResultsThe results showed that 87.60% of the educators had received no training in debriefing. There was a notable gender gap, whereby women held fewer management posts, fewer were engaged in clinical activity, and fewer had undergone training in clinical simulation. Teachers with degrees in medicine had undergone less regulated training than educators with other degree qualifications.ConclusionThe main areas of medical training that require improvement (and so present challenges to be met in the years to come) are as follows: a definitive solution to the existing gender gap, general implementation of new educational models and methods (especially learning based on clinical problem-solving and simulation), closing generation gaps, and improved training processes for educators with clinical attachment.