Pedagogical Value Research Articles

The Enlightenment of Monitoring Theory on Japanese Language Teaching

Krashen's monitoring theory is the most influential one in the study of second language acquisition, and the core part of it is the language input hypothesis, which provides many valuable teaching implications for foreign language teaching and has been applied to the 21st century. At present, Japanese Teaching in China is facing some challenges. This paper will explore the problems existing in Japanese teaching and put forward some effective strategies to promote the development of Japanese Teaching in China. I hope these suggestions can bring some new thinking and improvement to Japanese teaching.

Pedagogical Values and the Lawful Rules of Islamic Behavior in Consumption

This research delves into the intricate relationship between Islamic pedagogical values and Muslim consumer behavior, drawing upon the timeless wisdom of the Quran and Sunnah. It establishes a valuable theoretical framework, supported by a generalized logistic model, to illuminate how Islamic principles influence spending decisions within permissible boundaries. The research meticulously outlines the lawful rules governing consumption in Islam, categorized by permissible and prohibited actions to guide Muslims in their choices. Key findings reveal the holistic nature of Islam, highlighting its comprehensive influence on all aspects of life, including consumption. Islamic pedagogical values emerge as a powerful force in shaping behavior, weaving a tapestry of rules encompassing obligations like adhering to Halal principles, and prohibits extravagance, wastefulness, and stinginess. Moderation emerges as a cornerstone, steering consumers away from both extremes and illustrating how the Islamic framework accommodates increased income without necessarily leading to a proportional increase in consumption. The research challenges mainstream economic assumptions, presenting Islam’s perspective on spending and shedding light on the religious dimensions that shape consumer behavior within an Islamic framework. Beyond economic principles, the research highlights the exemplary life of Prophet Muhammad, offering practical examples of simplicity, moderation, and ethical consumer behavior, even in challenging circumstances. It advocates for integrating these values into decision-making processes, particularly in consumption matters, encouraging individuals to align their financial choices with Islamic jurisprudence and contribute to the overall well-being of the Muslim community. In conclusion, this research significantly enhances our understanding of Muslim consumer behavior, emphasizing the role of pedagogical values and lawful rules. The findings hold valuable implications for stakeholders like marketers, policymakers, and businesses seeking to engage with Muslim consumers, offering insights into product categorization and tailored engagement strategies. The research also introduces practical tools for further analysis and exploration, while acknowledging limitations and encouraging future research to refine our understanding across diverse cultural and religious landscapes.

Are 3D-printed anatomical models of the ear effective for teaching anatomy? A comparative pilot study versus cadaveric models.

Despite the combination of chalkboard lectures and cadaveric models, the ear remains a complex anatomical structure that is difficult for medical students to grasp. The aim of this study was to evaluate the contribution of a 3D-printed ear model for educating undergraduate medical students by comparing it with a conventional cadaveric model. Models of the ear comprising the outer ear, tympanic membrane, ossicles and inner ear were modeled and then 3D-printed at 6:1 and 10:1 scales based on cadaveric dissection and CT, cone-beam CT and micro/nano CT scans. Cadaveric models included two partially dissected dry temporal bones and ossicles. Twenty-four 3rd year medical students were given separate access to cadaveric models (n = 12) or 3D-printed models (n = 12). A pre-test and two post-tests were carried out to assess knowledge (n = 24). A satisfaction questionnaire focusing solely on the 3D-printed model, comprising 17 items assessed on a 5-point Likert scale, was completed by all study participants. A 5-point Likert scale questionnaire comprising four items (realism, color, quality and satisfaction with the 3D-printed ear model) was given to three expert anatomy Professors. The test scores on the first post-test were higher for the students who had used the 3D-printed models (p < 0.05). Overall satisfaction among the students and the experts was very high, averaging 4.7 on a 5-point Likert-type satisfaction scale. This study highlights the overall pedagogical value of a 3D-printed model for learning ear anatomy.

