Instructional Techniques Research Articles

Integration of Artificial Intelligence in Science Teaching in Primary Education: Applications for Teachers

The purpose of this study is to serve as the central notion that the whole research endeavour revolves around. It provides a framework for examining the potential applications of artificial intelligence (AI) for teachers operating in the field of scientific education. A clear framework for an in-depth analysis that tries to shed light on the opportunities and challenges associated with the use of AI technology in primary scientific education is provided by this thesis statement, which specifies the purpose of the research as well as the scope of the investigation. The project's objective is to broaden the existing body of knowledge and provide insights into the ways in which educators might make use of technologies that are powered by AI to enhance the instructional techniques they use and the outcomes of student learning. In order to do this, a well-prepared thesis statement will ideally be used.

Chat Kanoon: A Novel Approach to Legal Assistance in India

This paper presents ChatKanoon, an innovative multilingual AI chatbot tailored for the Indian legal system. Utilising advanced language models like GPT-4 and Llama2 70B, ChatKanoon employs instructional techniques rather than traditional model fine-tuning, to provide contextually relevant legal advice. This approach addresses critical challenges in India's legal sector, including limited access to legal information, high service costs, and the scarcity of specialised guidance. ChatKanoon's development involved using a diverse array of legal documents and case laws, which enabled the chatbot to deliver precise and reliable legal information. The paper describes the application of instructional techniques in guiding language models, the process of dataset utilisation, and the development of an intuitive chatbot interface. ChatKanoon is positioned as a tool to democratise legal information, making it more accessible and affordable, thereby enhancing the efficiency of legal procedures in India. The paper concludes by discussing the current limitations and future potential of ChatKanoon, along with the broader impact of AI-driven legal assistance tools in developing countries. ChatKanoon exemplifies the transformative role of AI in the legal domain, with the potential to revolutionise legal aid in India and beyond.

Movies as Representative of the Natural Approach and their Effect on EFL Students’ Speaking Performance

This study investigated the effect of using movies (as representative of the Natural Approach) on male and female Palestinian students’ speaking performance. The study followed the mixed approach, where two instruments (quantitative and qualitative) were used to collect the research data: a pre- and post-speaking test and the researcher’s observation. The participants were seventh graders assigned randomly into a control group (48 male and female) and an experimental group (38 male and female). The experimental group was taught using movies as an instructional technique, while the control group was taught conventionally (through presentations). The study was implemented in eight weeks. The study's findings demonstrated statistically significant differences between students' speaking performance based on the speaking test scores in favor of the experimental group. This resulted in using movies as a teaching technique, particularly in vocabulary, fluency, pronunciation, and spoken grammar sub-skills. It was also revealed that no significant differences in students' speaking performance between males and females can be attributed to the teaching technique. Accordingly, some recommendations were suggested.

Traditions of studying the novel “War and Peace” by L. N. Tolstoy in the methodology of teaching literature of the first half of the XX century

The article presents the experience of studying the novel “War and Peace” by L. N. Tolstoy in the national school of the first half of the twentieth century. An analysis of the works published during this period allows us to trace the formation of methodological traditions in the study of the epic novel. The author focuses on the approaches, methods and techniques of studying the novel, based on the methodological systems of well-known language teachers (M. A. Rybnikova, V. V. Golubkov, etc.) and widely used in the practice of literature teachers. Particular attention is paid to the work of T. G. Brajet’s “Holistic study of the epic work” (1964, reprinted in 2000), which determined the method of school study of the novel for several decades. Based on the analysis of pedagogical experience, separate concepts, approaches and techniques for studying the novel “War and Peace» by L. N. Tolstoy are clarified.

