Contribution To Education Research Articles

Supporting elementary students’ scientific argumentation with argument-focused metacognitive scaffolds (AMS)

ABSTRACT Students’ difficulties in scientific argumentation have been widely reported in the literature. Researchers argue that these difficulties result mainly from students’ lack of understanding of the goals and norms of argumentation. Therefore, designing and implementing appropriate instructional scaffolds to facilitate such essential knowledge of argumentation holds pedagogical significance. In this qualitative case study, two kinds of argument-focused metacognitive scaffolds (AMS) – questioning and prompting, and modelling of thinking – were designed and integrated into an elementary science classroom. One science teacher and her 19 students participated in this case study. To explore the pedagogical contributions of AMS, data were collected from multiple sources including classroom observation, interviews with students, and students’ works. AMS in this study supported students to engage in argumentation reflectively, as these scaffolds facilitated the development of students’ understanding of the goals and evidence-related norms of argumentation and abilities of metacognitive monitoring during argumentation. These influences were also recognised and appreciated by students. When AMS gradually reduced, students’ knowledge of argumentation and abilities of metacognitive monitoring were retained and affected how they performed argumentation in new contexts. Pedagogical implications of these findings are discussed.

Employing Group Work for Task Performances in a Task-based Learning Classroom: Evidence from a University in Thailand

Although the pedagogical contributions of cooperative learning to improve the classroom teaching and learning practices have been discussed extensively in the literature, little has been known about the use of group work for task performances in the classroom, especially with regard to the enhancement of English as a foreign language (EFL) students’ speaking performance. The present study reported a classroom teaching practice of a university teacher in Thailand and explored whether group work can positively impact the speaking performances of 106 first-year Thai university EFL students. The course was taught using the group work method in a task-based learning (TBL) framework for 12 weeks. Survey questionnaires and students’ in-class speaking performance scores were used as the data for this study. Findings revealed that although Thai students were new to the group work method, they held a positive attitude towards it. Students believed that performing in-class tasks and activities in groups could help them develop and improve their English language skills as it allowed them to work collaboratively with their classmates. This study adds to the literature on classroom teaching pedagogy, specifically group work and cooperative learning, with implications on materials design. Keywords: collaborative learning; group work; task performances; task-based learning; teaching practice

What styles of reasoning are important in primary English?

AbstractThe importance of teaching reasoning in schools is widely recognised. Yet this has presented teachers with difficulties, particularly in primary education. Difficulties partially stem from a lack of cohesive theory about reasoning for education and a lack of specificity about it in the English National Curriculum. One route to improved teaching of reasoning is through recognition of the importance and prevalence of discipline‐specific practices. This paper draws on socio‐cultural theory and disciplinary literacy research to argue that some reasoning practices are discipline specific. The theoretical lens of reasoning styles is adopted. A cognitive history approach has been used to create a framework of reasoning styles important in primary English. English represents a curriculum area that is currently poorly understood in terms of its prevalent reasoning practices. This paper, therefore, makes important theoretical and pedagogical contributions to existing research. Examples of student engagement with identified reasoning styles are provided. The framework and accompanying examples will help teachers to support the development of student reasoning, particularly in the subject of English. Developing students’ meta‐awareness of patterns of language use is beneficial. Development may also support students to become fuller members of the English academic community.

A guide to the literature of the finite rectangular well

The finite rectangular well (FRW) has been a staple of quantum mechanics texts and classes for decades and is the subject of a rich literature. Despite being a problem about which there would apparently be not much more to be said, the FRW continues to serve as a system for introducing students to various analytic techniques and has numerous connections to current technology and research. This paper gives a survey of past and recent FRW literature, with an emphasis on pedagogical contributions directed at graphical and analytic solutions for energy eigenvalues.

