By Heart Research Articles

Challenges Faced in the Implementation of Competency-Based Curriculum (CBC) in Junior Schools in Kenya

This study explores the challenges encountered in implementing the Competency-Based Curriculum (CBC) in junior schools in Kenya, which aims to shift educational focus from rote memorization to the development of critical competencies essential for lifelong learning. Despite its potential benefits, the transition to CBC has been hindered by several significant challenges. This is a qualitative research study that collected primary and secondary data through conducting observation and reviewing research findings from previous research. Analysis of data has been done using thematic content analysis. Findings from literature reviews, surveys, and interviews with educators and stakeholders highlight inadequate teacher training as a critical barrier, where many educators feel ill-prepared to effectively deliver CBC. Limited resources, including shortages of textbooks, digital tools, and adequate infrastructure, further hamper CBC implementation, particularly in rural and marginalized areas. Resistance to change among educators, parents, and students, stemming from unfamiliarity with CBC methodologies and concerns about its impact on academic outcomes, presents another obstacle. Moreover, infrastructural deficits such as inadequate classroom space and unreliable internet connectivity complicate the delivery of CBC-aligned education. In conclusion, overcoming these challenges requires enhanced teacher training programs, improved resource allocation, effective stakeholder engagement strategies, and substantial investments in school infrastructure. By addressing these issues proactively, Kenya can pave the way for a successful and inclusive implementation of CBC, ensuring that students acquire the skills and competencies necessary for future success in a globalized world

Free speech and democracy in Palestinian Universities: A call for parrhesiastic speech

This article examines the factors contributing to the suppression of free speech in Palestine, with a focus on the West Bank. We argue that anti-democratic politics and restricted public discourse in both public and academic spheres are mutually reinforced by the Israeli occupation and the Palestinian Authority. Despite education’s potential as a tool of liberation, the ongoing cooperation between the Palestinian Authority and Israel, as well as internal factional conflict, impede free speech within Palestine. Traditional teaching methods based on rote learning continue to dominate, posing a significant challenge to critical thinking and expression. Although education may serve as a pathway to freedom, constraints transform it into a tool for subjugation. Drawing on Foucault’s adaptation of the ancient Greek concept of parrhesia, we argue that Palestinian universities require more robust protections for free speech. At the same time, we argue that the struggle for free speech in these universities can be instructive to liberal democracies. Through analysis of the atrocities perpetrated against journalists and other dissenting voices, we shed light on the obstacles to democracy in Palestinian intellectual life.

VISUALIZATION - AN AMAZING PROCESS TO REMEMBER PERMANENTLY

Visualization is a strong support to have a powerful and permanent memory,memory in the brain is the combination of two pieces of information; this is what we call association. If we use this association methodically, we can remember everything we want to remember. The importance of remembering anything lies in being able to recall it at the right time. To recall any information, a question is needed. Notice that to remember anything stored in your memory, we ask a related question. In exams, questions are asked, which include a part of any information, and the related information is written in the answers.The ability to remember well and completely depends on how the information is combined. If we can somehow link pieces of information so that one piece helps recall the other, we will be able to remember most things. In education memorization can also be called as 4th dimension of education.As a car has four wheels , education has four dimensions: reading, writing, understanding, and memorizing. We often excel at reading, writing, and understanding, but we struggle with memorizing effectively. Consequently, we never forget how to read, write, and understand, but we often forget what we've memorized. This is why we need to keep repeating information to retain it, making memorization the most time-consuming part of studying. The traditional method of repetition or rote learning is outdated. Fundamentally, the brain registers information in four ways, converting it into memory. This process is called memorization.

