Instructional Principles Research Articles

영미 문학교육의 새 모델

This study presents an innovative pedagogical framework designed for the “Reading English Literature” course, aligning with the core tenets and objectives of the 2022 revised English curriculum. Grounded in learner-centered principles, the framework introduces a new set of approaches to seamlessly integrate literary narrative-focused instruction into the context of high school English literature education. The proposed approach examines the practical applicability of instructional principles for “Reading English Literature”, with a focus on pivotal factors such as achievement standards and assessment protocols. This study aims to make a substantive contribution to the ongoing academic discourse and pedagogical practice surrounding effective teaching strategies and assessment, specifically attuned to the exigencies of learner-centered English literature education in the high school milieu.

PEDAGOGICAL APPROACHES TO LITERATURE: EXPLORING IDEOLOGICAL MOVEMENTS IN HIGHER EDUCATION THROUGH THE ALASH IDEA

This article delves into the intricate interplay between ideological movements and pedagogical approaches in higher education, specifically focusing on the Alash Idea's profound influence on literature instruction. Originating in early 20th-century Kazakhstan, the Alash Idea epitomizes a confluence of cultural resurgence, nationalism, and educational reform. This study aims to unravel the pedagogical implications stemming from the Alash Idea's impact on literature education, elucidating its enduring significance within higher education contexts. By scrutinizing historical narratives and contemporary educational paradigms, this research illuminates the Alash Idea's indelible mark on literature instruction methodologies. It investigates the movement's role in shaping curricula, instructional strategies, and the conceptualization of literary studies within academic settings. The analysis delineates the Alash Idea's legacy, providing insights into its continued resonance in modern pedagogical frameworks. Through a meticulous examination of historical perspectives and present-day educational landscapes, this study underscores the ongoing relevance and adaptability of the Alash Idea's pedagogical principles in contemporary literature instruction. This article positions the Alash Idea as a pivotal influencer in shaping teaching methodologies for literature within higher education, offering valuable insights for educators, scholars, and policymakers engaged in curriculum development and pedagogical innovation.

Teaching Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics

This study’s purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in southeastern U.S. fifth grade class participated in the study. The CRA-I intervention was grounded in the principles of explicit instruction and showed rational number concepts related to fractions and decimals using fraction blocks, number lines, base 10 blocks, and coins. Students learned about unit fractions, fraction magnitude, fraction equivalence, addition of fractions with unlike denominators, equivalent decimals, and notation of fractions as decimals. The researchers used a multiple probe across behaviors design and demonstrated a functional relation between CRA-I and three behaviors: decreased fraction estimation error, accuracy in adding fractions with unlike denominators, and accuracy writing fractions as decimals.

Kaiako perspectives on professional learning and development in structured literacy in Māori-medium settings: A case study

This paper examines how kaiako (teachers) view professional learning and development training (PLD) in structured literacy (SL) in a Māori-medium immersion context. Through interviews with kaiako in a kura kaupapa Māori (Māori-medium educational setting) who teach students in Years 1-6, and images of the literacy environment to capture some of the literacy practices in classrooms, participants share their perspectives on their PLD training. The findings revealed some of the difficulties kaiako face, such as limited resources and working within a standardisded curriculum, whilst attempting to implement changes based on their PLD training. The findings highlight the need for support from all stakeholders (including policy makers and the school leadership team) to successfully implement SL in Māori-medium settings. The need for further resources in Māori-medium settings and the challenge of making changes to a standardised curriculum also emerged from the study. Finally, the findings indicate some of the potential benefits of PLD in SL for Māori-medium educators and ākonga (students), such as an understanding of how the brain learns to read, some of the key elements of reading success, and instructional principles for effective literacy instruction.

A Student-Affirming Approach to Middle School Classroom Music: Four Guiding Principles for Curriculum and Instruction

Students who enter middle school may discover few or no opportunities for music participation beyond the Western ensemble paradigm. However, the explorative experiences of elementary general music can continue to thrive in middle school classroom music. In order for middle school classroom music programs to maximize potential, they must be valued and supported equitably, and invite creativity, questioning, and co-learning. In this article, I discuss four guiding principles for a middle school general music curriculum that is culturally responsive, generationally relevant, and student-centered. When teachers adopt these values, middle school classroom music can affirm students’ musical and nonmusical identities and pave the way for growth in individuals and the music education, performance, and composition fields at large.