The role of digital games in the education of self-control and stress in gifted children

This essay examines the pivotal function that games play in satisfying the distinct needs of exceptionally talented children, thereby calling into doubt the concept of inherent advantage. Digital games, serious games, and role-playing games (RPGs) have been identified as efficacious tools for fostering cognitive, socio-emotional, and intrinsic motivational growth, in addition to enhancing self-control and stress reduction. Numerous studies highlight the diverse and adaptable course requirements of exceptionally talented pupils, who require an environment resembling the "ideal gifted environment." An equilibrium is achieved within this ambiance between self-governance, rational standards, internal control, openness to opposing viewpoints, and intellectual instability. Pedagogical techniques facilitate abbreviated instruction, enhanced comprehension, and customized pathways to accommodate various learning modalities. A balanced approach is necessary to address concerns such as screen time management and potential overreliance on gaming, despite the utility of games. By integrating games into a comprehensive educational framework, it is possible to effectively engage, motivate, and support gifted children, thereby facilitating the realization of their exceptional intellectual, social, and emotional capabilities.

Effectiveness of Mnemonic Instructional Strategy for Enhancing Geography Achievement among Standard IX Students

The investigators employed a quasi-experimental approach to assess the effectiveness of mnemonic instructional techniques in enhancing geography proficiency among ninth- standard students at a Government Girls Higher Secondary School in Namakkal District, Tamil Nadu. Samples were selected using purposive sampling, with two sections, A and C, chosen for the experimental and control groups, respectively. Each group consisted of 40 regular students, with standardized achievement tests conducted as pre-tests and post-tests. The control group followed traditional lesson plans, while the experimental group taught through mnemonic instructional strategies in Tamil, developed and validated by six subject teachers. Results revealed that students taught using mnemonic strategies surpassed those taught traditionally, highlighting the benefits of incorporating mnemonic techniques in geography education, including improved retention, increased engagement, academic success, and the cultivation of transferable skills.

Factors influencing the academic performance in araling panlipunan of junior high school students of Capual National High School, MBHTE-Sulu

This study aimed to investigate the extent of the factors influencing the academic performance in Araling Panlipunan of junior high school students at Capual National High School. It employed a descriptive-explanatory research design with one hundred (n=100) junior high school students at Capual National High School, Ministry of Basic Higher and Technical Education (MBHTE) – Sulu taken through purposive sampling method. Findings indicated that high school students recognized the school administration, teacher’s competency, and their own learning styles as significant factors that contribute to their academic performance. Correlation analysis revealed that subcategories subsume under the extent of the factors influencing the academic performance in Araling Panlipunan reveals that there was a significant correlation between School Management and Teacher’s Competency, School Management and Student’s Learning Styles, and Teacher’s Competency and Student’s Learning Styles. The study suggested that the MBHTE – Sulu may provide continuous professional development for teachers to enhance their competency, which is directly linked to student performance. School Administrators may consider implementing adaptive educational strategies that cater to the diverse learning styles of students. This could involve integrating technology in classrooms or providing training for teachers on differentiated instruction techniques. Teachers may utilize a variety of teaching methods to address the different learning styles of students.

Instruction in Strategic Thinking

An educator's toolkit would not be complete without teaching strategies, which influence how instruction is delivered and how well students learn. This essay examines a variety of instructional techniques, each with their own benefits and drawbacks, such as brainstorming, case-based small-group discussions, games, demonstrations, and independent study. The abstract highlights the value of student-centered approaches, relevance, flexibility, and alignment with future learning needs by drawing on ideas presented by Devlin and Samarawickrema (2010).

Simulating alternative internationals: Geopolitics role-playing in UK schools

Simulation and role-play have a proven track record as pedagogic techniques to provide students with insights into geopolitics, diplomacy, and international relations. Since the first Model United Nations (MUN) in 1947, simulations have proliferated within secondary and tertiary educational settings. However, these activities overwhelmingly focus on recognised nation-states, neglecting polities that are not UN member states, but that are often acutely affected by conflict and human rights abuses. This paper is part of a broader project that is seeking to bring the realities and stories from such communities, territories, and peoples – a number of which have come together as the ‘Unrepresented Nations and Peoples Organization’ (UNPO) – to a wider audience. Loosely based on MUN simulations, the ‘Model UNPO’ exercise involves participants being assigned a UNPO member, researching that polity’s context and rights claims, and coming together for a structured role-play debate. Drawing on participant observation of Model UNPO exercises with 16–18 year old students at thirteen UK secondary schools we examine how geopolitics can be taught and learned within school classroom settings, how young people make sense of geopolitics, and how they imagine and articulate alternative internationals. We assess what simulation exercises can offer to understandings of the intersection of young peoples’ geopolitics and geographies of education. In doing so, we analyse how students draw on ‘known worlds’ and advocate for possible worlds through role-playing unrepresented diplomats, and examine the role of clause writing in the scripting of geopolitical imaginaries, and how role-playing forges empathy and solidarities. We conclude by making the case for foregrounding young people as critical and creative geopolitical thinkers.