Can the teaching style reduce inequality in the classroom? Evidence from a quasi‐experiment

AbstractWe investigate the effects of ‘lecture‐based’ (LBT)—i.e. individual work and rote learning—vs. ‘discussion‐based’ (DBT)—i.e. participative and focused on student‐centred learning—teaching styles on the test scores and socio‐economic inequality of middle‐school students randomly assigned to classes using data from the China Education Panel Survey—a large‐scale nationally representative survey. Estimates from unconditional quantile regressions and decompositions based on the recentred influence function suggest that LBT raises scores in mathematics, but the effect is non‐linear, as students in the bottom and top quintiles are more likely to benefit from it. In contrast, LBT lowers scores in Chinese and English. Lecture‐based teaching also has greater influence on socio‐economically advantaged students, resulting in larger inequality within classrooms, especially between top and median students. These effects arise under various robustness checks, implying that (i) teaching styles affect scores and classroom inequality and (ii) they appear to be subject‐specific. These results suggest that teaching styles can be used as a tool to influence students’ academic performance as well as the socio‐economic heterogeneity that they bring to their classrooms.

Dear teachers, Do you know? The era of teaching is over, only learning prevails

Traditional teacher-centered teaching causes significant difficulties for both teachers and students. In this model, the teacher is active, delivering knowledge, while the student remains passive, attempting to absorb it. This approach often results in frustration for students as they struggle to memorize the teacher's words without truly understanding the subject matters. Traditional teaching methods not only cause suffering and pain for both teachers and students, but they also stifle students' creativity. These methods promote rote memorization of the teacher's words. Therefore, it is urgent to replace traditional teaching with more effective learner centred approaches. The main objective of this study is to analyze the pain, suffering, and challenges I faced with traditional teaching methods and how these experiences prompted changes in my pedagogy. I used multiple paradigms, and autoethnography as a strategy of inquiry, which combines personal experience and writing. I selected three participants based on their availability and willingness to be interviewed: a former colleague who teaches social studies and two of my former social studies students. In this study, I present my teaching experiences at the school level in the first section and at the university level in the second section. Initially, while teaching at the school level, I adopted traditional teacher centred teaching methods. Gradually, I recognized the weaknesses in these methods. Despite this realization, my teaching approach remained teacher-centered during my time at the school level. When I began teaching at the university level, I realized the need to improve my pedagogical practices. Consequently, I adapted my pedagogical practices to meet the needs of the students. This student-centered teaching method enabled the development of the knowledge, skills, and competencies I aimed to cultivate in them.

Multimodal English Language Pedagogy and Social Justice: A Sociohistorical Perspective from South Korea

This research investigates English language education in South Korea, situated within the broader sociohistorical and global influences that shape the education system. The theory-based study sets out to critique the prevailing grammar-intensive and rote learning methodologies, proposing instead a pedagogical paradigm that foregrounds holistic, inclusive practices and purpose for student agency. By employing a qualitative analysis, it explores multimodality while endorsing the fusion of interdisciplinary insights to enhance both the learning process and students' communicative competencies. Findings underscore the pivotal role of educators in fostering significant pedagogical shifts, necessitating deep introspection and an informed grasp of sociohistorical and cultural contexts. The research reveals a need for an approach to learning that harmonises linguistic skills with broad sociocultural understanding, advocating for a teaching model that seamlessly integrates historical consciousness, creativity and innovative strategies, and a commitment to principles of social justice. The significance of this study lies in its potential to influence policy and practice, encouraging a move towards more engaged, reflective and socially responsible English language instruction within the region.

Pancasila in National Curriculum: Political Education or Doctrination?

This article examines the operation of Pancasila, the Indonesian state ideology, in school courses in an Indonesian school in the Netherlands, “Sekolah Indonesia Den Haag” (SIDH). It aims to examine the way Pancasila is taught at SIDH, whether it functions as political education or political indoctrination. The study was conducted using qualitative data analysis, with data from interviews and field observations. The findings show that the way Pancasila is taught at SIDH is a dynamic process consisting of both cultural value and critical engagement to help students understand Indonesia's cultural heritage and instill national identity. The findings also indicate that Pancasila is taught as political education, predominantly relying on rote memorisation and prescribed textbooks, within the context of Dutch liberal cultural values. This leads to identity conflicts among the students. The findings in this study can inform policymaking in education and the formulation of curriculum. For example, to promote a more holistic understanding among students, we can foster critical thinking and open dialogue and encourage interdisciplinary exploration. Investing in teacher professional development may also facilitate meaningful teaching beyond nationalistic symbolism.

