Instructional Development Process Research Articles

Development of Stem-Loaded Teaching Modules with PBL Learning Model to Improve Critical Thinking Skills of Elementary School Students

Critical thinking skills are the ability to solve problems by connecting knowledge in the student's cognitive system, so that they can find and choose solutions that are in accordance with the problems they face. This study aims to develop a stem-loaded teaching module with a PBL learning model to improve students' critical thinking skills. This research adapts the ADDIE development model which is an instructional development process with 5 stages, namely analysis, design, development, implementation and evaluation. The results of this study include: 1) Teaching module with stem content with PBL learning model; 2) The teaching module is very valid with an overall average value of the media validation test of 0.95 and the teaching module developed is very practical quality with an overall average value of the media practicality test of 95.5%; 3) The classical completeness value of the potential effect test obtained high effectiveness results with a percentage of 87%; 4) The module is declared effective with the difference between pretest and posttest scores, as well as the results of the n-gain test with an average of 0.48. The conclusion of this study is that teaching modules with stem content with PBL learning models are effectively used to improve the critical thinking skills of elementary school students. Suggestions from the author for the use of teaching modules in learning that will be implemented should be designed very carefully and pay attention to learning needs, the environment, facilities and infrastructure, and pay attention to the times so that the media developed can be implemented in learning properly, effectively, and efficiently. Learning about photosynthesis should often be trained in order to foster students' skills in understanding the basic concepts of IPAS so that students can think critically and simply in the environment around them. The conclusion of this study is that the teaching module containing STEM with the PBL learning model is effective for improving the critical thinking skills of elementary school students. Keywords: teaching modules, stem, PBL and critical thinking skills

An Instructional Module for Functional Dissociative Seizures (FDS) in Hindi: Enhancing Communication and Management in India.

Functional dissociative seizures (FDS) are very common in neurology clinics, they straddle both neurology and psychiatry. In India, scarce resources and guidelines are available for effectively conveying their diagnosis and management, which leads to a substantial gap in care. We aimed to provide an instructional module for FDS, tailored to clinicians, patients, and caregivers in Hindi, to enhance communication of diagnosis and facilitate suitable management strategies. The instructional module development process was based on clinical settings and expert opinions. A standard translation process was performed to ensure the linguistic and cultural equivalence. Validation was carried out by a panel of 15 validators, comprising 13 neurologists and two psychiatrists, to identify key psychoeducation components and their significance. They were provided a questionnaire consisting of five questions that were related to completeness, understandability, legibility, clarification, and usefulness of educational material for clinicians, patients, and caregivers. Items were rated using a 5-point Likert scale. There was agreement on four items (Q1, Q3, Q4, and Q5), whereas approximately 85% of the validators agreed on the remaining one item (Q2). The instructional module demonstrated high content validity as indicated by both item level-content validity index (0.98) and scale-level content validity index (0.97), alongside content validity ratio and modified kappa statistics. The developed Hindi instructional module for FDS serves as a valuable tool to enhance the communication of FDS diagnosis and dispel misconceptions. This offers a comprehensive resource for clinicians, patients, and caregivers in India, potentially bridging gap in FDS care.

The Developing a Fiqh Student Worksheet Based on Problem-Based Learning to Improving Critical Thinking Skills

The urgency of this research is developing (Problem Based Learning) PBL Student Worksheets to improve fiqh learning in schools, improve students' critical thinking skills and reduce the gap between theory and practice. This research aims to develop a PBL-based Student Worksheet to enhance students' critical thinking skills in fiqh, focusing on design, implementation and evaluation of its impact. This research is R&D research that develops a PBL-based fiqh Worksheet by adopting the Four-D Model, which includes the define, design, develop, and disseminate stages, to ensure a systematic and practical instructional development process. The development of PBL-based student worksheets that consider learning needs and PBL syntax and are validated by experts has improved student learning outcomes, as evidenced by increased N-Gain scores and more active student participation in learning. The limitations of this research include the focus on one school as a sample, as well as limited time for implementing PBL-based Student Worksheets, while the implications emphasise the importance of developing innovative learning methods and continuous support from educational stakeholders to expand the application of PBL-based learning models in learning fiqh. This research proposes a systematic approach to developing Fiqh Worksheets with PBL, starting from identifying challenges to testing and increasing their effectiveness, which contributes to increasing student engagement and learning outcomes, as well as critical thinking skills through proven PBL-based Student Worksheets in the N-Gain test results.

