Pedagogical Level Research Articles

World-oriented fieldwork in education. The case of writing (about) computers

Abstract This article examines how the practice of fieldwork can enable researchers to attend to the educational environment of the school in a world-oriented way, rather than taking an explanatory or demystifying approach that spirals away from what happens in the world. Finding new ways and new vocabularies to approach educational realities gains a special urgency in the Democratic Republic of Congo (DRC), a country whose social fabric is often analyzed in terms of a lack: the Congolese state is considered weak or fragile and its education sector is seen as being in a deep learning crisis. Recent studies have successfully used fieldwork methods to explain the remarkable persistence of the DRC’s public education sector by ethnographically accounting for the ways it is governed on a political or bureaucratic level. We propose that fieldwork, understood as a world-oriented research practice, which instills in researchers a curiosity for the world, can also enable researchers to attend to those classroom gestures that safeguard the existence and persistence of Congolese schools on a pedagogical level.

Rescue of the historical-cultural heritage of the Yanesha: interculturality and inclusive education of the oral traditions

Interculturality based on customs, dialects, historical, linguistic and oral traditions are essential for the construction of a just, inclusive and equitable society. Hence the importance of the diverse participation of children from original families who through their own expressions exercise their learning of citizenship in schools, which is usable from an early age and also based on sharing these through their parents with the aim of settling in the child. However, there has been little progress in practical experience of this inclusion and reassessment at the pedagogical level. This article sought to open reflective spaces and deliberation about the importance of oral traditions within the rescue of the historical cultural heritage of the Yanesha under an intercultural approach and inclusive education. The research was carried out in a case study of ethnographic methods carried out throughout the academic year 2019-2020, which hovers over participatory observation, unstructured interviews and documentary analysis, taking into consideration 5 oral traditions narrated by Ayllu parents of the Yanesha people of the Hauswald Initial Educational Institution. The results indicated that it is possible to establish actions focused on oral traditions to favor the teaching of values and nurture cultural inclusion in the children of the institution. Thus, the inescapable attention to interculturality from an external level of the Initial Educational Institution Hauswald is an enriching opportunity for established educational trends that value diversity, especially for being in a country diverse in culture, language and ethnicity and because it is one of the competencies of future generations

Pedagogical Tasks for Rhetorical Consciousness-Raising in College EFL Reading Classrooms

The concept of rhetoric and its pedagogical outcomes have been widely discussed in the field of EFL teaching and learning. However, on a pedagogical level, a few researchers have attempted to examine how EFL teachers can help their students develop their reading skills through rhetorical consciousness-raising. In particular, the notion of implementing rhetorical consciousness-raising in EFL classes to develop students’ reading and writing competences is still under-examined in many EFL contexts, including in Saudi Arabia. To fill such a void, this paper attempts to re-envision some pedagogical tasks that are aimed at raising EFL students’ rhetorical awareness in reading skills as a way of constructing knowledge.

Pedagogical content knowledge in prospective elementary teachers’ descriptions of teaching and learning of fractions

ABSTRACT This study investigates the pedagogical content knowledge identified in six prospective elementary teachers’ written teacher practicum reports. Focusing on the three categories of pedagogical content knowledge included in the Mathematical Knowledge for Teaching framework, the study analyzes the prospective teachers’ descriptions and combines their knowledge of fraction content with knowing about students, teaching, and curriculum. The results indicate that prospective teachers describe teaching and learning of fractions mainly on a general pedagogical level. Moreover, they do not differentiate characteristics for elementary students’ fraction difficulties and misunderstandings as well as fraction core contents in the curriculum. The findings are discussed in relation to the Swedish teacher education context in which the study was conducted. Implications for teacher education are also discussed.

Translanguaging in the ESP Context: Saudi Students' Perceptions of the Bilingual Practices

Applied linguists address translanguaging from a variety of angles to comprehend its effectiveness, applicability, and how it supports or undermines social and educational goals in various bilingual and multilingual environments around the world. A small number of studies have been carried out to demonstrate the reality of pedagogical translanguaging in the context of higher education and, more specifically, in countries where the official language is distinct from the language of instruction in language education. Therefore, this study broadens the understanding of translanguaging practices in English for Specific Purposes (ESP) programs in Saudi universities through the perceptions and perspectives of ESP undergraduate students. The participants of this study were ESP 150 students at the University of Bisha. The data was obtained quantitatively and qualitatively using three research tools: the learners’ questionnaire, observation of teaching sessions, and semi-structured interviews with the learners. The findings indicated that students have a positive attitude towards translanguaging. They found it a useful pedagogical strategy to improve their understanding of ESP terminologies and their field-related complex terms. On the pedagogical level, the study contributed to the field of translanguaging by providing a clear picture of how students perceive translanguaging and how the use of the mother tongue along with English in the classrooms was significant in engaging the students in the learning process.