Developing and Validating a Qualitative Tool for Playtesting Service Learning-Based Accessible Games: A Comprehensive Approach

INTRODUCTION: The complex accessibility needs of some players and, in particular, of people with Intellectual Disability (pwID) require greater attention from research due to the lack of tools to support playtesting, particularly those of a qualitative nature and suited to their diversity of experiences and motor and cognitive characteristics. OBJECTIVES: Recognizing the scarcity of research in media production, particularly games, the study pursues three objectives: firstly, to describe the accessible games developed through a multi-year service learning project involving students from the Videogames Bachelor’s Degree and pwID; secondly, to approach the validation of the Gaming Observation Grid (GOG), a qualitative tool for playtesting sessions; and thirdly, to reflect on service learning as a strategy for bridging the gap between academia and civil society in the context of game design. METHODS: The research employed a qualitative media ethnography-based approach involving students from the Videogames Bachelor's Degree. Over a span of three years and six consecutive semesters, 59 students actively participated in a service learning project, engaging with pwID and Non-Governmental Organizations (NGOs) in the field. All playtesting activities’ observations were based on GOG, with a total of 273 observed gaming sessions. RESULTS: The development of 18 videogames, spanning diverse genres and themes, prioritized accessibility based on adjustment settings. GOG emerged as a tailored and feasible instrument, valuable in the broader landscape of inclusive game development. In terms of service-learning outcomes, results highlight students' reflections on the real-world impact of game design and development, underscoring the pedagogical value of service learning in bridging theoretical knowledge and practical application. CONCLUSION: This study underscores the critical need for enhanced research attention to the complex accessibility requirements of players, particularly pw ID, while emphasizing the relevance of qualitative playtesting tools tailored to their diverse experiences and cognitive-motor characteristics, as well as the inherent value of the experience for the students involved.

Development of the EVIBEC Learning Outcomes Framework to support the delivery of evidence-based practice curricula in health care professional programmes: a codesign approach

BackgroundAll healthcare professional education programmes must adopt a systematic approach towards ensuring graduates achieve the competencies required to be an evidence-based practitioner. While a list of competencies for evidence-based practice exist, health care educators continue to struggle with effectively integrating the necessary competencies into existing curricula. The purpose of this project was to develop an open access cross-discipline, learning outcomes framework to support educators in integrating the teaching, learning and assessment required to ensure all graduates of health care professional programmes can achieve the necessary evidence-based practice competencies.MethodsAn interdisciplinary team of health care professional educators and a librarian completed a review of the health professions literature on the teaching and assessment of evidence-based practice. The literature, coupled with the teams’ collective experiences in evidence-based education and research, were used to identify relevant teaching, learning and evidence-based competency frameworks to inform the project design. The guide and toolkit for experience-based co-design developed by the National Health Service Institute for Innovation and Improvement was adopted for this study ( Institute for Innovation and Improvement: Experience Based Design: Guide & Tools In. Leeds: NHS; 2009.). A four-step approach involving three online participatory co-design workshops and a national validation workshop was designed. Students (n = 33), faculty (n = 12), and clinical educators (n = 15) participated in formulating and mapping learning outcomes to evidence-based competencies. ResultsThrough a rigorous, systematic co-design process the Evidenced-based Education Collaborative (EVIBEC) Learning Outcomes Framework was developed. This framework consists of a series of student-centred learning outcomes, aligned to evidence-based practice competencies, classified according to the 5 As of EBP and mapped to the cognitive levels of Bloom’s taxonomy. Associated learning activities for each step of EBP are suggested. ConclusionsA consensus-based, student-centred learning outcomes framework aligned to a contemporary set of EBP core competencies has been developed. The freely accessible EVIBEC framework may support entry level health care professional EBP education, by informing EBP curriculum development and offering the potential for interdisciplinary approaches to and sharing of valuable teaching and learning resources. Co-design proved an effective method in creating and refining this framework.

