Reflective Tool Research Articles

From PCK to TPACK - Supporting student teachers’ reflections and use of digital technologies in science teaching

ABSTRACT Background This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program. Purpose The aim of the paper is to capture and understand how student teachers integrate digital technologies into their science teaching. In the paper, research on Pedagogical Content Knowledge (PCK) is used to inform the discussion of Technological Pedagogical Content Knowledge (TPACK) the integration of technology into the teaching of a particular science content. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 primary student teachers´ reflections on how to integrate digital technologies into science teaching. Design and methods After completing the T-CoRes, the student teachers participated in group discussions that aimed to stimulate a deeper reflection on how and why they integrate digital technologies into their science teaching. The data consist of student teachers´ completed T-CoRes (n = 12) and audio recorded group discussions (n = 6) to provide examples where the student teachers reflected on knowledge components of TPACK, both separately and integrated. A qualitative content analysis was performed to identify examples of participants’ understanding of how to use digital tools when teaching a specific science topic. Results The results demonstrate that the T-CoRe helped student teachers to reflect on their teaching of science with the use of digital technologies and made explicit the ways in which technology, content and purpose are closely linked in teaching. Conclusion The practices and processes highlighted in this paper will help to inform the involvement of student teachers in capturing and developing a knowledge base for using digital technologies in their science teaching.

Enhancing Multimodal Goal Recognition in Open-World Games with Natural Language Player Reflections

Open-world games promote engagement by offering players a high degree of autonomy to explore expansive game worlds. Player goal recognition has been widely explored for modeling player behavior in open-world games by dynamically recognizing players’ goals using observations of in-game actions and locations. In educational open-world games, in-game reflection tools can help students reflect on their learning and plan their strategies for future gameplay. Data generated from students’ written reflections can serve as a source of evidence for modeling player goals. We present a multimodal goal recognition approach that leverages players’ written reflections along with game trace log features to predict player goals during gameplay. Results show that both the highest predictive performance and best early prediction performance are achieved by deep learning-based, multimodal goal recognition models that utilize both written reflection and gameplay features as input. These models outperform unimodal deep learning models as well as a random forest baseline. Multimodal goal recognition using natural language reflection data has significant potential to enhance goal recognition model performance, as well as player modeling more generally, to support the creation of engaging and adaptive open-world digital games.

How Might Indices of Happiness Inform Early Intervention Research and Decision Making?

ObjectivesThe child-caregiver relationship is the foundation for which intervention occurs. Therefore, the acceptability of the intervention should be considered for both parties. Indices of happiness (IOH) have shown to be effective in assessing social validity and providing insight to improving interventions to promote better quality of life. However, to date, there is limited attention to the integration of IOH in very early caregiver-led intervention. The purpose of this study is to explore how researchers and clinicians might collect direct data on IOH to assess the acceptability of an intervention.MethodsParticipants in this study included 4 children, ages 19–26 months old, identified as “at-risk” for autism, and their caregivers. Caregiver-led intervention focused on pairing, play, and following the child’s lead. IOH data was collected on both child and caregiver using 10 s partial-interval recording. Data analysis from the intervention is presented using three different approaches: pre/post-analysis on an individual level, pre/post-analysis on a dyad level, and during intervention as a primary dependent variable.ResultsVariations were seen in levels of happiness, both on an individual level and dyad level. IOH for caregivers increased in relation as their fidelity increased but child IOH decreased as they acquired the targeted skill.ConclusionsDirect observation of happiness data is likely to provide valuable insight into participants perception of an intervention. And retrospective analysis may be a valuable tool for reflection and guidance and planning of future interventions.

An innovative approach to using an intensive field course to build scientific and professional skills.