Embedding Effective Communication in Early Childhood Learning in Schools: Experience from Early Childhood Teachers

ABSTRACT This study aims to strengthen the empirical evidence by analyzing the communication process between early childhood education (ECE) teachers and children during the learning process. It also aims to explore how the process occurs and how children respond. This qualitative descriptive exploratory research utilizes the content analysis method. Purposive sampling was used to select five teachers, including the head teacher, and forty-seven children who participated in this study. Data was collected through semi-structured interviews and non-participant observations to explore communication practices in the teaching and learning process, from the teachers perspective. The results emphasizes the importance of bidirectional communication, tailored to individual children for optimal engagement. It also highlights the role of language use and non-verbal cues in effective pedagogy, while acknowledging the challenges of material relevance and language barriers. The study underscores the significance of multimodal pedagogy, and adaptive communication strategies to address disparities in children’s engagement levels and language challenges. It advocates for the continuous refinement of pedagogical techniques to enhance effective communication between teachers and children, a crucial element for the overall improvement of early childhood education quality. Overall, the research provides valuable insights for both academic discourse and practical applications in early childhood education.

Enhancing English Language Teaching: Strategies, Challenges, and Opportunities

Central to the article's inquiry are the innovative teaching methodologies and effective classroom strategies employed in ELT classrooms worldwide. Through a critical examination of theoretical frameworks and practical applications, the article illuminates the diverse pedagogical approaches and instructional techniques used to enhance language acquisition and proficiency among learners. From communicative language teaching to task-based learning and content-based instruction, the article explores the richness and diversity of approaches that educators employ to engage and empower language learners. The article delves into the transformative impact of technological advancements on language education. By examining the integration of digital tools, multimedia resources, and online platforms in ELT pedagogy, the article highlights the potential of technology to enhance language learning outcomes, facilitate authentic communication, and foster learner autonomy. However, it also acknowledges the challenges and complexities associated with technology integration, such as access barriers, digital divides, and the need for digital literacy skills among educators and learners. The article explores opportunities for professional development, collaboration, and research within the ELT community. By fostering a culture of continuous learning, collaboration, and inquiry, educators can enhance their teaching effectiveness, expand their pedagogical repertoire, and contribute to the advancement of knowledge in the field of language education. Through networks, conferences, and research initiatives, educators have the opportunity to engage in dialogue, exchange ideas, and explore innovative practices that promote excellence in ELT.

Educational quality and inclusion through collaborative hybridized cybergogy: transformative learning horizons in Pakistani universities

PurposeIn today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education.Design/methodology/approachThis study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions.FindingsThe study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges.Practical implicationsThe study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area.Originality/valueThis study stands out as it explores an underexamined area while providing novel educational insights.

Геймификация в образовании как фактор формирования актуальных профессиональных компетенций