Development and Validation of Worksheets in Physics Based on Science Process Skills at HSSC Level

Science process skills (SPS) are necessary skills that should be acquired in the 21st century. Assessment of student’s competency level in science process skills is a major challenge for teachers. It is necessary to have a validated science process skills instrument that could measure the level of competency for science process skills among science students. This study focused on developing a valid and reliable instrument to measure students' competency level in science process skills. This research study is based on the research and development process. The researcher followed a systematic method based on the 4D instructional development model used by Thiagarajan et al. (1974). This model splits the instructional development process into four phases: define, design, develop, and disseminate. In the first phase, the physics curriculum was critically analyzed at the higher secondary school certificate level to select the four experiments in the subject of physics that were based on science process skills. The construction of item indicators, i.e., the aspects of SPS, were selected in this phase. The second stage was designed in which the researcher developed four worksheets for four experiments. In this stage, items were constructed. In the third stage, items were revised in the light of the expert’s judgment. In the fourth stage, the research instruments passed through a field trial after validation. The subject of the field trial was 60 Physics students of grade XII of two top-level colleges in the city of Rawalpindi. The third phase was the evaluation phase, in which scoring rubrics for worksheets were developed. The validation yielded 22 items for the worksheet of Experiment I, 22 items for the worksheet of Experiment II, 19 items for the worksheet of Experiment III, and 15 items for the worksheet of Experiment IV. The reliability coefficient of Worksheet I is 0.79; it was 0.88 for Worksheet II. For worksheet III, it was 0.71, and 0.82 for worksheet IV. The statistical values confirmed that all four worksheets were empirically valid and reliable for assessing science process skills.

Developing Instructional Materials Aligned to the Next Generation Science Standards for All Students, Including English Learners

ABSTRACT The adoption of A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) across the U.S. requires that the field of science education develops high-quality instructional materials. This need is particularly urgent as schools and districts are expected to design or adapt instructional materials for an increasingly diverse student population. In this article, we present our conceptual approach for developing yearlong fifth-grade NGSS-aligned instructional materials with a focus on English learners. First, we describe the conceptual framework focused on equity that guided our development work. Second, we describe our design-based research with teachers and our instructional materials development process that leveraged the synergy of the NGSS performance expectations (PEs), phenomena, and students. Specifically, we address equity in our materials in two ways: (a) selection of local phenomena rooted in students’ homes and communities and (b) attention to language use in terms of modalities, registers, and interactions. Third, we illustrate our development process using an exemplar unit from our curriculum. Finally, we discuss implications for instructional materials development, including how we productively resolved tensions in developing our materials and how we both benefited from teachers’ participation in the development process and promoted their professional learning.

The use of VR for collaborative exploration and enhancing creativity in fashion design education

ABSTRACT This paper presents the instructional design and development process for a fashion design education programme promoting creativity in a VR (Virtual Reality) environment. We designed the instructional model prototype based on the R2D2 (Recursive, Reflective, Design and Development) instructional design model and the creative thinking process model. The VR environment supported the design sessions, including the collaborative exploration in concept generation. We developed a feasible instructional model prototype using a VR environment through constant cooperative inquiry among instructional design team members. Furthermore, we conducted a multidimensional evaluation to obtain more pedagogical insights to develop an instructional model. Consequently, we could provide new insights into possibilities of using VR in collaborative exploration, promoting creativity, in future fashion design education.

Investigation into the Instructional Strategies and Development Processes Utilized in the Creation of Japanese Language Unit by Elementary School Veteran Teacher

Investigation into the Instructional Strategies and Development Processes Utilized in the Creation of Japanese Language Unit by Elementary School Veteran Teacher

Integrated instructional material and development processes

Instructional models form based on the needs. To satisfy the needs specific targeted instructions are presented. Teaching how a vehicle is used, is an example for specific targeted courses. This study suggests and defines a new concept namely “integrated instructional material”. Integrated structures are applications and structures which contain integration for a specific purpose in a system approach. Accordingly, integrated instructional material is an assistant system for instruction. In other words, it is a supportive tool for teaching subjects of different disciplines as a whole by integrating them. 33 Preservice teachers, enrolled engineering class of Pedagogical Formation Education at a Faculty of Education of a state university in the Mediterranean Region of Turkey, performed the development process of integrated instructional material in the context of Instructional Technology and Material Design course. Data were collected through observation notes, open ended questionnaires, and clinical interviews. Content analysis was used in order to analyze data.