This paper reports on the design and evaluation of Field Studies in Functional Ecology (FSFE), a two‐week intensive residential field course that enables students to master core content in functional ecology alongside skills that facilitate their transition from “student” to “scientist.” We provide an overview of the course structure, showing how the constituent elements have been designed and refined over successive iterations of the course. We detail how FSFE students: (1) Work closely with discipline specialists to develop a small group project that tests an hypothesis to answer a genuine scientific question in the field; (2) Learn critical skills of data management and communication; and (3) Analyze, interpret, and present their results in the format of a scientific symposium. This process is repeated in an iterative “cognitive apprenticeship” model, supported by a series of workshops that name and explicitly instruct the students in “hard” and “soft” skills (e.g., statistics and teamwork, respectively) critically relevant for research and other careers. FSFE students develop a coherent and nuanced understanding of how to approach and execute ecological studies. The sophisticated knowledge and ecological research skills that they develop during the course is demonstrated through high‐quality presentations and peer‐reviewed publications in an open‐access, student‐led journal. We outline our course structure and evaluate its efficacy to show how this novel combination of field course elements allows students to gain maximum value from their educational journey, and to develop cognitive, affective, and reflective tools to help apply their skills as scientists.

Mentimeter as a Reflective Teaching Tool: A Review

Mentimeter as a Reflective Teaching Tool: A Review

Can a structured model of ethical reflection be used to teach ethics to nursing students? An approach to teaching nursing students a tool for systematic ethical reflection.

Nurses encounter many ethical dilemmas in their practice. The ability to make good ethical decisions is a necessary competence in healthcare professions. International studies call for development and research on various methods to teach healthcare professionals ethics. This article describes an approach for learning how to be aware of and discover ethical dilemmas. By applying experienced narratives from healthcare practice and using question guidelines from a structured ethical model, nursing students learn to discover and find possible solutions for ethical problem in their practice. The aim of this study was to describe second- and third-year nursing students' experiences by using structured ethical reflection as an approach to increase ethical awareness and deal with ethical decisions. This study has a descriptive exploratory design. A three-day ethics seminar was carried out to help students learn how to recognize and explore ethical dilemmas in their practice. The data are collected from questionnaires used to evaluate the ethics seminar where 52 nursing students participated. The questionnaire contained open-ended and closed questions and was analysed using Braun and Clarke's reflexive thematic analysis. The empirical data were collected by 52 nursing students answering an evaluation questionnaire after the ethics seminar. Four themes were developed: Becoming aware of ethical dilemmas, Learning ethics by discussing knowledge and experiences with other students, Increased curiosity about ethics as a subject and Understanding the importance of critical ethical reflection work in clinical practice. The process of learning how to understand the ethical principles in real-life nursing context continues progressing through the bachelor's program. Using group discussions and discussing examples of ethical dilemmas from practice help the students to a more comprehensive reflection process. The nursing students experienced video lessons, group discussions and the use of a structured reflection model as a valuable approach in learning to recognize ethical dilemmas and how to deal with real-life ethical dilemmas.

Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses

Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics methods courses: (a) teaching mathematics content and pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) addressing multiple goals for each course component; (b) developing PSTs’ dispositions over time; and (c) building on PSTs’ strengths to develop understanding of mathematics. We present a reflection tool to assist matsshematics teacher educators in designing their courses to maximize their instructional time.

Estimación de la disponibilidad de internet en casa por medio de una función de predicción score

The availability of Internet at home is one of the most important steps to enjoy the benefits that come from its use. In this sense, knowing the weight implied by the availability or lack of the network becomes strategic in the design of policies and actions to intensify the socio-territorial penetration of the Internet and the empowerment of its users. The aim of this research was to develop a function for predicting Internet availability in households, based on microdata from the 2020 population and housing census conducted by the National Institute of Statistics and Geography (INEGI). This type of prediction, in addition to clarifying the socio-territorial conditions involved in the physical availability of the Internet in homes contribute to the structuring of an intervention context for the public and private factors of digital disengagement. In methodological terms, the prediction function is based on a random sample of 11 000 census interviewees, divided into two groups of equal consistency: the first has Internet at home and the does not. To generate the prediction, a linear discriminant function was used and valued by a score function. The quality of the prediction was estimated through an internal evaluation with Bootsrap (75% of the sample) and an external one (25% of the sample), both of which were complemented with an analysis of the ROC curve and LIFT graph. The resulting function exhibits a sensitivity of 76.9%, a specificity of 20.5% and a discriminant capacity of 86.7% in a 95% confidence interval. With these efficiency parameters, the found function becomes a possible effective prediction tool for both reflection and action against the digital divide in its initial stage.