A Feminist Activist Research to mainstream awareness of gender-related violence in universities through photovoice

ABSTRACT Sexual and gender-related violences (SeGReV) is more normalised in the university community than we might expect, even though there have been important changes in HEI politics and policies in this sense. Therefore, sensitisation is essential. In this paper, we present multidisciplinary international research that, implicating around 40 university teachers and 300 students, aimed to approach this necessity through the design and evaluation of an innovative pedagogical protocol. Our text serves two purposes: to reflect on the effectiveness of photovoice to increase the student’s awareness of SeGReV; and to introduce and exemplify the specificity of Feminist Activist Research (FAR), a methodological approach that rises from the intersection of Action Research, Activist Research and Feminist epistemology. We will show how the applied approach of our project, the production of training materials, and other disseminative actions, proved to be a valuable practice for increasing the SeGReV awareness of university students. In this sense, becomes clear that photovoice can be an important ally, as it is an extremely useful technique both on a pedagogical level and as a research instrument. Last but not least, we exemplify the adequacy and peculiarity of FAR as a research approach.

The Mediating Role of Learning Analytics

Researchers in learning analytics have created indicators with learners’ trace data as a proxy for studying learner behaviour in a college course. Student Approaches to Learning (SAL) is one of the theories used to explain these behaviours, distinguishing between deep, surface, and organized study. In Latin America, researchers have demonstrated that organized approaches to learning could be more effective in higher education, leading to better performance and course approval. However, further analysis of student behavioural data is needed to understand this relationship and inform interventions targeting study habits and academic performance. In this study, we analyzed the relationship between student approaches to learning and their final grade in six college courses, using behavioural trace data as a mediator variable. Specifically, we conducted a quantitative study in two Latin American institutions where data of different granularity was collected from their Learning Management Systems. We observed that most learning analytics indicators do not mediate the effect between approaches to learning and course performance. However, there was evidence for fine-grained indicators acting as total mediators. Implications are discussed at methodological and pedagogical levels, aiming to inform the advancement of learning analytics in the region and its use for supporting student learning.

Teaching natural sciences through English for the development of creative activity

Relevance. The relevance of this study lies in the problem of developing the creative abilities of students of pedagogical universities at the level of integrated natural sciences teaching using English, which will allow them to develop their professional competencies at a high level.Purpose. The purpose of the study is to formulate a model for the development of creative abilities of future teachers based on integrated learning in the framework of natural disciplines using the English language.Methodology. The leading techniques for the study of this problem were the tests developed by N.P. Fetiskin, V.V. Kozlov, G.M. Manuilov to assess the degree of the creative potential of a person on a par with its implementation to demonstrate their skills at a high pedagogical level and create adapted conditions for cognitive and active work in the classroom with their future students, using the creative component. This component is responsible for many factors at the personality level of the future teacher, along with the ability to organise and conduct high-quality classes in natural subjects in English at the level of integrated learning, with a competent individual approach and a full-fledged discussion.Results. The identified data enabled the creation of a model for organising the development of creative activity among future teachers during integrated lessons in natural sciences using English. This contributes to the deepening of knowledge in the areas under study with the accompanying substantial opportunities for creative development by including the examination of international thematic journals in English in the educational process, watching specialised integrated popular-science documentaries.Conclusions. The results improve the understanding of the target area of the integrated lesson in the scientific and practical sphere on the investigation of natural phenomena and develops an understanding of the importance of relationships in life and a value attitude to nature, which determines its practical importance for the field of education.