The article considers aspects of the use of gamification in education as a factor in the formation of professional competencies. In the context of learning, gamification is understood as a certain technology associated with the introduction of game components into the educational process based on the use of algorithms that were previously used in various computer gaming programs. Such trends in educational practice, in the context of the use of gamification, as the systematization of practical experience in the use of gamification and the development of its theoretical and methodological foundations are highlighted; the focus on achieving certain educational results is the formation of professional competencies within the framework of educational activities; the use of gamification in teaching various disciplines of the curriculum: foreign languages, engineering specialties, in inclusive educational practice, in management, in marketing, etc. In the context of digital transformation of education, the implementation of gamification forms the necessary motivation for educational activities, expands the boundaries of professional and personal development for all subjects of educational activity. Gamification allows you to implement various psychological and pedagogical techniques and methods to achieve learning goals, including the differentiation of strategic and tactical goals when completing course assignments, maintaining the necessary level of attention and concentration of students, combining various options for the complexity of tasks performed and on this basis identifying the abilities of participants to solve these tasks in a timely manner, modeling and implementing various game situations for the formation and development of certain professional competencies, etc. In the context of the development of the digital economy, globalization and informatization of educational activities, gamification optimally complements the already existing traditional training, with an emphasis on the use of game techniques in education, the involvement of gamification participants in solving collective tasks, achieving personal and group goals when completing the course in the form of a game, revealing their abilities precisely within the framework of team tasks and, thus, forming the necessary relevant professional competencies within the framework of educational activities.

Connectivity and Application of the Principle of Multiple Intelligences in the Three Domains of Learning Mathematics

The study aimed to examine how Gardner's Multiple Intelligences applied to Ghana's Senior High School's core mathematics curriculum and instruction. The Core Mathematics curriculum was the primary document reviewed for the study. The action verbs used in the objective, section teacher-learner activities section, and the evaluation section of the core mathematics syllabus were identified and grouped with respect to the multiple intelligences. The analysis revealed that the mathematics curriculum was linked to several intelligences, although some intelligence was underserved. The Senior High School Mathematics Curriculum fails to consider diverse learning styles and preferences. It should provide a diverse range of topics using various instructional techniques. However, children with different intelligences should not experience mathematics as a hindrance. A re-evaluation is necessary to address these issues.

РАЗВИТИЕ СЛОЖНЫХ СПОСОБНОСТЕЙ КУРСАНТОВ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ РОССИИ КАК ИНСТРУМЕНТ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ

In this paper, the analysis of the content of psychological and pedagogical techniques for the formation and development of complex abilities of future officers is carried out. The substantiation of the phenomenon of complex abilities is given. Actualization of the study of the professional abilities of future officers of law enforcement agencies in this material, first of all, organizational, personality-characterological, volitional allows us to offer an original tool for the formation of professional competencies. The conclusion is proposed on the basis of a responsible comparison of the structures of abilities indicated in the work with the obligatory consideration of the compensatory capabilities of the personality of a graduate of an educational organization.

Evaluation of Multimedia Teaching Platform for Piano Accompainment Using Logic Pro

The role of education in a country's progress is crucial. It ensures the intellectual and human resources a country needs to grow. There has been a growing consensus in China that gaining a thorough understanding of advanced foreign theories and effective teaching is crucial to keeping up with the country's rapid advancement and growth of its higher education system and the continuous intensifying and improved performance of the reform of education and teaching activities. College and university music programs often include piano teaching (PT) as a required curriculum component. As a result, the job it does in the classroom is crucial to developing modern musical literacy and understanding.. This article shows how to regulate the classroom tempo by utilizing multimedia instructional tools, how to pique students' interest in learning, and how to use multimedia tools to improve the quality of piano instruction. We used a logic programming system to design a piano teaching platform.it is used to analyze the knowledge of piano learners and manipulate their interference. By gathering user behavior from different Internet distribution platforms and evaluating the feature vector by the function space created by the pertinent evaluation metrics, the analysis system is also utilized to assess some instructional techniques' online public thought assessment. The system's accuracy is 96%, indicating a successful teaching assessment. The system's value evaluation paradigm makes it possible to comprehend user behaviors precisely and apply them to other disciplines.

Педагогические приёмы устранения трудностей при решении текстовых задач четвероклассниками

The article examines the current problem of difficulties in solving word problems by fourth grade students, and describes the main types of difficulties. The importance of educational modeling, planning and control activities within the framework of the requirements of the Federal educational program for primary general education in mathematics is described. Two pedagogical techniques are presented: “Model the situation” and “Plan and control”. Examples of mathematical tasks are given, the use of which will allow fourth-graders to successfully overcome difficulties in solving word problems.