Bridging cultures: the universal wisdom of aphorisms

This study explores the versatile nature of aphorisms, examining their linguistic structures, cultural implications, and pedagogical values across diverse languages and societies. Through literary analysis, comparative linguistic studies, and educational surveys, the research uncovers the inherent challenges in translating aphorisms while maintaining their stylistic and cultural essence. Findings reveal that aphorisms not only serve as concise expressions of universal truths and wisdom but also reflect the cultural values, norms, and philosophies of their respective societies. The investigation highlights the significant role of aphorisms in language learning and moral instruction, demonstrating their potential to foster cross-cultural understanding and linguistic appreciation. Aphorisms’ versatility as educational tools enhances learners’ engagement with language and culture, encouraging deeper reflection on ethical and philosophical issues. The study suggests future research directions, including the digital dissemination of aphorisms and their incorporation into artificial intelligence for language processing, underscoring their enduring relevance in a globalized and digitally connected world.

Thought Experiments as an Error Detection and Correction Tool.

The ability to recognize and correct errors in one's explanatory understanding is critically important for learning. However, little is known about the mechanisms that determine when and under what circumstances errors are detected and how they are corrected. The present study investigated thought experiments as a potential tool that can reveal errors and trigger belief revision in the service of error correction. Across two experiments, 1149 participants engaged in reasoning about force and motion (a domain with well-documented misconceptions) in a pre-training-training-post-training design. The two experiments manipulated the type of mental model manipulated in the thought experiments (i.e., whether participants reasoned about forces acting on their own bodies vs. on external objects), as well as the level of relational and argumentative reasoning about the outcomes of the thought experiments. The results showed that: (i) thought experiments can serve as a tool to elicit inconsistencies in one's representations; (ii) the level of relational and argumentative reasoning determines the level of belief revision in the service of error correction; and (iii) the type of mental model manipulated in a thought experiment determines its outcome and its potential to initiate belief revision. Thought experiments can serve as a valuable teaching and learning tool, and they can help us better understand the nature of error detection and correction systems.

Профессиональное образование в России и Китае: к вопросу о роли ценностей в трансмиссии опыта

Drawing on comprehensive historical data about the system of music education in China in the 1920—1930s, the authors focus on the relevance of professional pedagogical values for the successful transmission of professional experience. Examining axiological dimension of the intense pedagogical activity of Boris Zakharov (1887—1943), the head of the piano de­partment at the Shanghai National Conservatory in 1929—1943, we claim that there is direct continuity between the system of professional values implemented by him and the traditions of Russian piano education established by Anna Yesipova (1851—1914), one of the great pi­ano virtuosos of her day and a distinguished professor at the St. Petersburg Conservatory. It is demonstrated that the success of pedagogical activity of both Anna Yesipova and Boris Zakharov, as one of her students, is conditioned by the comprehensive realization of a wide range of professional pedagogical values. Attitudes, means, knowledge, qualities relevant for the educational process are shown to be subordinated to the main value — the need to provide the student with the knowledge and skills necessary to achieve maximum technical freedom for a full artistic interpretation of a musical work. A conclusion is drawn that the rich axio­logical potential inherent in the Russian piano education is one of the key prerequisites for successful cross-cultural transmission of experience in professional education.

Piano Pieces for Children in Serhiy Bortkevych’s Musical Heritage

The article reveals the artistic and pedagogical potential of piano music for children by the Ukrainian Diaspora’s prominent composer Serhiy Bortkevych. For this purpose, we analysed the piano cycles Little Traveller, Marionettes, Musical Wonderland (based on H. H. Andersen’s fairy tales) and From My Childhood. We specified the stylistic features of his music, didactic and educational tasks, which can be determined by working on small pieces of lyrical, dance, scherzo and march genres with their inherent modest scale and simplicity of presentation. S. Bortkevych tends to the chamber type of expression, modesty of texture, and absence of external effects, which reveals the composer’s commitment to the art of the Biedermeier. This component of S. Bortkevych’s creative personality is complemented by his constant interest in the world of childhood, both in terms of imagery and content, as well as didactics and education. All of S. Bortkevych’s children’s piano cycles clearly demonstrate the great importance of programmatic model in revealing the figurative content of piano pieces, in which nature paintings, portrait sketches, emotional experiences, travelling motifs, cities and countries, fairy-tale images, puppetry, etc. take an equal position. Up-tempo pieces (toccata, scherzo) require the same work as etudes, but with the difference that in etudes, artistic tasks are auxiliary, while in music pieces they are the main goal. In dance pieces, the basis for the work is the need to identify the specificity and character of the dance (waltz, mazurka, polka, hopak) and the originality of the rhythm. Lyrical pieces develop musicality, emotionality, artistry and performing initiative due to the musical language accessibility, vivid imagery and laconism of the form. The works of this group are of pedagogical value as they are aimed at gradual mastery of certain piano skills and techniques. S. Bortkevych’s compositional achievements deserve attention in terms of including his heritage in the educational repertoire of modern music institutions to deepen the educational and cognitive process of children’s and youth’s musical and aesthetic education.