How to Develop a Memory Game for Clinical Courses: A Leading Approach to the Interaction of Education

: The integration of educational games has significantly transformed pedagogical approaches, emphasizing the importance of constantly updating educational programs. High-quality games motivate students and foster engagement, surpassing traditional methods. Addressing this need, this protocol study aimed to provide practical instruction on developing a memory game. Educational memory games have been found to enhance intrinsic motivation in learners and are particularly beneficial for clinical subjects. The design of memory games involves three components: Pedagogical level, design level, and modeling of learning content. Adjusting elements, such as the number and nature of items, time limits, feedback mechanisms, and task difficulty, can fine-tune the effectiveness of a memory game. The memory game consists of 2 main components: Learning and scoring, and it is designed using Articulate Storyline software. The learning phase focuses on mastering correct methods; however, the scoring phase evaluates learning retention and comprehension. Memory games can be adapted to different formats supported by educational websites and learning management systems. They are an effective tool for enhancing cognitive development and memory retention; however, it is important to consider the audience’s age, learning goals, genre, and assessment approaches when determining the ideal content level. Memory games can be used to identify learning challenges, promote active student engagement and collaboration, and improve learning outcomes. Educators must continually evolve their methods to resonate with new generations of learners, and success in implementing memory games depends on considering lesson characteristics, student needs, and instructor expertise.

Dal digital divide all’inclusione digitale: compiti pedagogici per ridurre le disuguaglianze sociali con le nuove tecnologie

The spread of digital technologies in the daily lives of subjects has produced various transformations on the cultural, social and pedagogical levels: these transformations are often summarized schematically and risk producing "false myths." These include the idea that technologies represent, in themselves, useful tools capable of promoting inclusion. The paper reflects on the dangers of exclusion generated by the digital and the pedagogical challenges to be pursued to promote more conscious and more critical uses that can truly promote inclusion on a social level.

Phenotypic manifestation of the neurophysiological level of regulation of visual perception in humans and methods of correction of its disorders

The phenotypic manifestation of the neurophysiological level of regulation of human visual perception has numerous forms. Dyslexia is a neurological disorder associated with a selective impairment of the ability to master reading and writing skills while maintaining overall learning ability. There are two priority approaches to studying the issue of dyslexia — phonological and visual approaches. This study considers visuospatial disorders, visual information planning disorders, scotopic sensitivity syndrome, features of visual gnosis, visuomotor disorders, and dyspraxia. At the age of 5–6, children begin to devel op the skills of writing and reading; for some, this process goes easily and the child does not experience difficulties in mastering these processes. Meanwhile, some children have difficulties in mastering reading and writing even at 8–9 years of age. The features of the brain mechanisms underlying the processes of reading and writing were studied using the EEG method and neurodiagnostics, and the most effective correction methods at the neurophysiological and pedagogical levels were recommended. The findings from these studies expand our understanding of how neurophysiological mechanisms influence learning difficulties in children with normal IQ levels. This has important implications for our ability to effectively correct and prevent such problems

Comparing Chinese and Western classroom learning environment research: a bibliometric analysis and visualization.

A comprehensive cross-national understanding of the classroom learning environment (CLE) is critical to advancing CLE's development. This study compares the English and Chinese CLE literature to enhance a complete understanding of CLE. We conducted bibliometric analysis on 3,130 English literature from Social Sciences Citation Index (SSCI) and 1,261 Chinese literature from the Chinese Social Sciences Citation Index (CSSCI). The results show that both Chinese and English literature focus on the influence of CLE on students' cognitive and affective learning outcomes and the incorporation of information technology in CLE. The results also reveal the differences between Chinese and English literature from two perspectives: (1) Chinese CLE research mainly focuses on English education, and English CLE research mainly focuses on science education and (2) Chinese CLE research mainly analyzed the pedagogical aspect of CLE, while English CLE research focused on CLE's social and psychological aspects. We also discussed that future research should focus on (1) the balance of analyzing CLE from the perspective of students and other educational stakeholders such as teachers and school leaders, (2) student differences from the pedagogical level, (3) the physical level of CLE, (4) the use of statistical methods such as structural equation modeling that can analyze the mechanisms underlying the effects of CLE on student learning, and (5) the interdisciplinary research on CLE.