Increasing Inclusion in Classroom Discussion: The Raised Block as a Classroom Response System in International Studies

Abstract Discussion is one of the most frequently used pedagogical techniques in international studies classrooms, but student participation in discussion is not always inclusive and equitable. This exploratory study aims to improve the quality of student participation in classroom discussion by replacing traditional hand raising with the Raised Block. We introduce the Block and assess instructor and student use during seminar discussions in a U.S. Naval War College security studies program. A series of surveys asked students and instructors if using the Blocks increased perceptions of inclusivity during class discussion. Quantitative and qualitative analysis of the survey data showed that using the Blocks led to more varied, dynamic, and engaged student participation in seminar discussions for a slight majority of students. This was particularly the case for “quiet” and international students who may find it challenging to enter politically charged discussions common in international and security studies classrooms. By organizing participation, lowering barriers to speaking, creating a persistent signal to participate, and managing dominant students, Blocks can create space in the discussion for students who may otherwise lack access and inclusion.

Experience of Project-Based Learning: Challenges, Assessment, and Analysis

Though theoretical knowledge is essential, there is a growing belief that when teaching applied sciences, particularly engineering, a great emphasis should be placed on the development of students’ practical skills. Therefore, some courses and curricula need to be revised to enhance the current state of education in this field. This can be achieved through the introduction of project-based learning (PBL). The PBL approach is ideal for teaching engineering disciplines because its framework promotes critical thinking and problem-solving skills, which are essential for a professional engineering career. This paper explains the implementation and comparative analysis of the PBL method in the departments of Electrical Engineering and Biomedical Engineering at King Faisal University. The challenges faced in this implementation include incorporating the PBL approach into the departments’ overall instructional technique, defining the roles of PBL coordinators, and addressing the characteristics of the PBL problems that arise in the courses offered. Furthermore, the implementation of PBL projects is evaluated based on the common courses offered in both departments. It is taken as an example and assessed based on problem-solving, teamwork skills, and the outcomes of accreditation board for engineering and technology. The results of this implementation are reported in this paper. Furthermore, we actively shared our experience managing course projects remotely during the fall semester, which COVID-19 impacted. Recommendations for future work are discussed, emphasizing the importance of having sufficient resources and fostering collaboration with industry and researchers from diverse disciplines.

Teachers’ perceptions of the barriers to STEM teaching in Qatar’s secondary schools: a structural equation modeling analysis

IntroductionEducators play a pivotal role in shaping students’ academic achievements, particularly in STEM (science, technology, engineering, and mathematics) fields. The instructional techniques employed by teachers significantly impact students’ decisions to pursue or persist in STEM disciplines. This research aims to explore the challenges faced by high school STEM teachers in Qatar in delivering effective STEM instruction.MethodsData was collected through a survey administered to 290 high school STEM teachers across thirty-nine schools in Qatar. The survey targeted teachers in the 11th and 12th grades. Structural Equation Modeling (SEM) was utilized to analyze the data and examine teachers’ perceived barriers to effective STEM instruction.ResultsThe findings revealed various barriers hindering STEM instruction. These barriers were categorized into school-related, student-related, technology-related, and teaching-related factors. All the hypothesized teaching barriers [i.e., (student-related: β = –0.243, p < 0.001); (school-related: β = –0.122, p < 0.001), (technologyrelated: β = –0.123, p = 0.040); and (instruction-related: β = –0.112, p < 0.018)] were negatively related to teachers’ STEM teaching. Among the various obstacles, it appears that the most formidable challenges for high school STEM teachers are related to students (β = –0.243, p < 0.001).DiscussionUnderstanding these barriers is crucial for informing educational policies and developing strategies to enhance STEM learning in Qatar’s high schools. Addressing these barriers is essential to provide adequate resources, professional development opportunities, and support systems. By addressing these challenges, Qatar can foster a conducive environment for effective STEM instruction, thereby nurturing a future generation of STEM professionals.