HORTAS PEDAGÓGICAS: ANÁLISE DE ARTIGOS PUBLICADOS EM PERIÓDICOS E CONGRESSOS

Foi realizado levantamento de artigos científicos que abordam pesquisas com foco no desenvolvimento de hortas escolares e com o objetivo principal de analisar sua contribuição pedagógica. Para a realização deste mapeamento, foram consultados artigos publicados em congressos e nos seguintes periódicos: Revista Brasileira de Agroecologia, Revista Pesquisa em Educação Ambiental; Revista Eletrônica do Mestrado em Educação Ambiental; Investigações em Educação e Ciências; Ciência e Educação; Revista Eletrônica de Extensão; Revista Educação Ambiental em Ação; Revista Eletrônica do Mestrado Profissional Ensino, Saúde e Ambiente; Ensino, Saúde e Ambiente e Revista Electrónica de Enseñanza de las Ciencias, a partir do uso das barras de pesquisa pelo período de 2013 a 2018 em conjunto com os unitermos “horta escolar”, “educação alimentar” e “educação nutricional”. Baseado nas respectivas leituras, os trabalhos destacam a relevância da inserção da horta no ambiente escolar, pois esta possibilita o desenvolvimento de diversas atividades pedagógicas, unindo teoria e prática de forma contextualizada, auxiliando no processo de ensino-aprendizagem e estreitando relações por meio da promoção do trabalho coletivo entre os agentes sociais envolvidos.

Effect of augmented reality on school journalism: A tool for developing communication competencies in virtual environments

AbstractAugmented reality combines virtual and real elements within the same visual environment. It is urgently necessary that augmented reality be incorporated into public education in developing countries. This challenge requires governments to be committed to education. Nevertheless, within our nations, there exists an emerging body of expertise concerning the innovation of educational material utilizing Information and Communication Technology (ICT). The objective of this study is to explain how the use of augmented reality in school journalism affects the development of communication skills in virtual environments within the context of public secondary education in Latin America. This quasi‐experimental research study was conducted on two separate groups: an experimental group and a control group. The approach was a mix of qualitative and quantitative methodology. The results differed markedly between the two groups. The students in the experimental group developed the four communication skills in virtual environments at an average level of 95%, and they created an augmented reality magazine. Meanwhile, the control group did not even create a printed publication. It is concluded that the use of augmented reality makes a significant pedagogical contribution to the teaching/learning process of school journalism and that with the help of educational policies, this pedagogical contribution can be replicated in other schools.

Роль Национального научного центра травматологии и ортопедии имени академика Батпенова Н.Д. в становлении и развитии травматолого-ортопедической службы Республики Казахстан

The 20-year period of work of the National Center for Traumatology and Orthopedics named after academician Batpenov N.D., determined its role as an advanced center for the training of highly qualified scientific and pedagogical personnel, for the development and implementation of innovative diagnostic and treatment technologies in the field of traumatology and orthopedics. The material presents the results of the analysis of the center's activities, including its contribution to the development of the national traumatology and orthopedic service, as well as the scientific and pedagogical contribution. Keywords: organization of traumatological and orthopaedic care, traumatism, scientific activity, high-tech medical care, Kazakhsta

Human Capital Expenditure and Income in Developing Countries

Health and education are crucial in human capital development. While they are basic needs and are thus desirable for their own sake, they are also among the most basic economic development objectives. Health is synonymous with human welfare, and education is essential for a fulfilling life. Therefore, health and education are central to the idea of enhancement of individual potentials that lie at the heart of the meaning of economic development. Health and education are also intrinsically related. Good health is important for a successful education, and education and literacy are essential for good health. The world community has acknowledged the crucial importance of health and education and has made policy priority to improve health and education to fight poverty. This study explores the impact of expenditures on education and health on income per capita in developing countries. Accounting for cross-sectional dependence and using the fixed-effects and instrumental variables approaches, our results indicate that health and education expenditures explain variations in income per capita in developing countries. While these results suggest that spending on health and education contributes to economic growth, education's contribution is far more important. We also find that the effects of health and education expenditures on income do not vary qualitatively across income groups, except in the Middle East and North Africa. Finally, the effects of education and health expenditures appear to vary across regions. Note that regardless of the sample entity considered, the magnitude of the effect of education expenditure across our different regressions is generally higher than that of health. This suggests that a dollar spent on education is likely to yield higher returns to economic growth. However, this finding does not imply that spending on health is less important since our results suggest that advancing human capital through health expenditure is vital for economic growth, except in the Middle East and North Africa region. Moreover, considering that investment in education tends to provide longer-term benefits relative to the shorter-term benefits of investment in health, our results could also imply that longer-term investment is more conducive to economic growth than shorter-term investment. Policymakers in developing countries should make the highest priority to improving investment in these two dimensions of human capital.