메타버스 수업의 설계와 운영을 위한 프레임워크 개발

This study aims to clearly define the concept of metaverse class and develop a framework for the design and implementation of effective and efficient metaverse class. This study developed a basic framework through a literature review and interviews of 5 experts with experience in implementing metaverse class. After that, the content validity was conducted twice using CVI (Content Validity Index), and the development of the last version was completed by correcting and supplementing the content validity and expert opinions. The significance of this study is as follows: First, the concept of the metaverse class was defined from a pedagogical perspective. Second, a systematic framework for instructional design and implementation was presented by sufficiently reflecting the concept and characteristics of the metaverse class. Third, it can be used effectively and efficiently for the design and implementation of metaverse class regardless of the school level. This result is expected to serve as a practical guide for instructors who want to design and implement the metaverse class, and as a reflection and monitoring tool for the metaverse class.

Collaborative action research as a reflective tool for pre-service EFL teachers’ inclusion

ABSTRACT Pre-service teachers face numerous challenges as beginner teachers at schools during their first practices. Therefore, teachers must reflect on their practices to solve problems and develop professionally. There are several ways to reflect on practices. Collaborative action research (CAR), as a mode of inquiry, is a method of inquiry to explore its effects on pre-service teachers’ inclusion and engagement. Thus, this study aims to investigate CAR’s benefits in enhancing reflections, inclusions, and engagement of pre-service teachers. In this study, 15 Iranian pre-service English language teachers’ perceptions of CAR were qualitatively explored through semi-structured interviews, reflective journals, and observations to know the effect of CAR in developing reflection and inclusion. The thematic analysis of the findings found numerous advantages for pre-service teachers’ personal, professional, and social development. Through CAR, pre-service teachers gain more confidence, become independent, reflect individually and socially, think and act flexibly, receive help and support, observe and predict events, and search for novel approaches and changes. This study will inform pre-service teachers, teachers, and teacher educators to utilize this form of professional development in their practices.

Using framing to foster creativity in learning: Reflective tool to analyze and discuss practice

Several models have been devised in Iceland in recent years to analyze emerging pedagogies in practice. In this article we present a model that was developed and tested in research on innovation and entrepreneurial education in 2011 and subsequently applied in two participatory action research (PAR) projects with teachers in Iceland both focusing on creativity. The model draws on sociological concepts from Basil Bernstein’s theories, such as “framing and classification” and “power and control” in school settings. Through multiple iterations, the model was converted into a practical analytical tool. The tool helps to reveal the range of elements that teachers can control or give students agency by applying different strengths of framing. When breaking down the elements we found that concepts such as freedom versus control can help to identify how these elements emerge and are applied in school practice and how they can support or hinder creativity. Working in the two PARs with subject teachers on four different school levels, we found out how the teachers used the tool to support their understanding of how to cultivate creativity in their students’ learning. We found that the tool is useful for teachers at any school level and in any subject to identify and understand which elements they control in teaching and learning processes and how they can support students’ creativity.

An intersectional model of reflection: is social work fit for purpose in an intersectionally racist world?

Reflection is a trademark tool of social work, but if reflection tools are blunt, they will never dismantle the house of intersectional racist oppression. This provocation contends that reflective models need to decisively focus on intersections of power, privilege and position. The origins of Black feminist intersectionality determine intersectionality’s function as an efficacious tool of reflection. This article offers a model of intersectional reflection that explicitly scrutinises the interdependent interconnections of power to expose the compound injuries of intersectional racism and enables the identification of places of safety and opportunities for transformation. Located within a metanarrative for Black feminist social work, intersectional reflection identifies the criss-cross roads of social inequality, names the vehicles of power, analyses the intersectional crash and assesses bio-psychosocial injuries. If social work is to stand a chance of being fit for purpose in an intersectionally racist world, it needs to be based on Black feminist theory.

The Effect of Using I-STEM Modules on Primary Level Learners’ Critical Thinking: A Case Study in Lebanon

STEM is the acronyms of Sciences Technology Engineering and Mathematics that teachers been using in their classroom since long ago. Recently, the focus is to revamp and bring STEM in classes to build learners’ skills. The purpose of this study is to determine the effect i-STEM program in enhancing learners’ critical thinking skills by applying methods and techniques adopted from one disciplines into another in order to solve an assigned problem relevant to learners’ life. The research methodology for this study followed both paradigm, the qualitative and quantitative. This was needed for a better understanding of the situation due to the lack of studies on this topic. Questionnaire, Project rubric, reflection tool and interview were done to collect data. The relatability and validity of the tools has been ensured. The study has been conducted in one private school in Beirut, Lebanon, on grade 5 learners, N=117. The intervention duration lasted 6 months from January until June. 8-Steps i-STEM thinking process was used in the classroom to facilitate the integration of i-STEM. Results showed a significant improvement of learners’ critical thinking after implementing i-STEM.

