Solving Teaching Problems Research Articles

Using a neural network in the work of an informatics teacher

Neural networks in education are a promising direction for encreasing the level of teaching and improving the quality of learning. Neural networks can be used for various types of learning, from teaching to creating personalized learning materials for individual students. The article describes the prospects and possibilities of using neural networks in the work of an informatics teacher, provides examples of queries to the neural network and options for their execution by the neural network, and analyzes the responses issued by the neural network to queries. Methodological ideas for using a neural network will be useful to informatics teachers when preparing for informatics lessons, extracurricular activities and competitions. The use of neural networks by teachers in their activities will allow the teacher to save time when preparing for a lesson, use a creative approach when planning lessons, diversify the teacher's teaching materials and will contribute to the formation of the ability to use information technology to solve teaching problems.

The science of education: using learning theory to solve teaching problems in medical education

ABSTRACT Although theories do not play a major role in clinical medicine, the application of established theories of education can improve medical teaching. By understanding and harnessing learning theories, clinician educators can solve common teaching problems, thoughtfully craft their teaching sessions, determine whether learners or residents have achieved the intended learning objectives, and even earn higher course ratings. Key theories to be aware of include cognitive load theory, social learning theory, experiential learning, constructivism, humanism, behaviourism and connectivism. Various teaching problems are presented, along with explanations rooted in educational theory and possible solutions for use in the clinical educational setting.

KAHOOT AS A TOOL IN THE ANATOMY TEACHING AND LEARNING PROCESS: TEACHING GAMEFICATION

Kahoot has become an important tool in teaching anatomy, and can be used as a tool of active or traditional methodology. Nowadays, the gameification of anatomy teaching is increasingly growing, mainly as a strategy to make human anatomy classes more attractive and interactive. Gamification is a strategy of using game elements outside the gaming environment and can be applied to assist the teacher in the task of providing information, but to teach how to select useful information and apply that knowledge to solve teaching problems. and profession. Thus, in Brazil we face a problem of excessive use of cell phones in the classroom in activities other than anatomical teaching, causing teacher boredom, reducing student learning, generating conflicts and discord in the classroom and even generating lawsuits against teachers and students. Thus, we decided to use the cell phone as an anatomy learning tool and thus making the phone an ally and not a villain. Based on these premises, the objective of this work was to demonstrate that Kahoot improves the teaching and learning process of anatomy of the male urinary and genital system both in an active and traditional way. An analytical, cross‐sectional study was carried out with 120 students from pharmacy and medicine. The first step was to prepare the online quiz using the website https://kahoot.com/as a formative and summative activity of the discipline. The game was created outside the classroom, by the teacher, before the class date. On the day of class, the teacher opened the online quiz and made the link and access code available to students. Another quiz of the same modality had already been applied to students before this date, so they were familiar with the methodology. The Quiz had 20 questions. A pre‐test and post‐test was performed using kahoot as a tool. For data collection, a structured questionnaire on the perception of learning was applied. For statistical analysis, the Shapiro‐Wilk normality test was applied and the data that did not follow the Gaus curve were submitted to the Mann Whitney test, being considered significant when presented at p <0.05. It was observed that there was no statistically significant difference between the ages of the participants. There was a statistically significant difference in the students’ perception of learning before and after using kahoot. It was found that 90% of students approved the use of kahoot as a teaching and learning strategy, however 30% complained that the speed of response could not be counted as an overall score. It was observed that 20% of students reported that to improve the use of kahoot a high speed internet would help. It was found that the number of correct answers in the post‐test was statistically significant when compared to the pre‐test. It was found that kahoot was an important strategy in the teaching and learning process of anatomy, promoting significant learning of human anatomy.Support or Funding InformationClínica Ariel Scafuri and UFC

New teaching strategies from student teachers’ pedagogical conceptual change in CALL