Казанская художественная школа и её наследие в собрании Государственного музея изобразительных искусств Республики Татарстан

Kazan Art School is a famous Russian educational institution that became an art educational center in the Volga-Kama Region and the Trans-Urals. In 2020, the school represented by N.I. Feshin Kazan Art College celebrates its 125th anniversary. It was opened under the direct tutelage of the Imperial Academy of Arts (1895) on the initiative of the Academy graduates, natives of the Kazan Region N.N. Belkovich, G.A. Medvedev, H.N. Skornyakov, I.A. Denisov, and Yu.I. Thyssen with the assistance of the city authorities. The historical walls of the school are marked by the teaching and pedagogical contribution of such legendary personalities as N.I. Feshin, P.P. Benkov and B.I. Urmanche, A.M. Rodchenko, P.A. Radimov, P.M. Dulsky, D.D. Burliuk, V.K. Timofeyev and other famous masters of the Russian art. The collection of the State Museum of Fine Arts of the Republic of Tatarstan contains the main artistic heritage of the school of the pre-revolutionary period and the first years of Soviet history (1895–1920s), which is considered in the given article. Conventionally, this legacy consists of three main parts. The main part includes works by the founders, teachers and students of the Kazan Art School. It is a fairly extensive collection of several hundred paintings and graphic works, as well as a small number of sculptural exhibits. The collection gives an opportunity to get acquainted with typical examples of the creative manner of the main representatives of the school. All of them are characterized by a special individuality of the visual language, but a diverse visual range is united by a common culture of vision. The collection is also particularly valuable due to the fact that it presents rare famous examples of the work of such artists as Yu.I. Thyssen, L.F. Ovsyannikov, F.P. Gavrilov, N.I. Mikhailov and others. An art museum operated at the Kazan school, which was created with the active involvement of the Academy of Arts.The museum operates at the school in a transformed form up to the present day. The collection of the Fine Arts Museum of the republic contains the bulk of the works of this collection, which gives an idea of the scale of the Academy of Arts activities to support the school with donated works. There are about 80 of them in total. The names of many are well known in the history of Russian art: I.E. Repin, I.I. Shishkin, A.P. Bogolyubov, K.E. Makovsky, V.V. Mate, A.F. Gausch, F.S. Zhuravlev, A.A. Kiselev, R.F. Franz and others. The museum collection also contains works by the most famous student of the Kazan Art School – Nikolai Ivanovich Feshin (1881–1955), who later was an equally famous school teacher (since 1909). The largest collection of Feshin's works in Russia, including painting, graphics, sculpture, decorative and applied art of the master (over 180 works) is kept in Kazan.

Aprendizaje basado en proyectos (ABP) para desarrollar habilidades académicas en la educación superior: una experiencia en Sumapaz