Leveraging a Diverse Collaboration in Tertiary Education to Develop Capability for Workplace Innovation

Recent developments in tertiary education are demonstrating teaching and learning methods to develop students’ capability for employee-led Workplace Innovation. In this article, we describe an international collaboration to develop shared learning resources and activities in workplace innovation for adaptation in diverse tertiary education contexts. We are intentionally seeking out additional collaborating institutions that differ in mission, size, location and student demographics, to leverage our team’s diversity and encourage innovation.
 When shared learning resources and activities are to be used in a diverse contexts, some core principles underlying instructional success must also be shared in order to ensure adaptations do not remove key properties. We outline four instructional principles underlying the learning design and illustrate how these principles are applied in our current learning resources. 
 We then describe some of the ways that these shared resources have been adapted for different tertiary education environments. We also discuss some of the benefits emerging from the collaboration, including how the inclusion of new resources targeting specific work domains and the transfer of new teaching and learning ideas across contexts.
 We conclude by describing some of the ways we are also collaborating with workplace partners, to ensure that our graduates have the capabilities needed to contribute to workplace innovation practice and to help advance the workplace innovation capability of their own employees.

An online sequential training package to teach citation formatting: Within and across participant analyses

AbstractWhen teaching complex skills in higher education settings, different individuals may require different levels of instruction to achieve mastery. The current study replicated and extended Parry‐Cruwys et al. (2022) by evaluating the effects of an online sequential training package on accuracy of APA citations with graduate students in behavior analysis. The intervention consisted of (a) a checklist of APA citation criteria, (b) online modules based on principles of behavioral instruction, and (c) email feedback. All components were delivered remotely through course management software and introduced sequentially such that participants experienced only the intervention necessary to meet the mastery criterion. Of 13 participants, seven required the checklist only, two required the checklist and online modules, and four required the checklist, modules, and feedback. An across participant acquisition analysis revealed additional response patterns that could inform the refinement of future training materials. This evaluation demonstrates an efficient mechanism for assessing skill acquisition at the level of the individual learner in the context of higher education.

Virtual reality environment in pharmacy education: A cyclical study on instructional design principles

AbstractBackgroundIt is crucial to use innovative tools to gain clinical reasoning skills through experiential learning in pharmacy education, and one of the most effective tools used in this is virtual reality. However, the lack of research that empirically demonstrates the instructional principles of virtual environment design, especially in the clinical setting, has resulted in a significant gap in the current literature.AimIn this study, it was aimed to determine the instructional design principles of a virtual environment for the clinical pharmacy.MethodThe study was conducted as a design‐based research. The data of the study related to three components of the developed virtual reality environment in pharmacy education (VRPE). These components, scenario development interface‐scenario development interface, virtual environment, and scenario, were collected through interviews, observation, document review, and a system usability scale. Instructional design principles for the VRPE were determined through analysis of the collected data.ResultsThe prominent instructional design principles of the VRPE were revealed as immersion, interaction, diversity, flow, aesthetics‐ergonomic‐universal design, informing, and retest availability. The significance of the study was the adoption of a holistic perspective in the design of a virtual reality environment for pharmacy education. In addition, one of the most critical features of the study was eliminating the expertise barrier in virtual environment design. Thus, it was concluded that the VRPE is an extraordinary tool that can be used for pharmacy education to promote experiential learning.

Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning?

PurposeSocial presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades.Design/methodology/approachFollowing Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes.FindingsThe study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments.Originality/valueThis research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.

Principles Of Teaching Arabic Language In The Indian Context: Teachers’ View

Teaching a non-native language aims to equip students with fundamental language skills, including reading, writing, listening, and speaking. This investigation concentrates on enhancing the teaching of Arabic in India. Based on a qualitative study employing descriptive experiential analysis, this paper proposes strategies for teaching Arabic as a foreign language in Tamil Nadu, India, and discusses associated challenges. Papers presented at conferences in India, Sri Lanka, and Indonesia, as well as relevant journal articles, books, and research papers, were mined for data. The study provides a comprehensive case analysis of a highly experienced Arabic instructor and identifies essential principles for effective Arabic instruction. Findings indicate areas for development in the pedagogical competence of Arabic professors in colleges and universities in Tamil Nadu, highlighting the need for greater teaching awareness. Nonetheless, the study highlights the ability of dedicated instructors to foster a rich learning environment. This research provides insights that can be implemented to enhance Arabic language education in India, leading to a more effective and engaging learning environment for students.