Material order: a discovery group and shared catalogue for materials collections

Material Order is an academic consortium of material sample collections for art, architecture, and design disciplines. Founded by the Graduate School of Design at Harvard University and Fleet Library at Rhode Island School of Design and since comprising several more institutions in the US, it provides a community-based approach to management and open access utilizing and developing standards and best practices. Now in its twelfth year and reaching a level of maturation, Material Order offers research and pedagogical value to current and potential members and the larger design communities.

StuGPTViz: A Visual Analytics Approach to Understand Student-ChatGPT Interactions.

The integration of Large Language Models (LLMs), especially ChatGPT, into education is poised to revolutionize students' learning experiences by introducing innovative conversational learning methodologies. To empower students to fully leverage the capabilities of ChatGPT in educational scenarios, understanding students' interaction patterns with ChatGPT is crucial for instructors. However, this endeavor is challenging due to the absence of datasets focused on student-ChatGPT conversations and the complexities in identifying and analyzing the evolutional interaction patterns within conversations. To address these challenges, we collected conversational data from 48 students interacting with ChatGPT in a master's level data visualization course over one semester. We then developed a coding scheme, grounded in the literature on cognitive levels and thematic analysis, to categorize students' interaction patterns with ChatGPT. Furthermore, we present a visual analytics system, StuGPTViz, that tracks and compares temporal patterns in student prompts and the quality of ChatGPT's responses at multiple scales, revealing significant pedagogical insights for instructors. We validated the system's effectiveness through expert interviews with six data visualization instructors and three case studies. The results confirmed StuGPTViz's capacity to enhance educators' insights into the pedagogical value of ChatGPT. We also discussed the potential research opportunities of applying visual analytics in education and developing AI-driven personalized learning solutions.

Edouard Manet's portrait of Jeanne Duval: Did Manet portray the disease of which he died?

In 1862, the French artist Edouard Manet painted a portrait of Jeanne Duval, then age 42, who was suffering from a paralyzed leg. Manet depicts her stiffly reclined on a sofa with her foot seemingly disjointed from her body. Duval later became blind. Around 1875, Manet himself began to develop leg pains and an unsteady gait, which progressed in severity until he died of complications of his disorder, during 1883, at age 51. This contribution reviews the clinical information available concerning the neurologic disorders of both the subject and artist and the differential diagnosis for each case, with a focus on whether neurosyphilis may have accounted for their respective illnesses. This contribution also pays tribute to Irwin M. Braverman, MD, who is being honored in this special issue of Clinics in Dermatology for his many contributions to dermatology and for demonstrating how the study of art can be a valuable teaching tool to improve the observational skills of medical students.A Special Message from the Author to Irwin M. Braverman, MD

Coordinate and Subordinate Compounds in Chinese Morphology: A Cognitive Approach

Chinese compounds, particularly those categorized as subordinate and coordinate, hold considerable importance in Chinese morphology. The intricacies of these compound structures often pose challenges, even for native speakers, as their identification relies on an understanding of ancient Chinese semantics. This research endeavor aims to conduct a comprehensive analysis of abstract morphemes within these two types of Chinese compounds, with a particular focus on their semantic aspects. The cognitive approach proves to be highly effective in examining the internal structure of these compounds, as well as the diverse combinations of morphemes. Furthermore, this study offers valuable teaching implications pertaining to the morphological processes involved in Chinese characters.