La Universidad Nacional de Colombia (UN) ofrece los Programas Especiales de Admisión y Movilidad Académica (PEAMA), para abrir el acceso a la universidad a bachilleres que normalmente no lo tendrían por falta de recursos y bajos puntajes de admisión. En el 2016 se crea el PEAMA Sumapaz, programa que utiliza la metodología de Aprendizaje Basado en Proyectos (ABP). El ABP específico de este programa se propone como objetivo primordial que los estudiantes consoliden habilidades académicas pobremente desarrolladas en la educación básica y media, a la par que avancen en las carreras elegidas con comprensión verdadera de los contenidos de la mayor cantidad de asignaturas que puedan relacionarse con los proyectos auténticos que realizan en Sumapaz. Durante el segundo semestre de 2018 realizamos el proyecto “Conocer a Sumapaz desde una perspectiva ecológica”. Presentamos aquí los resultados preliminares de un estudio cualitativo-narrativo que describe la forma como construimos el proyecto y logramos sus propósitos con profesores y estudiantes participantes en el programa, concentrándonos en el manejo que hicimos del desarrollo de habilidades académicas en los estudiantes. Utilizamos datos provenientes de las reuniones de planeación entre los docentes, así como cortas entrevistas periódicas a los estudiantes sobre cómo fueron entendiendo el proyecto y lo que aprendieron en él. Hacemos así un aporte pedagógico que ilustra cómo el uso en los primeros semestres universitarios de estrategias de enseñanza/aprendizaje centradas en la actividad de los estudiantes, y estimuladoras de conexiones disciplinares y desarrollo de habilidades académicas, puede facilitar la permanencia en la educación superior.

CONCEPTION, PROTOTYPING AND EVALUATION OF DIGITAL TOOL TO ASSIST IN THE TEACHING OF VISUAL EFFECTS WITH MATCH MOVING

This article reports a case study in which a digital learning object (DLO) was developed to assist in pedagogical practice in higher education (in the audiovisual area) and presents the technical and theoretical stages of the tool development process (DLO) and its assessment. The objective of the research was mainly to evaluate the pedagogical contribution of DLO through the perception of students who were subdivided into four groups, performed two practical exercises at different times and order, during a 60-hour course. Both exercises of the same complexity were performed without and with the aid of the digital tool. Subsequently, the participants answered forms to be able to evaluate the tool, in addition to having their audiovisual products developed during the course/research been used for a blind analysis to infer qualitative gain at work due to possible time savings generated by the automation function of the tool. In the end, it was found that the DLO tool was very well evaluated conceptually and considered relevant, differentiated, with credibility and high intention of use (among other metrics). The blind analysis showed that there was no qualitative difference due to the possible gain in time between the works developed with or without the aid of the tool.

Flipped Classroom Experiences of Preservice Teachers: Implications from a Mathematics Course

The purpose of this research was to analyze the process of teaching mathematics through the flipped classroom model based on preservice teacher opinions. The study group consisted of 16 preservice teachers from a primary school teaching program at a state university in Turkey who agreed to participate voluntarily. The research was designed as a practical action research study. After the five-week implementation period, two separate focus group discussions occurred with the volunteer preservice teachers. Consequently, in addition to the positive contribution to learner responsibility made by the flipped classroom, it was also observed that the in-class teamwork processes contributed to make the mathematics course entertaining. Moreover, peer learning was implemented, and the sense of belonging made a positive contribution to academic achievement in a teamwork process. In addition, preservice teachers started to see the academician as a role model at the end of the implementation process; this was a valuable result in terms of pedagogical contribution. Further research, gamification are used or environments enriched with virtual reality applications can be performed.

Lexical Innovation of Arabic Loanwords

This study focuses on the analysis of Arabic loanwords in the Bedawie language. It aims to determine the changes that have occurred and pedagogical contributions offered by the use of Arabic loanwords in Bedawie. Our analysis of these loanwords speculates on the possible explanations of the research problem. Primarily, this paper has been prepared valid findings pertaining morphological processes in the semantic field, using the case study of Arabic loanwords in Bedawie. A descriptive analytical approach is employed whereby the collected data is structured in terms of semantic relationships. In conclusion, the data analysis results that a modification of Arabic loanwords has occurred during these borrowing processes. During this change original meanings of Arabic words are adapted for these words to be used like other Bedawie words. Pedagogical implementation will be attempted to teach such words in Bedawie and other languages.