Satisfacción del alumnado en la utilización de sus teléfonos móviles como herramienta de gamificación en un entorno universitario

The use of the mobile phone as a gamification tool to improve attention and interest in a university context has been barely evaluated. The objective of this study is to evaluate it in some subjects of the Medicine and Biology degree. The experiment was carried out in three highly demanding and rote learning subjects of the Degree in Medicine and Biology at the University of Oviedo. After each lesson, the researchers devoted 8 minutes to carry out game-based quizzes through mobile phones. The students' satisfaction with the technique was evaluated at the end of the subject. The statistics used are descriptive together with histograms. The results were encouraging, with more than 90% of the students wanting to use the methodology in the rest of the subjects and more than 90% also having a high degree of overall satisfaction. The results were highly concordant in the three subjects analysed despite their technical diversity.

Authentic assessment in medical education: exploring AI integration and student-as-partners collaboration.

Traditional assessments often lack flexibility, personalized feedback, real-world applicability, and the ability to measure skills beyond rote memorization. These may not adequately accommodate diverse learning styles and preferences, nor do they always foster critical thinking or creativity. The inclusion of Artificial Intelligence (AI), especially Generative Pre-trained Transformers, in medical education marks a significant shift, offering both exciting opportunities and notable challenges for authentic assessment practices. Various fields, including anatomy, physiology, pharmacy, dentistry, and pathology, are anticipated to employ the metaverse for authentic assessments increasingly. This innovative approach will likely enable students to engage in immersive, project-based learning experiences, facilitating interdisciplinary collaboration and providing a platform for real-world application of knowledge and skills. This commentary paper explores how AI, authentic assessment, and Student-as-Partners (SaP) methodologies can work together to reshape assessment practices in medical education. The paper provides practical insights into effectively utilizing AI tools to create authentic assessments, offering educators actionable guidance to enhance their teaching practices. It also addresses the challenges and ethical considerations inherent in implementing AI-driven assessments, emphasizing the need for responsible and inclusive practices within medical education. Advocating for a collaborative approach between AI and SaP methodologies, the commentary proposes a robust plan to ensure ethical use while upholding academic integrity. Through navigating emerging assessment paradigms and promoting genuine evaluation of medical knowledge and proficiency, this collaborative effort aims to elevate the quality of medical education and better prepare learners for the complexities of clinical practice.

Ethno-STEM Integrated Project-Based Learning to Improve Students' Creative Thinking Skills

This study investigates the impact of integrating Ethno-STEM with project-based learning (PjBL) on enhancing creative thinking skills among secondary school students in Nigeria. Acknowledging the critical role of creativity in STEM education, the research addresses the gap between traditional teaching methods and the need for innovative approaches that foster creative thinking. Traditional STEM education, often characterized by rote memorization, has been criticized for not adequately preparing students to tackle real-world problems innovatively. The incorporation of Ethno-STEM into PjBL represents an avant-garde pedagogical strategy, aimed at bridging cultural knowledge with scientific inquiry, thereby making learning more relevant, engaging, and effective in developing creative problem-solvers. This quasi-experimental study, conducted over four months, involved 84 students divided equally into an experimental group, which experienced the Ethno-STEM integrated PjBL, and a control group, which continued with conventional curriculum. Creative thinking skills were assessed through pretests and posttests, focusing on fluency, flexibility, and originality. The results demonstrated a significant improvement in the creative thinking abilities of the experimental group compared to the control group, indicating that the Ethno-STEM integrated PjBL approach effectively enhances students' creative thinking skills. These findings underscore the potential of integrating cultural knowledge and project-based learning in STEM education to nurture innovation and creative problem-solving capabilities among students.