Green Chemistry: Approach to Improve the Performance of Grade 11 STEM Students in Chemical Equilibrium

Most science activities and programs provide emphasis on saving the environment. The Green Chemistry approach matches this effort to enhance students’ understanding of chemical concepts at the same time promote the value of responsible stewardship by applying principles that reduce or eliminate the use or generation of hazardous substances in the design of laboratory activities. This study focused on the use of Green Chemistry to improve the performance of Grade 11 students in Chemistry particularly on the topic on chemical equilibrium. This action research employed the experimental design where the 205 Grade 11 STEM students enrolled during the second semester of the school year 2019-2020 were exposed to two Green Chemistry laboratory activities in chemical equilibrium. The pretest and posttest data were analyzed using appropriate statistical measures namely: highest possible score, highest score obtained, lowest score obtained, mean, mean percentage score, median and standard deviation. The level of performance of the Grade 11 STEM students were further described as high, average or low. Paired samples t-test analysis of students’ pretest and posttest assessments was carried out at 0.05 level of significance. The results of the pretest revealed an “average” level of performance among the Grade 11 STEM students. Higher scores are evident during the posttest showing a “high” level of performance. The effectiveness of the Green Chemistry approach was further established by comparing the performance of the Grade 11 students in the pretest and posttest. Their posttest scores were significantly higher than their pretest scores. The results suggest that the green chemistry approach is effective in improving the students’ performance in Chemistry specifically in their understanding of one of the most complex topics which is chemical equilibrium. Prior to the intervention, most students held misconceptions about chemical equilibrium. However, after using the green chemistry approach, they gave logical explanations about systems in equilibrium and how they were affected by external stresses. The Green Chemistry hands-on activities helped the students to improve their performance in chemistry by reinforcing the development of students’ concepts in chemical equilibrium while taking measures to save the environment. It is recommended that the green chemistry teaching approach be adopted by other chemistry teachers in Urdaneta City Division. Similar approach can also be used in teaching other science concepts. The study shows that the Green Chemistry approach greatly improved the Grade 11 STEM students’ understanding of Chemical Equilibrium. Pre-test scores averaged 7.81 with no high performers, while post-test scores rose to 15.15, with 63.4% of students achieving high performance. A paired t-test confirmed a significant improvement (p &lt; .05), proving the effectiveness of Green Chemistry in teaching complex topics. Additionally, the approach promoted environmental awareness, making it a valuable teaching method for broader use in science education.

Incorporating Hip-hop and Black Popular Culture in Korean Primary School English Teacher Training

This study illustrates how hip-hop and black popular culture can be integrated into primary school English teacher education and explores Korean teachers’ reactions to these elements. Within an intensive teacher training program where hip-hop and black popular culture were introduced and adapted for Korean ELT, the study analyzed Korean primary school English teachers’ responses to the pedagogical values of these elements within Korean context. The findings reveal mixed attitudes toward the inclusion of hip-hop and black popular culture. From the perspective of “teacher as learner,” there were positive responses in terms of interest in African American English features and the value of hip-hop and black popular culture as educational resources and their trendiness in literacy education. However, their practicality was viewed negatively. Within the “discourse of schooling” in Korea, the positive aspects included the value of teaching American culture through hip-hop and black popular culture, while doubts about their effectiveness in Korean ELT prompted a negative response. Regarding “teaching activities,” positive reactions emerged when teachers contextualized racial issues in the U.S. in relation to Korean multiculturalism, but concerns arose about the appropriateness of the language and imagery in hip-hop. This study encourages further discussion on this topic.

From Syntax to Solutions: Evaluating the Efficacy of a Real-Time Programming Platform

Real-time programming platforms offer a novel approach to computer science education by providing interactive, dynamic learning environments. This study investigates the pedagogical value of Replit, a popular cloud-based coding platform, focusing on its effectiveness in engaging Diploma in Computer Science students at Universiti Teknologi MARA Sarawak Branch. Through thematic analysis of open-ended survey responses, we explore student perceptions of Replit's usability, interactivity, and overall performance. The findings demonstrate student satisfaction with Replit's features, highlighting its potential as a valuable tool for enriching and optimizing the way we teach programming.