A Problem-based Learning Approach and Its Effects on the Writing Performance of Nigerian Undergraduates

Writing is considered as an important but a difficult language skill for undergraduates. To develop writing skills, undergraduates need to be given the opportunity to interact with and help one another in the writing process. They also need to be supported by teachers in the process. However, most of the traditional teaching methods adopted by writing instructors in Nigeria do not allow students to interact in the learning process. In this light, this study investigates the effects of a problem-based learning approach (PBL) on the writing performance of Nigerian undergraduates. The study employed a pre- and- post-treatment quasi-experimental research design. The participants (n=18) involved in the study were an intact class of second-year students taking English composition course and two tutors in a college in North-eastern Nigeria. The study was conducted over a period of 12 weeks. To determine the effects of PBL on the participants’ writing performance, a rating scale was used to rate the content, organisation, vocabulary, grammar and mechanical accuracy of the pre- and post-treatment writing scripts. A paired-sample t-test analysis was run to compare the mean scores of the undergraduates’ pre- and post-treatment writing. The results showed significant improvements in all the components (content, organisation, vocabulary, language use and mechanics) of the participants’ writing in the post-treatment. The paper concludes with a discussion on the pedagogical and theoretical contributions of the findings. It provides writing instructors with a student-centred approach that would help to develop their students’ writing skills.

Pedagogical Elements: A Celebration of Romantic Teaching

ABSTRACT For the past five years, Romantic Circles and NASSR have sponsored a pedagogy prize, choosing three to four finalists to share their pedagogy through dynamic, short presentations at an open panel during the NASSR conference. All finalists have formerly had their pedagogical contributions published on the “Pedgagogies” section of the Romantic Circles website (http://www.romantic-circles.org/pedagogies/contest), an act of publication that seeks to value the often invisible intellectual labor of constellating—and revitalizing—Romanticism for ourselves and the next generations of readers. This past year, our four finalists taught a Romanticism that dwells within the vicissitudes of place—and pursued the questions about “nature,” travel, migration, colonization, and connection that often follow. Their pedagogies dramatically highlighted race, gender, anthropogenic climate change, and other power dynamics of difference; and they found ways to create “community-at-a-distance” both by leveraging digital networks (the creation of blogs, websites, and Prezi presentations) and by asking students to read through wonderfully new assemblages of text, image, and other media.

ИНТЕРАКТИВДҮҮ ОКУТУУ ТУУРАЛУУ ИДЕЯЛАР ЖАНА ИЗИЛДӨӨЛӨР

The article analyzes the progressive ideas of pedagogy of the twentieth century, which contributed to the emergence of interactive learning. The project method and the laboratory brigade method have received a positive assessment in Western pragmatist pedagogy. These methods found support and were widely introduced in the initial stage of development of Soviet pedagogy. The contribution of pedagogy of cooperation to the formation of interactive learning is noted. The essence of the concept of interactive learning, the work of domestic and foreign authors who have studied this concept are analyzed. Interaction between students, as well as interaction with the teacher is considered an important sign of interactive learning.

Making sense of teachers' (dis)belief in the educational value of social media: a case of two language teachers in Rwanda

This study reports on the beliefs of two cases of EFL teachers regarding the integration of social media in the teaching of English in Rwanda. Using semi-structured interviews, the study found that the teachers believed social media had the potential to improve their students' learning of English but could also change their teacher positions within the institution. While both teachers viewed social media positively, their social media practices were more informed by the potential impact of the technology on their status as teachers than its potential pedagogical contribution to students' learning of English. These findings highlight the importance of understanding teacher's self-positioning before, during and after technology integration processes to ensure that the proposed technology integration aligns with their image of the self in specific contexts.