Making the Most ofRead‐Aloudsto SupportPrimary‐GradeStudents'Inference‐Making

AbstractGenerating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference‐making during read‐aloud lessons by asking inferential questions and providing scaffolding and feedback on students' inference‐making. In this article, we describe instructional principles to support students' inference‐making specifically during read‐alouds. We also share findings from our research in K‐2 classrooms that show how inferential questions, scaffolding, and feedback in read‐aloud lessons can support primary‐grade students' inference‐making. Finally, we describe steps to design and implement read‐aloud lessons for supporting the development of inference‐making in primary‐grade students.

ХИБРИДНА НАСТАВА У ВИСОКОШКОЛСКОМ ОБРАЗОВНОМ КОНТЕКСТУ

The Covid-19 pandemic caused profound changes in all of the educational systems around the world, and these developments have had a considerable impact on how organizational forms of instruction are approached. Distance learning, online instruction, and hybrid instruction are substituting traditional face-to-face instruction. Hybrid instruction, an organizational style of learning that blends direct instruction with online education, actually becomes more prominent during this time of crisis. It held a unique position and function within the higher education system. The purpose of this paper is to ascertain the didactic qualities and principles of hybrid instruction from the viewpoint of the students. The research sample was made up solely of university students who participated in some type of hybrid method of instruction during their studies in order to assure the most accurate results. The study findings indicate that students have favorable opinions of the didactic elements of hybrid instruction and its principles. The most important didactic aspects of hybrid instruction were the high-quality integration of online and direct teaching tactics, the effectiveness and balancing of personal and student commitments, and the availability of settings that allowed students to study and advance at their own pace. Students, on the other hand, believe that the core principles of this teaching model are efficiency in time and finance management, as well as their use of time. In terms of additional support to attain effective higher education, the demonstrated positive student impressions clearly indicate a range of pedagogical implications concerning the worth, necessity, and use of this instruction model in the post-pandemic age.

Scaffolding principles of content-based science instruction in an international elementary school

ABSTRACT Recent research on scaffolding has turned the spotlight on implementing scaffolding principles for more effective instruction in the classroom. This qualitative study, using observations, investigated scaffolding principles, including continuity, intersubjectivity, contextual support, handover, flow, and contingency, in content-based instruction (CBI) in an international school. To this end, nine hours of science instruction by three science teachers were video-recorded and analysed deductively based on scaffolding principles. The content analysis of observation transcripts showed that continuity, intersubjectivity, and contingency were frequently observed during interaction in science classes, whereas the teachers occasionally implemented contextual support, handover, and flow. The findings revealed that scaffolding principles were mainly related to the conceptual understanding of scientific knowledge and the control of students’ frustration in performing demanding activities and understanding complicated concepts. Furthermore, the findings uncovered that scaffolding principles were focused on providing opportunities for students’ engagement and genuine communication and eliciting real-life samples and experience through inquiry-based, concept-based, problem-based, and project-based teaching approaches. Most importantly, the teachers frequently employed various scaffolding principles through practical and active participation by doing experiments and projects, modelling, and using video aids for more interactive and collaborative teaching practices. These findings contribute to our understanding of scaffolding principles and teacher-student interaction in science classes.

Designing of a Flipped STEM Classroom Engineering-Based Module: Fuzzy Delphi Approach

Abstract— The National Innovation System found that research in Jordan did not contribute sufficiently to economic growth and to solving real-world challenges, particularly those related to STEM (science, technology, engineering, and mathematics). This was attributed to several reasons, including the inability of educational curricula to guide students in dealing with real-world issues. In addition, education in Jordan is content-intensive and primary school children lack the time to build functional competencies such as problem-solving. Therefore, it was necessary to adopt an approach allowing students to learn the theoretical content on their own while allocating class time to practice problem-solving activities with their teacher and peers. To address this gap, this study aimed at designing an engineering-based module for a flipped STEM classroom to aid grade seven students in developing their problem-solving abilities based on Merrill’s first principles of instruction as an instructional design model. To generate the module components and aspects, semi-structured interviews were performed with 9 subject matter experts. Then, 29 experts responded and offered a consensus on what was reached in the previous interview. A total of 36 items were discussed by the expert panel using the Likert 7-point scale in the fuzzy Delphi approach. The five-module aspects namely; the form of STEM integration, the assessment, the resources, and the pre-class and in-class instructional activities, were determined. This research will usher in a new era for the Ministry of Education. in planning and teaching integrated STEM disciplines in line with Jordan’s vision 2025 to equip all learners with 21st-century skills such as problem-solving to enhance education standards to international levels.