Korean speech styles and Finnish terms of address from the perspective of KFL learners

Abstract Korean speech styles (hapsyo-chey and hayyo-chey in particular) are compared with Finnish terms of address from the perspective of KFL learners, focusing on three variables, namely “power”, “distance”, and “imposition” (Brown and Levinson, 1987). The comparison is based on Peterson (2010), which the current study replicates. The data were collected during a Discourse Completion Task: seventy-eight native speakers of Korean were provided with seven scenarios depicting everyday situations. The results underpin the common belief that hayyo-chey is the most common speech style in Korean society. On the pedagogical level, therefore, it should be considered unmarked, meaning that no explication such as “informal polite” is required. However, hapsyo-chey should be introduced as a speech style that may be mixed with hayyo-chey, but also as the norm exclusively used in some restricted formal and writing contexts. Other speech styles may be explained in a similar manner in the KFL classroom.

Promotion of Bandura Art Abroad at the Turn of the 1980s and 1990s

The purpose of the research is to determine the genre and thematic directions of the creative activity of bandura players of the Ukrainian diaspora and Ukraine in the context of the Ukrainian Free University (Munich, Germany) in the period of the 80s and 90s of the twentieth century. In particular, audio recordings from the collection of the UFU archive and reports on the activities of the educational institution from 1985-1990 were used. Research methodology. The researcher used the source, historical, axiological, musicological, and cultural approaches. The source study method was used to analyze new archival sources (textual, documentary, and audio-media) to research Ukrainian bandura art in its mainland and diaspora dimensions. Other approaches and methods made it possible to consider the areas of activity of bandura players in a foreign environment (historical and typological and historical and chronological methods), the value of their achievements for the promotion of bandura art in the world in the period of the 80s and 90s of the twentieth century (axiological approach), and to analyze the contribution of bandura players from North America, Europe, and Ukraine at the compositional, performing, and pedagogical levels to the world Ukrainian culture (musicological and culturological approaches). Scientific novelty of the research. For the first time, the materials of the audio archive of the Ukrainian Free University concerning bandura art are introduced into scientific circulation. Conclusions. The main principles and manifestations of the popularization of bandura art abroad in the 80-the 90s of the twentieth century are revealed. The personalities of soloists and groups of bandura players from the diaspora and Ukraine, lecturers and instructors of bandura training held at the Ukrainian Vulnerable University, whose creative activity was presented at public concerts in Munich, interviews and presentations on the air of Radio Svoboda, are highlighted. The article analyzes the period that marked not just the intensification of the concert and pedagogical activities of bandura players from other foreign countries but also the expansion of their cooperation with bandura players from Ukraine on the eve and at the beginning of independence. These factors remain relevant in the context of the need to generalize and analyze the achievements of bandura art abroad as a component of Ukrainian musical culture and its development in different historical and temporal periods.

Disabling experiences and inclusive school: reframing the debate in Portugal

ABSTRACT This article aims to problematise the discourses of inclusive education by analysing the experiences of disabled people in the Portuguese regular school system. Individual interviews and focus group, held in different areas of the country, exposed the main debates, contradictions and continuities between policies and practices coming from irreconcilable paradigms. These barriers to learning and participation were traced at the organizational, curricular, and pedagogical levels, and at the socialization with peers, suggesting a political, temporal and contextual transversality of an individualizing and disabling gaze, with immediate and long-term discriminatory, segregating and excluding effects on the lives of disabled people. These experiences could be the basis for recognizing the ubiquity of exclusion in school as we know it, and for creating solidarity and democratic educational communities where these barriers are systematically denatured and eliminated.

Degradation of the Body in Idealist–Dualist Philosophy

There is no corporal philosophy at the level of other philosophical subdisciplines. A research line has begun whose ultimate goal is to determine whether a somatic philosophy can be built. From a pragmatist and biopolitical approach, the present study investigated why it has not been possible to develop grounded somatic philosophy. As an answer, the “idealist–dualist episteme” is described, which encompasses invariants in the history of idealist philosophy at the ontological, gnoseological, ethical–political, and pedagogical levels. These constants reflect somatophobia, as well as an ontological and gnoseological disregard of the body, which has led to the irrelevance of the body and corporeality in philosophy until the arrival of the “bodily turn”. The critique of this prevailing idealism and dualism will enable a review of current approaches based on these positions, such as embodiment, enactivism, embodied cognition, or embodied artificial intelligence. It opens up a new philosophical line with a universalis scope that is open to the eclectic construction of a pragmatic corporal philosophy that takes into account Chinese, Japanese, or African philosophies.