The use of Van Hiele’s geometric thinking model to interpret Grade 12 learners’ learning difficulties in Euclidean Geometry

The 21st-century mathematics classrooms should equip learners with well-grounded knowledge and thinking skills pertaining to geometry. However, Euclidean geometry remains one of the challenging, if not the most difficult topic for many learners. As a result, the purpose of this article is to interpret Grade 12 learners’ learning difficulties in Euclidean geometry. We use Van Hiele’s geometric thinking model and Hoffer’s skills to argue an interpretation of learning difficulties in Euclidean geometry as a focal point towards creating effective teaching and learning of this important topic. This explanatory sequential mixed-methods approach involved 60 Grade 12 learners who wrote a geometry test and completed a questionnaire based on Van Hiele’s geometric thinking levels. In addition, semistructured interviews were conducted with a sample of 12 learners and four educators to investigate their views about geometry learning difficulties. The findings of the study revealed that learners had poor conceptualisation of properties of shapes, visualisation skills, circle theorems and geometry terminology, resulting in them experiencing learning difficulties. The recommendations are that, during instruction learners should be given the opportunity to manipulate real geometric objects to enhance their visualisation and visual thinking skills. In addition, we recommend that educators should teach level-specific geometry vocabulary to enable learners to understand concepts at different Van Hiele’s levels. Furthermore, we recommend that educators should use constructivist teaching approaches that encourage learners’ conceptual understanding instead of traditional methods that promote rote memorisation of geometric facts. Educators should develop learners’ broad knowledge of geometry to overcome geometry-related errors and misconceptions.

Junior Leadership Program: Empowering Elementary Students to Develop 4C Skills (Critical Thinking, Creativity, Communication, Collaboration)

Purpose: The Junior Leadership Program aims to enhance 4C skills—Critical Thinking, Creativity, Communication, and Collaboration—among elementary students, addressing the critical gap in traditional education that prioritizes rote learning over essential skills development. Research Design and Methodology: Conducted at SDI BTN IKIP 1 in Makassar, this study involved 20 students (15 girls and 5 boys) employing Participatory Action Research (PAR) to integrate 4C skills into the curriculum. Data were collected through surveys, interviews, and SWOT analysis. Implementation included workshops, focus group discussions, and project-based learning activities. Findings and Discussion: Findings indicate significant improvements in students' analytical and creative problem-solving abilities, communication skills, and teamwork. Teachers reported increased proficiency in integrating 4C skills, while parents observed enhanced confidence and problem-solving capabilities in their children. Challenges such as aligning new curricula with existing standards and securing consistent parental engagement were mitigated through targeted teacher training and parental workshops. Implications: These findings underscore the need for educational reforms incorporating 4C skills and suggest that similar programs could be adapted to diverse educational contexts. Future research should explore the long-term impacts and strategies for broader implementation of 4C skill development in elementary education.

Enhancing Learners’ Conceptual Understanding of Reaction Kinetics Using Computer Simulations – A Case Study Approach

AbstractOne of the critical goals of teaching chemistry is to enable learners to gain conceptual understanding. Traditional instruction has often been associated with rote memorisation, resulting in learners failing to explain observed chemical phenomena, make predictions based on acquired concepts, advance convincing arguments, and engage in meaningful problem-solving and critical thinking. Therefore, the study aimed to describe the conceptual understanding of the learners taught Reaction Kinetics using computer simulations supported by the Predict-Observe-Explain strategy. The study was guided by Holme, Luxford, and Brandriet’s five categories of conceptual understanding—transfer, translation, problem-solving, prediction, and depth as the conceptual framework. This was a descriptive study in which a case study research approach was used. Five purposively sampled grade 12 learners participated in the study, representing the range of cognitive abilities from a secondary school class of 53 learners. Semi-structured interviews were used to collect data. The responses of the five participants were analysed using the qualitative content analysis. The findings were that most of the learners’ responses were in the sound understanding sub-category, some were in the partial understanding sub-category, and a few were in the no understanding sub-category, which made us conclude that computer simulations supported by the Predict-Observe-Explain strategy assisted the learners in conceptual understanding. The learners gained an understanding of most concepts, although their responses in the partial understanding sub-category showed difficulties related to depth, transfer, and translation. These findings are expected to assist chemistry teachers, teacher educators, and curriculum planners in improving learners’ conceptual understanding of chemistry.