Previous studies rarely explored the involvement of student teachers in using computer-assisted language learning (CALL) to generate new strategies for future teaching. This longitudinal study involved ten student teachers in a CALL teacher training program where they experienced pedagogical conceptual change and created new teaching strategies to solve teaching problems in CALL classrooms. The student teachers’ study reports, feedback on the development of online systems, collaborative dialogues from system meetings, and a semi-structured interview were analyzed by content analysis, showing the changes of the ten student teachers’ pedagogical concepts toward teaching strategies. Three main pedagogical conceptual changes emerging from these student teachers include: (1) creating new CALL teaching strategies to support students’ learning in overcoming difficulties in learning English as a foreign language; (2) obtaining new experiences in applying CALL knowledge into teaching practice and system improvement; (3) engaging in role reversal among teachers, system designers, learners, and facilitators. This study suggests that the breakthrough of CALL teacher education involves student teachers in switching perspectives and roles and engaging in collaborative and experiential learning to generate insights for new teaching strategies in a life-long learning process.

The teacher as researcher in the context of language teaching

This study highlights the importance of action research in the process of EFL teaching. It shows how the teacher can utilize action research as a vital means for promoting learning outcomes and solving teaching problems encountered in the classroom. The paper presents the results of a teaching experiment, employing collaborative action research in two EFL classes in which English was taught through English. The use of action research inspired the authors to develop a teaching approach that takes learners’ linguistic, cognitive and affective traits into consideration. The experiment was applied throughout a whole semester. The paper reports on the workability and success of this approach in creating a thriving teaching learning atmosphere. The results also supported and recommended the use of collaborative action research in solving teaching problems in classrooms.

Connecting With Their Inner Beings: An International Survey of Drama/ Theatre Teachers' Perceptions of Creative Teaching and Teaching for Creative Achievement

As the first phase of a multinational exploration of the nature of creativity and its relationship to drama/theatre education, a mixed methods survey was given to 100 classroom teachers in four countries: Canada (Ontario), the United States (Arizona), Jamaica and Norway. Teachers were both elementary generalist and secondary specialists; most had some drama education. This article documents the following: a brief review of the related literature; survey results with an emphasis on the qualitative data; and a brief overview of the next phases of the research. Survey results suggest that teachers of drama/theatre believe in the importance of teaching for both creative achievement in their students and in themselves as creative teachers—especially when solving teaching problems. Examples of their practice indicate that teachers implement a variety of student-centered drama/theatre approaches in their classrooms. However, teachers do not perceive support for their creative work from their schools or the school system, nor do they have confidence in their capacity to assess student achievement in creativity.

Reflection and Problem Solving: Integrating Methods of Teaching Mathematics and Science

An innovative teacher preparation course which integrates methods of teaching elementary mathematics and science was the context of this study. The course was developed as a prototype for the Teachers As Reflective Problem Solvers model for the preparation of elementary mathematics and science teachers. Data from 35 preservice elementary teachers' performance‐portfolios were analyzed to reveal patterns of change in their reflections and problem‐solving performance during the semester. Many of the students' reflections changed from task‐focused learning to broader teaching applications. No relationship was discerned between changes in students' reflections and changes in their levels of problem‐solving performance, although both increased during the semester. A significant correspondence was found, however, between students' perceptions of their problem‐solving abilities and their actual performance in solving teaching problems in integrated mathematics and science contexts.

Principles of Strategies Instruction as the Basis of Effective Preservice Teacher Education