DRalgo: A package for effective field theory approach for thermal phase transitions

DRalgo is an algorithmic implementation that constructs an effective, dimensionally reduced, high-temperature field theory for generic models. The corresponding Mathematica package automatically performs the matching to next-to-leading order. This includes two-loop thermal corrections to scalar and Debye masses as well as one-loop thermal corrections to couplings. DRalgo also allows for integrating out additional heavy scalars. Along the way, the package provides leading-order beta functions for general gauge-charges and fermion-families; both in the fundamental and in the effective theory. Finally, the package computes the finite-temperature effective potential within the effective theory. The article explains the theory of the underlying algorithm while introducing the software on a pedagogical level. Program summaryProgram title: Dimensional Reduction algorithm (DRalgo) 1.0CPC Library link to program files:https://doi.org/10.17632/k66j9vmh9r.1Developer's repository link:https://github.com/DR-algo/DRalgoLicensing provisions: GNU General Public License 3Programming language:MathematicaExternal routines/libraries:GroupMath [1]Nature of problem: Construction of high-temperature effective field theories for beyond the Standard Model physics.Solution method: Matching of n-point correlation functions using tensor-notation of couplings [2–6]Additional comments including restrictions and unusual features:Mathematica version 12 or above.

Systematic Reviews of Research on Online Learning: An Introductory Look and Review

In this introduction to the special issue on systematic reviews of research on online learning, we introduce the need for systematic reviews on online learning. Utilizing a three-tier lens focusing on systems, pedagogical, and people levels, we have selected nine articles for this issue. At the systems level, there are two articles that focus on research trends during COVID-19, and features of high-quality online learning. At the pedagogical level, five articles were included that address online learner collaboration, help-seeking strategies, intersubjectivity, invisible participation, and online assessment. Finally, at the people level, there are two articles. The first focuses on online learning for minoritized and first-generation students. The second examines moderators in asynchronous online discussions. This introductory article provides a short summary of the nine articles and concludes with implications for practitioners and researchers on using and conducting systematic reviews on various topics in online learning.

Online education of medical students of the 6th course in the conditions of military conflict

The beginning of military aggression by the rf led to the emergence of obstacles to the usual conduct of classes, limiting the access of medical students of the 6th year to the modern equipment of clinical bases and the educational and training center of simulation medicine organized by the Dnipropetrovsk State Medical University. This led to the search for new methods for acquiring the necessary practical skills in online learning. The purpose of the work is to highlight the method of conducting classes using online training at the Clinical Department of internal medicine 3 of the Dnipro State Medical University during the war and the problems that were identified during the classes. Results and conclusions: with the beginning of military aggression, the training of medical students at the Department of Internal Medicine 3 is conducted in an online format. It consists of asynchronous, synchronous and organizational components, which include discussion of the topic of the lesson, solving a clinical case and tests STEP 2 in Moodle and a virtual combined clinical case during the synchronous component of distance learning. However, despite the high educational, methodological, technological and pedagogical level of online education, the state of war and hostilities created additional obstacles - security during the alarm, the psychological and emotional state of students and teachers, unstable Internet connection, power outages, staying in different regions of Ukraine and abroad.

Investigating Students’ Perception of Online Assessment as a Result of the Interaction among the Extrinsic Assessment Factors on Students Psychological Characteristics

Since April 2020 all schools and universities have been running online classes on e-learning platforms and teachers have gradually integrated various educational software into the teaching-learning process. Our target group consists of 114 students of the faculty and college. We wanted to find out their opinions about the geography online assessment, identifying the factors that influenced this process and any differences that occurred between the two categories of subjects. The results of the study showed that students at technical college adapted very well to online evaluation and the numerous chi-square associations with technological factors show the importance students attached to them over pedagogical and social factors. Students felt the need for digitisation of the learning process as most of the associations are between psychological learning factors and technological ones. The university students, unlike students from college, did not respond under the impact of emotions, and appreciated the software design of Kahoot and Google Forms by associating a positive, stimulating connotation with psychological features (motivation, memory, comprehension, relaxation). We conclude that both technical college and university students appreciated the benefits of online assessment through the use of Kahoot and Google Forms tools on both psychological and pedagogical levels.