Examining the Value of Literary Conversations

In recent years, researchers and practitioners in the field of Scandinavian L1 literature education have devoted considerable attention to literary conversations. In the Scandinavian countries, research into literature education has traditionally been characterized by qualitative studies. These tend to be published in various genres and are often written in a local language. This publishing pattern makes it challenging to obtain an overview of the field and its subfields. Hence there is an obvious need for a systematic review to map out the landscape of existing research into literary conversations. To that end, the present study investigates the characteristics of qualitative research into literary conversations in the Scandinavian L1 school subject with regard to key research approaches used, to the characteristics of the conversations studied, and to the pedagogical value ascribed to literary conversations. The findings show a joint belief in the value of literary conversations as a community for students’ learning in Scandinavian research. Multiple pedagogical gains are accounted for, both from the collaboration within the community itself and as a result of such collective work. In addition, the wide range of theoretical and methodological approaches mapped out from the studies investigated reveal some interesting challenges and also possible gains if further research is conducted.

University of Lille and CNRS Research unit ‘Savoirs, Textes, Langage’

In this article, we analyze a learner corpus of English-to-French translation tasks produced by advanced students enrolled in their final year of a professional translation master’s program. Specifically, we investigate their use of so-called non-standard, non-SVO word order structures: clefting, pseudo-clefting, dislocation, extraposition, and inversion. We aim to confirm students’ tendency to overuse SVO word order in their translations in comparison with original French and to provide a finer-grained analysis of their (non-)use of non-standard structures. Complementary analyses on a corpus of machine-translated texts and a corpus of professional translations provide further comparisons. Thanks to an approach where corpus material is used to assist students in the development of their translation skills, all these results are meant to have pedagogical value, by highlighting the specificities of student translations to help them write more authentic texts that take into account language use related to word order. The comparison with machine-translated texts is intended to help students develop post-editing skills. Keywords: translation training, translation quality, word order variation, specialized translation, post-editing

Developing professional communicative competence in teaching foreign language

The article considers general tendencies in world and national education, and both principles and methods of forming professional, communicative, and intercultural competencies and in the process of teaching foreign language for professional purposes in the conditions of engineering, economic, and other non-linguistic specialties at technical university. The article views some essential issues of this competence including awareness of pedagogical values, the construction of the pedagogical process, pedagogical communication and behavior; pedagogical technology, its essence, structural components, understanding of innovative components of professional activity, and requirements for the design and engineering of pedagogical technologies.

Social Network as a Digital Educational Resource in Teacher Training

The study is devoted to the relevant issue of educational resources that ensure the quality growth of the teacher training within the framework of the learning area of «Pedagogy». A virtual study group on the VK platform is considered as an effective digital resource. The study reveals the possibilities of the socio-digital environment as a component of blended learning in the professional teacher training within the subject “Pedagogy”. It also describes the forms of organizing interactive learning, determines the types of tasks for the students’ independent activity in the network, and clarifies the teacher’s role in the new conditions of interaction with students. As a result, the study shows that organization of academic interaction of students in a socio-dig- ital environment in the format of a virtual study group allows them to activate their independent cognitive and creative activities, to diversify the forms of educational activities by expanding the field of cooperative interaction of students. This compensates for the limited amount of classroom work and, consequently, increases the durability and meaningfulness of the pedagogical knowledge, ensures the formation of the student’s own system of pedagogical values and attitudes, their desire to continuously strive for professional self-development. The purpose of the study is to identify the educational potential of the socio-digital environ- ment in order to expand the field of academic interaction of students in the study of pedagogy. Methodology. The methods of included observation, survey, the study and analysis of the products of students’ activities, generalization of pedagogical experience made it possible to iden- tify the features and ways of productive interaction of undergraduate students in a socio-digital environment in order to advance in pedagogical knowledge and to understand it better. In conclusion, the capabilities of a virtual learning group in a social-digital environment as an educational resource are summarized and it is concluded that the introduction of new digital tools into the educational process of higher education ensures an improvement in the quality of pedagogical training of future teachers.