Perspectives from the Local Community on Strategies for Community Transformation in Uganda’s Public Universities

Several Universities in Sub-Saharan Africa (SSA) rarely have a clearly defined strategy for transforming communities. This is partly because some are still built on colonial models, which place a strong focus on theory, rote learning, and memorisation, where learners duplicate the content during examinations with little or no impact on the community. As a result, the surrounding communities continue to grapple with high levels of poverty, illiteracy, poor housing, disease, and poor-quality health and hygiene. This study explores the strategies Gulu University is using to transform the post-conflict community of Gulu City, northern Uganda. A cross-sectional research design was used involving 390 households. Self-administered questionnaires were employed to collect data on community perceptions of the operationalisation of the different strategies employed by Gulu University to transform the community. Descriptive statistics was used to determine the most outstanding strategies and their associated variables, while chi-square test was performed to assess the relationship between community perception of the existence of Gulu University and the strategies of community transformation. Findings revealed that, first, Gulu University’s strategy of knowledge application has been perceived by the surrounding community to have worked well by increasing employment opportunities, providing young people with opportunities for meaningful livelihood activities, reducing crime, and fostering enterprise development in the surrounding community. Second, the strategy of partnerships and community projects has paid off by providing scholarships to help community members further their education. However, there is still more to be done in terms of knowledge generation strategy through skill training, knowledge transmission strategy through technology transfer, primary health care, better farming engagements, and innovative business services, as well as partnerships and community projects strategy via enterprise development. Furthermore, findings indicated that there was a significant association between community perceptions of transformation and the existence of Gulu University. The findings highlight potential areas of focus for Gulu University and other Ugandan universities for formulating policies that higher institutions of learning can employ to transform communities. Besides, future research should explore the dimensions of community transformation that influence the role of higher institutions of learning in transforming communities

Relationship between Pedagogical Approaches and Socio-Emotional Development of Students in Early Childhood Education

Socio-emotional development is the process in which students acquire awareness of themselves, interpersonal skills, and decision-making abilities, which are required for success in the classroom, workplace, and life. Normally, schools keep putting more emphasis on learning through rote learning, and socio-emotional skills are overlooked. This study was designed to determine the association between socio-emotional development and pedagogical strategies. The study was descriptive and delimited to the private ECE schools in Rawalpindi. The target population of the study was comprised of all instructors from private ECE institutes. A purposive sampling technique was applied to select forty teachers from twenty private ECE schools. Observational checklists for teachers were self-developed and pilot-tested. The face and content validity of the scale was improved through experts' opinions. Data was collected from teachers personally by the researcher. Researchers spent three-month time for data collection. Data was analyzed by using descriptive statistics and correlation. The findings indicated a positive relationship between pedagogical approaches and the students' socio-emotional development. The effectiveness of these teaching methods for enhancing students' socio-emotional development was found. The study recommends that teachers should encourage games-based activities to utilize the relationship skills of pupils at the early childhood level.

Overview of the Foreign Language Sections in the Matriculation Exam in Poland and the University Entrance Exam in Türkiye

This paper highlights the contrasting approaches to foreign language assessment in high-stakes examinations for university education in Poland and Türkiye, focusing on content, task types, and language skills. In Poland, language acquisition is seen as a tool for effective communication, while in Türkiye, it is often perceived as rote memorization of grammar and vocabulary. This difference in mindset is influenced by prevailing assessment practices, where Türkiye’s evaluation methods prioritize memorization, leading to a diminished emphasis on communication and practical language use. This disparity is reflected in the EF English Proficiency Index, with Poland ranking high and Türkiye ranking low in language proficiency. Neglected language skills, such as speaking and listening, further exacerbate the issue. Despite discussions on transforming assessment practices for decades, Türkiye has made little progress. The practicality of multiple-choice-based tests in Türkiye is noted, but their limitations in testing language skills comprehensively are acknowledged.