НАУКОВО-ПЕДАГОГІЧНА ДІЯЛЬНІСТЬ ГРИГОРІЯ ХОЛОДНОГО

In the late 19th – at the beginning of the 20th century the Ukrainian intelligentsia formed an idea of the importance of personal contribution to the national development in such fields as of education, science and culture. Hryhorii Hryhorovych Kholodnyi was one of those active representatives of the Ukrainian clerisy who responded to this unofficial appeal. The purpose of the work is to analyze the scientific and pedagogical work of H. Kholodnyi. In order to achieve this aim, methods of historicism, objectivity and academic assessment have been used in this research. The academic novelty is the first attempt to analyze the scientific and pedagogical contribution of H. Kholodnyi. H. Kholodnyi’s work on Ukrainian studies began immediately after his graduation from St. Petersburg University, precisely when he moved to Moscow and joined the local Ukrainian community, which was immersed into cultural and educational work. Also, at that time he joined the Society of Slavic Culture and the Ukrainian Publishing Society. Before the revolutionary events of 1917, H. Kholodny's patriotism had been revealed in his persistent work in the number of institutions where he developed Ukrainian scientific terminology and worked on the Ukrainian studies. The February Revolution of 1917 dramatically changed the life of the scientist. Thus, he moved to Ukraine and took an active part in educational and scientific projects in Chernihiv and Kyiv. Moreover, he put a lot of effort into organizing various educational events, the activities of Chernihiv "Prosvita", Chernihiv Scientific Society, the Institute of Ukrainian Scientific Language, etc. The scientist devoted a significant part of his life to cultural and educational activities, in particular he headed Chernihiv Labor School, taught lessons in higher and secondary educational institutions of Chernihiv and Kyiv, organized meetings and guided the work of "Prosvita" and Chernihiv Scientific Society, participated in scientific events of the Institute of Ukrainian Science Language and worked on terminological dictionaries. The study of scientific and pedagogical activity of H. Kholodnyi has allowed to distinguish three stages in his public life: 1) the 1912-1917 period was devoted to priority-setting of his social activities; 2) the 1917-1924 period was characterized by the dominance of the educational factor, 3) while during 1924-1929 the scholar entirely concentrated on the scientific work.

Encouraging Dialogue in Doctoral Supervision: The Development of the Feedback Expectation Tool

Aim/Purpose: This paper introduces the Feedback Expectation Tool (FET) as an easy-to-use and flexible pedagogical tool to encourage dialogue on feedback between supervisors and candidates. The main aim of this pedagogical innovation is to allow negotiation to understand expectations and establish boundaries through transparent practices. Background: Feedback is a key element of learning and development and vital to developing scholarship. The literature indicates that supervisors and candidates often have different expectations about feedback. We developed the FET as a tool to encourage dialogue on feedback between supervisors and candidates so that they could understand each other’s expectations, negotiate, and work together in the most beneficial way possible. Methodology: We sought qualitative survey data from doctoral supervisors and candidates attending two universities. Participants identified key issues they faced with feedback. Based on current literature, qualitative survey data, and our insights as feedback researchers and academic developers, we developed a list of 13 conflicting statements. From this, we created the FET. Contribution: This paper shows how the FET evolved as an educational, developmental tool. It includes the tool (the FET) for easy and immediate use by supervisors and candidates. The FET makes an innovative pedagogical contribution to supervision practice and the wider body of knowledge around these practices. Findings: The paper presents and discusses the 13 FET statements that are the synthesized result of the literature review, the analysis of the qualitative survey data, and our experience. Each statement has contradictions that offer opportunities for dialogue between the supervisor and the candidate. Recommendations for Practitioners: Supervisors can use the FET successfully as a pedagogical tool when talking with their doctoral candidates. Every supervisor and candidate will use the FET in a way that works best for them both. Recommendation for Researchers: Researchers could conduct studies in other research sites and countries and in specific disciplines. These studies would help us better understand the FET as a pedagogical tool so we could develop it further. Impact on Society: The FET is designed to help learning take place. It achieves this by creating a common understanding of the complexities in the feedback process. To keep up with ongoing changes in society in general, and in Higher Education and doctoral education in particular, we present the FET as a living document. Future Research: The authors are conducting follow-up research to discover how useful the FET is as a tool to help achieve more open and collegial feedback practices in doctoral supervision.

Myroslava Likhtey’s pedagogical contribution to the modern piano culture of Zakarpattia

Myroslava Likhtey’s pedagogical contribution to the modern piano culture of Zakarpattia