SavingLife: An Educational Technology for Basic and Advanced Cardiovascular Life Support

The development of information and communication technologies and the accessibility of mobile devices has increased the possibilities of the teaching and learning process anywhere and anytime. Mobile and web application allows the production of constructive teaching and learning models in various educational settings, showing the potential for active learning in health. The objective of this study was to present the design and development of an educational technology (SavingLife, a web, and mobile-based application) for learning cardiopulmonary resuscitation and advanced cardiovascular life support for adults. SavingLife is a technological production, based on the concept of virtual learning and problem-based learning approaches. SavingLife was developed using five phases (analyze, design, develop, implement, evaluate) of the instructional systems development process. The technology presents 10 scenarios and 12 simulations, covering different aspects of basic and advanced cardiac life support skills. The contents can be accessed in a non-linear way leaving the students free to build their knowledge based on their previous experience. Each scenario is presented through interactive tools such as scenario description, assessment, diagnose, intervention and re-evaluation. Animated ECG rhythms, text documents, images, and videos are provided to support procedural and active learning considering the real-life situations. Accessible equally on small to large devices with or without an internet connection, SavingLife offers a dynamic, interactive and flexible tool, placing students at the center of the learning process. SavingLife can contribute to the student’s learning in the assessment and management of basic and advanced cardiac life support for adults, in a safe and ethical way.

The Effectiveness of Full Day School System for Students’ Character Building

The study aims to put forward that full day school which was delivered in Marsudirini Elementary School in Bogor is effective for students’ character building. The study focused on the implementation of full day school system. The qualitative-based research method applied in the study is characteristic evaluation involving non-participant observation, interview, and documentation analysis. The result of this study concludes that the full day school system is significantly effective in education system for elementary students’ character building. The full day school system embraced the entire relevant processes based on the character building standard. The synergy of comprehensive components in instructional process at full day school has influenced the building of the students’ character effectively and efficiently. The relationship emerged between instructional development process in full day school system and the character building of the students. By developing instructional process through systemic and systematic process in full day school system, the support of stakeholders (leaders, human resources, students, parents’ role) and other components (learning resources, facilities, budget) provides a potent and expeditious contribution for character building among the students eventually.

The ID Database: Managing the Instructional Development Process

Management is evolving as a foundational domain to the field of instructional design and technology. However, there are few tools dedicated to the management of instructional design and development projects and activities. In this article, we describe the development, features and implementation of an instructional design database—built from a commonly available database program—to manage course design, scheduling, training, contracts, payments and other activities involved in managing a team of instructional designers and a large number of course development projects.

Using a Practical Instructional Development Process to Show That Integrating Lab and Active Learning Benefits Undergraduate Analytical Chemistry

Using a Practical Instructional Development Process to Show That Integrating Lab and Active Learning Benefits Undergraduate Analytical Chemistry

Department Involvement in Instructional Materials Development for ODL Study at the Zimbabwe Open University (ZOU)

The teaching and designing of modules at Zimbabwe Open University (ZOU) is the principal responsibility of a single body of teaching staff although some authors and content reviewers could be sourced from elsewhere if human resources are not available in ZOU. This survey, through a case study, examines the involvement of lecturers and staff in the Department of Geography and Environmental Studies in instructional materials development for open and distance learning (ODL). The study inquired into the time Lecturers spent on module development and writing, their levels of satisfaction with the materials they would have produced, their preferences with regard to teaching and instructional materials development strategies, and their views on how the process of instructional materials development at the university can be improved. The study found out that there is need for more time for materials development, better coordination and planning, greater consultation among colleagues, and adequate support services in instructional materials development for ODL to improve on the quality of modules. The department should be fully involved in instructional materials design and development to be effectively familiar with the ODL mode of learning and the students for whom the materials are intended. There is need for course writers (designers), prior to developing instructional materials, to be allowed to spend time in the regional centres which are located in the ten geo-political regions of Zimbabwe so that they become familiar with the local learning context. One of the main recommendations is that there is need for course writers and content reviewers as well as editors to always undergo constant training in ODL and instructional materials development for ODL.