Timbre aesthetics in baglama performance: the determination of theoretical foundations, aesthetic codes of analysis, and instructional principles

Anadolu müziğinin temel çalgısı olarak kabul edilen bağlamanın binlerce yıllık tarihsel süreçte günümüze aktarımı âşık ve ozanların usta-çırak ilişkisi üzerinden gerçekleşmiştir. Metodlu ve müfredata dayalı bağlama eğitimi ise yaklaşık yarım asırlık birikim ve deneyime sahiptir. Bu çalışmada, bağlamanın tarihsel süreci, öğretimdeki değişim ve gelişim süreci ile çalım teknikleri hakkında genel bilgiler temelinde tezene ile bağlama çalma öğretiminde geçmişten günümüze kadar elde edilen birikim ve deneyim ışığında mevcut bağlama metodlarındaki verilere ek olarak bugüne kadar üzerinde pek durulmayan, eserlerin; estetik bağlama icrasının temel bileşenleri, ses estetiği çalım tekniği, tını estetiği ve estetik terminolojik terimler üzerinden bağlama öğretimine yeni bir bakış açısı kazandırılması amaçlanmıştır. Duyusal güzelliği kendine konu edinmiş estetik biliminin kuramlarından hareket ile Türk Halk Müziği’nde bağlama özelinde ideal ses tınısını elde etme amacıyla geleceğin bağlama eğitimine disiplinler arası bir yaklaşımla ışık tutulmaya çalışılmıştır. Bağlamada ses etetiği çalım tekniğinin kuramsal temelleri oluşturulmaya çalışılmıştır. Çalışmada temel amaç olan tını estetiği ve sanatsal iletişim üzerinden bir bağlama eğitim metodunda verilecek türkülerin veya ezgilerin “ses estetiği çalım tekniği” ile elde edilecek estetik ses tınısının teknik boyutu örnek bir eserin estetik bileşenleri üzerinden gösterilerek ele alınmış, estetik icra için yeni terminolojik terimlere yer verilmiştir. Bununla birlikte örnek türkülerin ve ezgilerin sanatsal iletişim bağlamında müziksel ve edebi özellikleri üzerinde durulması ve müzik ontolojisi bağlamında eserin varoluş anlamının çözümlenmesinin estetik icra algısının oluşturulmasına katkısı vurgulanmıştır. Ses estetiği çalım tekniğine örnek eser ve icracıların icralarına dikkat çekilip yönlendirme yapılarak ses estetiği çalım tekniği hakkında öğrencinin duyum farkındalığının geliştirilmesi hedeflenmiştir. Araştırmada, konuya ilişkin arşiv, kaynak taraması ve gözlem yapılarak elde edilen veriler betimsel olarak açıklanıp sonuçları bulgularda ortaya konulmuştur. Sonuç olarak tını estetiği ve estetik bağlama icrasının temel bileşenleri içeriği ile hazırlanacak bağlama metodlarının, bağlama öğretimi yapılan bütün kamu ve özel kurumlarda öğrencilerin estetik icraya dair algısının oluşturulması amacına katkı sunacağı, bağlamanın eğitim sürecine yeni bir boyut kazandıracağı öngörülmüştür. Ayrıca tını estetiğinin bağlama icrasına yansıtılmasının sonucu olarak bağlamadan daha özel ses tınılarının elde edileceği ve toplumun müzik beğenisinde pozitif yönde bir değişime yol açacağı öngörülmüştür.