Where the public health principles meet the individual: a framework for the ethics of compulsory outpatient treatment in psychiatry

BackgroundCompulsory treatments represent a legal means of imposing treatment on an individual, usually with a mental illness, who refuses therapeutic intervention and poses a risk of self-harm or harm to others. Compulsory outpatient treatment (COT) in psychiatry, also known as community treatment order, is a modality of involuntary treatment that broadens the therapeutic imposition beyond hospitalization and into the community. Despite its existence in over 75 jurisdictions worldwide, COT is currently one of the most controversial topics in psychiatry, and it presents significant ethical challenges. Nonetheless, the ethical debate regarding compulsory treatment almost always stops at a preclinical level, with the different ethical positions arguing for or against its use, and there is little guidance to support for the individual clinicians to act ethically when making the decision to implement COT.Main bodyThe current body of evidence is not clear about the efficacy of COT. Therefore, despite its application in several countries, evidence favouring the use of COT is controversial and mixed at best. In these unclear circumstances, ethical guidance becomes paramount. This paper provides an ethical analysis of use of COT, considering the principlist framework established by Ross Upshur in 2002 to justify public health interventions during the 2002–2004 severe acute respiratory syndrome outbreak. This paper thoroughly examines the pertinence of using the principles of harm, proportionality, reciprocity, and transparency when considering the initiation of COT.ConclusionRoss Upshur’s principlist model provides a useful reflection tool for justifying the application of COT. This framework may help to inform sounder ethical decisions in clinical psychiatric practice.

Religion and spirituality in social work in Uganda: Lessons for social work education

ABSTRACT There is a conspicuous silence about the role of religion and spirituality in social work in Uganda, yet they are critical components in the lives of social workers and their clients. The authors’ collective experience of social work education in Uganda, South Africa, Sweden, the UK, and Australia affirmed to an absence of content on religion and spirituality in social work education. Most universities in Uganda incorporate little content on spirituality resulting in graduates ill-equipped to handle spiritually-related issues with their clients and communities. Authors conducted a content analysis of the narratives in their PhD theses to explore the inextricable connection between spirituality and social work practice in Uganda. From the common findings, the authors conceptualise an African Spiritually Sensitive Practice-Theory and a reflective tool for social workers in education and practice. The paper draws on lessons from research arguing for the incorporation of indigenous knowledge and African spirituality to inform the social work curriculum in Uganda.

Analysing teacher behaviour in synthesizing hands-on and minds-on during practical work

ABSTRACT Background Practical work in school science has been ineffective due to students not connecting hands-on to minds-on aspects. With the designation Thinking-Back-and-Forth (TBF)we present a framework with a taxonomy of TBF activities. Purpose Aim was to gain insight how teachers stimulate and support their students in TBF. Detailed information about what teachers do and what limitations they experience, provides insight into how they pay attention to TBF and how this can be improved. Sample Nineteen Dutch physics and chemistry teachers in grades 8 and 9. Design and Methods Based on the TBF framework an observation instrument was developed to analyse activities and teacher behaviour. 19 practical science lessons were observed and teachers were interviewed about their behaviour and the learning activities they pursue regarding TBF. Results Overall, teachers seem to consider practical work primarily from the point of view of conducting an experiment. They encourage TBF predominantly by having their students draw conclusions or generate explanations. Assigning tasks to design experiments or generate predictions is less common and activities fostering discussions are rarely observed. Insufficient hands-on and minds-on student abilities as well as limited time available are seen as impediments. Another major impediment is teachers’ lack of cognizance of possible TBF activities while designing practical lessons. ConclusionS Teachers have a positive attitude towards TBF. They indicated that the TBF framework with the taxonomy of activities functioned as a reflection tool to think moreconsciously about their lessons and offers the possibility to improve existingpractical work. This indicates that the TBF framework can be used by teachersand teacher-educators to provide more diverse student activities to connecthands-on to minds-on. This study also showed that cognizance about designingand implementing TBF activities in practical work needs to be improved in bothpre-service and in-service teacher training.