Developing Videos to Better Inform Middle School Students About STEM Career Options

Student perceptions of science-oriented careers and scientists have been shown to be largely inaccurate. Through an instructional design and development process we have developed a method for offering students more accurate information about science-oriented careers. This paper follows the steps involved in developing a volume of podcast/interviews with STEM professionals and implementing the podcasts in middle level science classes. The purpose of the podcasts is to better inform middle school students about STEM career options. We present the challenges and successes of the development process as well as the efforts to create a second volume of podcasts, planned improvements and efforts for larger scale implementation, and the results from a pilot study involving the podcasts.

FEN BİLGİSİ ÖĞRETMENLİĞİ ÖĞRENCİLERİNİN MATERYAL TASARIMINDA YARATICILIKLARININ DEĞERLENDİRİLMESİ

Training individuals with creative thinking skills is one of the most important tasks for all teachers. However, teachers' qualifications in this field are unknown. The purpose of this study is to evaluate 3th class Science Education students studying in Instructional Technologies and Material Design course within the scope of creativity in the process and at the end of preparing instructional material in Education Faculty, Adiyaman University In this study, case study which one of the qualitative research methods used in order to in-depth analyze the situation. The research showed that the instructional material design process and instructional material as a product requires creativity. In addition feedbacks about developed instructional materials showed that they are new, original and different. It is believed that during instructional material development process, students' showed serious activities about creative thinking.

A Survey of Basic Instructional Program Graduate Teaching Assistant Development and Support Processes

A Survey of Basic Instructional Program Graduate Teaching Assistant Development and Support Processes

Individual, Group, and Organizational Instructional Systems Development Models

Contrary to the growing popularity of learning at group and organizational levels, instructional systems development (ISD) models and processes have been primarily focused only on individual-centered learning while lacking in reflection about group and organizational learning processes. Moreover, most instructional and facilitation processes at group and organizational learning levels continue in a state of general prescription such as a problem-solving approach which needs to be translated into specific instructional processes. For addressing the problems, this paper presents exploratory individual, group, and organizational learning ISD models based on four conditions: 1) integration of the questions of what and why in instruction and learning, 2) reflection of impacts of environmental factors, 3) non-linear and flexible instructional processes, and 4) future-centeredness in instruction and learning. The proposed exploratory ISD models provide a framework as an alternative ISD approach to group and organizational learning, as well as individual learning.

An Instructional Development Model for Global Organizations: The GOaL model

While there is a great demand to share training programs globally, there are few methodologies to implement effective instructional development processes in multicultural organizations. Based on lessons learned from a Fortune 500 company, this article presents an instructional development model for global organizations. Three main gaps are identified in a practice of instructional design (ID) model for international settings: language, culture, and needs gaps at local sites. In order to solve these problems, the proposed model includes a decentralized process and collaborative efforts between the originating site and local sites. The virtues of the proposed model are just-in-time training, flexibility, and adequateness. The current situations in global organizations are ill-structured and require the sharing of multiple perspectives through collaboration in order to accomplish social consensus. The characteristics in the presently proposed model are that a) there is limited predetermined content, b) there is a sharing of multiple perspectives, c) there is needs negotiation, and d) learning is occurring within a context.

Examining Instructional Design and Development of a Web-Based Course

This paper describes the design and development process of adapting computer mediated learning from a residential course to a World Wide Web-based course offered in the distance master’s degree program in Instructional Systems Technology at a large Midwestern university. A description of the Web-based course, findings regarding the adaptation process, the major changes in course components, student reactions to the Web-based course features, and its implications for designing and developing Web-based courses are discussed. Through examining the instructional design and development process of this graduate course, the researcher provides useful references for instructors who need to teach a Web-based course in the future.

Paradigms in the theory and practice of education and training design

Over the years, many authors have tried to describe, conceptualize, and visualize the instructional design or development processes via a variety of process models. Most descriptions imply a rather homogeneous view of design, depicting it as an overall problem-solving process following general phases such as analysis, design and development, implementation, and evaluation (ADDIE). However, researchers who have investigated how instructional designers actually work suggest that the process is much more heterogeneous and diverse than these ADDIE models suggest. This study collected case study data from 24 instructional designers in six different settings; they were identified as experts by their peers. The design processes they used for a specific project were compared to four different paradigms created from the literature. The four paradigms and their underlying theoretical foundations are described and illustrated. Detailed results are reported, and reasons that designers did or did not use a particular paradigm are considered.