인간-AI 협력 역량 향상을 위한 활동중심수업 설계원리 개발

인간-AI 협력 역량 향상을 위한 활동중심수업 설계원리 개발

Characterizing engineering outreach educators' talk moves: An exploratory framework

AbstractBackgroundDespite the prevalence and potential of K–12 engineering outreach programs, the moment‐to‐moment dynamics of outreach educators' facilitation of engineering learning experiences are understudied. There is a need to identify outreach educators' teaching moves and to explore the implications of these moves.Purpose/HypothesisWe offer a preliminary framework for characterizing engineering outreach educators' teaching moves in relation to principles of ambitious instruction. This study describes outreach educators' teaching moves and identifies learning opportunities afforded by these moves.Design/MethodThrough discourse analysis of video recordings of a university‐led engineering outreach program, we identified teaching moves of novice engineering outreach educators in interaction with elementary student design teams. We considered 18 outreach educators' teaching moves through a lens of ambitious instruction.ResultsIn small group interactions, outreach educators used ambitious, conservative, and inclusive teaching moves. These novice educators utilized talk moves that centered students' ideas and agency. Ambitious moves included two novel teaching moves: design check‐ins and revoicing tangible manifestations of students' ideas. Ambitious moves offered students opportunities to engage in engineering design. Conservative moves provided opportunities for students to make technical and affective progress, and to experience engineering norms.ConclusionsOur work is formative in describing engineering outreach educators' teaching moves and points to outreach educators' capability in using ambitious moves. Ambitious engineering instruction may be a useful framework for designing engineering outreach to support students' participation and progress in engineering design. Additionally, conservative teaching moves, typically considered constraining, may support productive student affect and engagement in engineering design.

Climate Change and Sustainability in Spanish Classrooms: State of the Art and Didactic Proposal

Climate change has become a global challenge that must be faced in a cross-cutting manner from multiple fields and involving all citizens. The educational system, as a space that guarantees the training of students and the integral development of the person at the social, intellectual and ethical levels, should be oriented towards increasing the environmental awareness of society, promoting practices and habits that respect the preservation of ecosystems and, in short, education for sustainability. The 2023–2024 academic year is the first in which the curricular content developed from the Organic Law 3/2020, of December 29, which modifies the Organic Law 2/2006, of May 3, on Education, popularly known as LOMLOE, will be fully implemented. This paper designs a learning situation on sustainability and climate change that can be implemented in the Spanish and European contexts, responding to Rosenshine’s principles of instruction, a circumstance that gives it enormous flexibility and makes it an interesting resource focused on helping geography teachers to face current challenges from an innovative, scientific, and inclusive perspective.

Dialogic Instruction in a Chinese EFL Classroom: A Practitioner Perspective

AbstractDialogic instruction, a form of instruction that engages students in meaningful and substantive classroom dialogue, has been shown to benefit students in many ways. However, few studies on dialogic instruction have focused on the role and agency of classroom teachers as they navigate and negotiate the vagaries of classroom talk, especially in contexts such as China where students are more accustomed to a more monologic mode of instruction. This practitioner research was conceived to address this gap in the literature by exploring the implementation of dialogic instruction in an English as a foreign language (EFL) classroom by the first author. A 15‐week instructional programme based on the principles of dialogic instruction was implemented in an intact English reading class in a Chinese university. Video‐recordings of all 15 lessons were transcribed and analysed using a coding system specifically designed to identify and examine the quality of dialogic moves made. The analysis shows the potential of dialogic instruction in the EFL classroom but also reveals some missed opportunities and challenges. The potential, challenges and other pedagogical implications are discussed with a view towards facilitating EFL teachers' implementation of dialogic instruction.

Effects of using the first principles of instruction in a content and language integrated learning class

The aim of this study was to examine the effects of Content and Language Integrated Learning (CLIL) designed according to the First Principles of Instruction (FPI). A 15-h Japanese CLIL course was implemented. A total of 16 university students attended the course and data were collected from multiple sources, including learning tests, questionnaire feedback, and dialogues in group discussions, were collected and examined. Analysis showed that students’ learning outcomes, including basic Japanese proficiency, intercultural communication content, and writing skills, were statistically significantly improved. Students had a high level of awareness of the elements of FPI designed in the course. In addition, all the FPI elements had a positive impact on basic Japanese proficiency except for the application element: the problem-centered, application, and integration elements positively impacted intercultural communication content and writing skills. The results show that students displayed individual differences in using the worksheet to summarize their writing ideas. Students spent most of the time in the group discussions in their native language. Even when Japanese was used, individual Japanese words were used rather than whole sentences in most cases. The results of the quantitative and qualitative analyses showed that the use of problem-centered theory FPI had a positive impact on the design of the CLIL. However, attention is needed to students’ individual differences and the guidance of students in applying basic language knowledge in problem-centered learning activities. Finally, it notes points that should be considered when designing CLIL in the future.