The Effectiveness of Traditional and Modern Memorization Techniques for Quranic Learning in Indonesia

The process of memorizing the Quran, a revered practice in the Muslim world, employs a variety of methods ranging from traditional oral repetition to contemporary technological aids. The research primarily seeks to identify which techniques yield the highest retention rates and the most profound understanding among students. This study employs a literature review methodology, analyzing a wide array of existing research, articles, and case studies that focus on Quranic memorization techniques. Sources include academic journals, educational reports, and empirical studies conducted in Indonesian madrasas and Quranic schools. By synthesizing findings from these sources, the study offers a comprehensive overview of the strengths and limitations of both traditional and modern memorization strategies. The results of this research indicate that while traditional methods such as rote learning and oral recitation continue to be highly effective in fostering deep memorization, modern techniques incorporating digital tools and interactive learning platforms significantly enhance engagement and accessibility for students. The integration of both methods appears to offer the most balanced and effective approach, combining the thoroughness of traditional practices with the innovation of modern technology

Application of the Problem-Solving Method to Improve Critical Thinking Abilities in Social Studies Learning for Elementary School Students

Teaching, one of which is the problem solving learning mein Social studies learning in elementary schools places more emphasis on social sciences in studying social phenomena and problems that occur in society. Problems that occur today are that there are still many arguments that social studies learning is rote learning. However, in reality from social studies learning there are phenomena that can be explored by students, so that students can find real problems in the environment to use as learning and can improve students' ability to think critically in responding to these problems. Optimal development of critical thinking skills requires interactive classes. In order for learning to be interactive, the learning design must be attractive so that students can be actively involved in the learning process. Learning that develops critical thinking skills involves students as thinkers, not as someone being taught. The teacher acts as a mediator, facilitator and motivator who helps students in learning and not tthod where through the Problem Solving method it is hoped that it can facilitate understanding of the subject matter provided and later can improve the quality of the learning process which can then improve students' critical thinking in social studies learning. This research aims to analyze the application of the problem solving method to improve critical thinking abilities in elementary school students' social studies learning. The method used in this research is the literature study method. The results of the research show that the application of the Problem Solving learning method emphasizes students' ability to solve a problem. In this way, students' critical thinking skills will continue to be trained.

Machine Learning and Applications a Review Study

The proliferation of information and the construction of many databases have made the extraction of data from usable information a pressing issue that has to be addressed. Machine learning is the central focus of research in artificial intelligence. This paper provides an introduction to the definition of machine learning and its fundamental structure. Machine learning techniques including rote learning, inductive learning, explanatory learning, learning using neural networks, and knowledge discovery are also covered. In addition to outlining the present course of machine learning's progress, this article provides an introduction to its aims.

The Use of Role-play in the Learning of Medical Terminology for Online and Face-to-Face Courses.

Student engagement while learning a new, unfamiliar vocabulary is challenging in health science courses. A group role-play activity was created to teach students medical terminology and learn why its correct usage is important. This activity brought engagement and relevance to a topic traditionally taught through lecture and rote memorization and led to the development of an undergraduate and a stand-alone introductory course to teach students medical terminology. The undergraduate course was designed to be a fully online medical terminology course for health science students and a face-to-face course for first-year dental students founded in active learning and group work. The course's centerpiece learning activity focused on using published case studies with role-play. In this group activity, students are challenged to interpret a published patient case study as one of the members of a healthcare team. This course models the group work inherent in modern health care to practice building community and practicing professional skills. This approach gives students the capacity to work asynchronously in a team-based approach using our learning management system's wiki tool and requires students to take responsibility for their learning and group dynamics. Students practice identification, writing, analyzing, and speaking medical terms while rotating through the roles. Students in both classes self-reported a 92% to 99% strong or somewhat agreement using a 5-point Likert scale that the course pedagogy was valued and helpful in their learning of medical terminology. Overall, this method has shown to be an engaging way for students to learn medical terminology.