Current efforts to promote educational reform across iall areas of education are challenging preservice teacher educators in special education to rethink how individuals traditionally have been prepared to teach exceptional students. In addition, the integration of new research on how learning occurs has forced teacher educators to reconceptualize what knowledge teachers need to teach and how exceptional students learn. Much of this knowledge about learning and teaching fits under the broad umbrella of what is called strategies instruction. The strategies instructional approach is based on research that indicates that successful learners have effective and efficient strategies to solve learning problems. In a parallel manner, successful teachers are believed to have effective and efficient strategies to solve teaching problems. This article argues for the reconfiguration of traditional teacher training programs for preparing teachers to teach mildly handicapped students around the concept of strategies instruction. This should include not only what is taught to teachers about learning and teaching, but also how teacher trainers go about incorporating the principles of strategies instruction in the organization and delivery of this information. The basis for these arguments has emerged from a project for college and university preservice educators related to infusing the strategies instructional approach into preservice teacher training programs. This project has been conducted at the University of Kansas Institute for Research in Learning Disabilities over the past three years and has involved over 200 special and general education preservice teacher trainers. Preliminary findings indicate that while the content of teacher training programs is changing to include more information about strategies instruction, the organization and delivery of this information may not be consistent with the basic premises of the strategies instructional approach. Specific suggestions for reconceptualizing course structures and preparation experiences consistent with a strategies orientation are discussed.

A Cooperative Approach to Solving Teaching Problems

These writers provide the format fur a simple, nonthreatening process that allows principal and teacher to work together in solving performance problems.

Solving Problems of Action

the efficacy of his acts and pauses to reflect, plan, and evaluate before acting overtly. At other times, especially in the lives of less thoughtful persons, such learnings may result from heedless trial and error overt responses or from uncritical acquiescence to suggestion which, like as not, is surcharged with emo tional appeal. Behavior patterns that are intelligent, wise, and in the long run most efficacious are those acquired by the reflective route. Intelligent, capable, self-directing persons are those who recognize the significant problems of action that confront them, who spare time when possible to study and reflect upon such lems, and who have become proficient in the techniques and mental processes involved in such study and reflection. To the degree, then, that intelligent, capable, self-directing persons are desired as products of education, guidance should be offered in the recognition and solution of significant types of practical or action problems. Obviously such guidance to be effective must provide the learners with adequate solving techniques. How ever, not a great deal has been done to per fect techniques for solving the action type of To overcome this handicap and to provide his education classes with a pro cedure for solving teaching the writer has developed the solving technique presented in this paper. For three years the assignments in all of his courses have been in the form of uproblacts,y> a term coined by contraction of the phrase problem of action. term problact is significant, for the recognition of the distinctive nature of the action is an important step in the development of a satisfactory solution tech nique. In a of this type a person is disturbed and hesitates to act overtly, be cause he is uncertain what action is best or most appropriate. Thus the problact belongs to that class of problems which require the use of evaluation for their solution, and which may be distinguished from problems of the fact or science type. Abelson1 and Monroe and Engelhart2 have recognized the need for making this distinction in the field of educa tional research. former refers to lems requiring a consideration of values as evaluative problems, the latter as prob lems of purposes. Dewey, too, has stressed such a distinction by devoting a chapter of Quest for Certainty to a discussion of The Construction of Good. chapter contains the following statement: The time will come when it will be found passing strange that we of this age should take such pains to control by every means at command the formation of ideas of physical things, even those most remote from human concern, and yet are content with haphazard beliefs about the qualities of objects that regulate our deepest interests; that we are scrupulous as to methods of forming ideas of natural objects, and either dogmatic or else driven by immediate conditions in fram ing those about values.3 Another distinguishing feature of the lact is its comprehensive nature, which serves to distinguish it from other kinds of evalua tive problems and from problems of the science type as well. Symonds4 has recog nized this in a classification of problems in which conduct problems are used to illustrate the complete problem. Fact and simple value problems tend to arise incidentally in 1 Harold H. Abelson, Art of Educational Research, pp. 274-77. New York: World Book Co., 1933. 2 Walter S. Monroe and Max D. Engelhart, Scientific Study of Educational Problems, pp. 411-12. New York: Macmillan Co., 1936. 3 John Dewey, Quest for Certainty, p. 268. New York: Minton, Balch and Co., 1929. 4 Percival M. Symonds, Education and the Psychology of Thinking, pp. 8-10. New York: McGraw-Hill, 1936.