The reality of practicing some Reflection tools among students of science teachers at Sultan Qaboos University

The current study aimed to reveal the extent of the use of reflective practices tools among undergraduate students from the science curriculum majors at the College of Education at Sultan Qaboos University. To achieve the objective of the study, the quantitative approach was used to answer the main question: What is the degree of use of reflective practice tools among undergraduate students from the science curriculum majors at the College of Education at Sultan Qaboos University? An electronic questionnaire prepared by the researcher was applied to determine the degree of practice (high - medium - weak - non-existent) for several reflection tools, namely: action research, portfolio, reflective reports, self-assessment of performance, listening thinking, peer observation, ideas record, and learning groups. The study sample consisted of (58) undergraduate students from the science curriculum majors at the College of Education at Sultan Qaboos University, (48) of them were female, and (10) were male. The results of the study showed that the average total score of student-teacher responses about the degree of their practice of reflection tools was (1.79) with a standard deviation of (1.00) and a weak practice degree, and the averages of the degree of practicing most of the tools were at a weak degree except for three of them were at a medium degree. The study recommended the necessity of including reflective practices in teacher preparation courses in various disciplines and employing these reflective practices within assessment methods in teacher preparation programs.

Participatory Video (remote, online): Participatory research methods for sustainability ‐ toolkit #2

Participatory Video (PV) is geared towards fostering dialogue around a shared issue. Videos developed with smartphones and similar devices are created by participants as a tool for communication and reflection, which can support many different steps along a participatory research journey. Videos communicate the participants’ perspectives, while the integral group-based learning process creates a space for critical reflection, solidarity-building, skills development and the inclusion of less literate participants. In the context of the COVID-19 pandemic, the method has recently been adapted for online, remote facilitation, which entails ethical challenges and time commitments, but can effectively support communication across social and physical distances.

An Exploration of a Reflective Evaluation Tool for the Teaching Competency of Pre-Service Physical Education Teachers in Korea

The purpose of this study was to develop an evaluation tool that could help pre-service teachers develop their teaching skills. As for the research method, the Delphi technique was used to collect opinions from physical education professor evaluation experts. The survey was conducted three times and various opinions of experts were collected and analyzed. The newly constructed evaluation tool consists of 46 questions for class preparation (the creation of the learning environment), the introduction (routine activities, learning goals, and task presentation), development (class strategy, observation and interaction, and the maintenance of the learning environment), and conclusion (routine activities, summary, and closure). It was designed to increase the accuracy of evaluation by developing evaluation criteria for each question. An evaluation tool including quantitative and qualitative methods for use in pre-service physical education teacher education was developed. The significance of this study is the development of an effective evaluation tool that can evaluate the core teaching behaviors in the field of physical education. This evaluation tool should be used as a learning tool that includes planning, operation, evaluation, and seeking improvement measures through reflective activities. If pre-service teacher education institutions apply this evaluation tool in their teacher training programs, it would be a great chance to learn how to develop and sustain teaching abilities and effectiveness.

La Narrativa de Enfermería Una perspectiva desde de la lengua indígena Autores/as

Introduction: People indigenous In Mexico generally have their own uses and customs that make them different, they have particular ways of understanding the world and interacting with it. When there are specific health problems in this population, it is important that the nursing professional who treats them knows and understands the importance of performing care interventions based on their culture and language, in order to improve their quality of care. Objective: To analyze significant experience from the indigenous language with narrative nursing through patterns Carper knowledge and philosophical visions of Newman and Fawcett. Development: The nursing narrative focused on a Nahuatl speaking person treated in a public hospital by a nursing student, during a surgical intervention. A greater emphasis on the ethical and limited empirical pattern was identified. With respect to the nursing vision, it was located in a vision of Reciprocity (Newman) / Interactive Integrative (Fawcett) since the student acted based on values, beliefs, interests and experiences of the person to guide and to take care of it from the Nahuatl. Conclusion: It is concluded that the nursing narrative and the proposal of analysis works as a tool of reflection to improve the care given to the person in hospital environments and highlights the need for nursing to understand the culture and traditions of vulnerable groups through the indigenous language in their healt interventions.