Special Teaching Methods Research Articles

The Application of Mental Health Teaching Method and Special Teaching Method in College Chinese Teaching under the Network Environment.

In order to improve the quality of College Chinese teaching, innovate the teaching mode, enrich the teaching content, and fundamentally improve the application and practice ability of college students so as to promote the reform of College Chinese teaching, this article briefly describes the research background of this subject, introduces the special teaching mode under the network environment, and briefly describes the basic content and practice of the special teaching method. This article mainly explores the construction of a network environment based on blockchain technology, including the construction of a blockchain framework and the application of the blockchain system. This article briefly analyzes the functional requirements of the network environment, explores the application practice of the mental health teaching method and the special subject teaching method based on the network environment, and finally studies the creation and implementation of the network environment conditions of the special subject teaching method. By creating a high-quality network environment, it provides a technical guarantee for the application and realization of special teaching method, effectively meets the needs of College Chinese teaching, and cultivates students' interest. Under the joint action of the above algorithms, the BTP congestion control system is verified by the laboratory simulation environment: it has more than 40% random packet loss resistance, the bandwidth is still available as low as 300 kbps, and the network jitter is 1200 ms. It has been proved that the mental health teaching method, the special subject teaching method, and the network environment have remarkable application effects in College Chinese teaching and are worthy of wide application and promotion.

The investigation of preservice science teachers’ analogical reasoning skills from thinking skills

This study aimed to investigate preservice science teachers’ analogical reasoning skills. The case study method was used in this study. A total of 23 preservice science teachers who took a Special Teaching Methods I course participated in the study. Document data collection and structured interview methods were used as data collection methods. Data from activities prepared were analyzed by the descriptive analysis method. Data obtained from structured interviews were analyzed using the content analysis method. From the preservice science teachers’ views and activities, it was determined that teachers cannot fully identify and use the source or establish the relationship between the source and target. When findings obtained from the activities were investigated, it was concluded that the preservice science teachers mostly preferred pictorial-verbal, direct instruction, enriched, close knowledge transfer, functional relationships, concrete-concrete, concrete-abstract, and anthropomorphic-environmental in analogical reasoning activities. In addition, there was no warning about possible mismatches by specifying the dissimilar aspects of the source and the target. The findings from the interview form indicated that preservice science teachers did not have knowledge of the types related to analogical reasoning and how they should be used, and the concretization view came to the fore. From the preservice science teachers’ views, it was concluded that thinking skills with analogical reasoning have developed. Additionally, views such as expert training in analogical reasoning and including exemplary activity practices in education have come to the fore.

Functions of a professional brand-building foresight technology in modelling the competitiveness of university graduates in the labour market

Introduction. The emergence of social, political and economic processes in the modern world leads to the development of innovative educational technologies, among which the researchers’ attention is drawn to a professional brand-building foresight technology. The professional brand-building foresight technology is a system of principles, methods and techniques for expert analysis of current achievements of students, young professionals and anyone who seeks self-improvement. Moreover, this training technology includes the development of programmes to optimise the professional and personal self-development of an individual in terms of his/her possible career growth.The aim of the current research was to justify the professional brand-building foresight technology developed by the authors, and to check the effectiveness of its application in the formation of brand-building and foresight competencies in a future specialist in the educational process of higher education.Methodology and research methods. The theoretical and methodological strategy in the study is a competency-based approach, which contributes to the formation of brand-building and foresight competencies. The conceptual provisions of the foresight approach, implemented in a complex of brand-forming tools of a single foresight trajectory in order to model and design a professional brand in relation to the strategic goals of a future specialist, became a practice-oriented research tactic. The authors used the following general scientific and specific scientific methods: questionnaire survey based on random systematic (mechanical) sampling, in-depth interview, expert survey, document analysis, self-assessment of readiness for personal brand-building.Results. The authors presented the professional brand-building foresight technology, the essence of which lies in the design of a professional brand and future career path. Its structure includes four programmes: self-marketing, personal branding, brand-building case and a road map to success. As a result of training, brand-building and foresight competencies are developed. The approbation experiment demonstrated that without special brand-building and foresight training of students, these competencies are formed spontaneously. Based on the results of the conducted surveys, the authors analysed the level of formation of brand-building and foresight competencies and the interest in the technology of personal brand-building as a factor of career self-development. A survey of university graduates revealed the dependence of employment on special teaching methods and the professional brand-building foresight technology. The interviews held with Russian and Latvian teachers determined the effectiveness of this technology. The study of the employers’ opinions showed the reasons that hinder the successful employment of young specialists. In addition, the authors revealed a lack of knowledge and a non-systematic limited nature of teaching these competencies in universities.Scientific novelty lies in the replenishment of interdisciplinary (at the intersection of pedagogy, brand building, forecasting, professional studies) scientific knowledge about foresight methodology. The emphasis is on the innovativeness of the professional brand-building foresight technology, which contributes to the competitiveness of university graduates and increases their chances of professional success.Practical significance. The results of the research can be useful for developing ideas about brand-building and foresight competencies development, personal brand-building, professional brand-building foresighting. The research materials can be employed by students and teachers of higher education institutions, heads of educational systems in the organisation of the educational process, as well as by various specialists and practitioners.

Outdoor Social Studies Experiences of Teacher Candidates

: This basic qualitative research aims to reveal the meaning of outdoor learning activities experienced by social studies teacher candidates. The study focused on the experiences of teacher candidates using a social constructivist perspective. The study group of this basic qualitative research consists of 16 social studies teacher candidates who took the Special Teaching Methods II course in a state university in the 2018 2019 academic year. The research data were obtained from the semi-structured interview and the observation notes of the researcher. The data were analyzed using the content analysis method. The findings of this study revealed that even just going out of the classroom has educational potential, that outdoor learning facilitates both experiential and participatory learning and creates a more inclusive environment. In addition, in this study, it was found that outdoor learning may develop skills such as problem-solving, critical thinking, perception of space, change and continuity, observation, communication and cooperation which are vital in teaching social studies. Teachers cannot include it in the program without having personal experience in outdoor learning. The prerequisite of all teacher education programs should be learning environments that model the pedagogical expectations of teacher candidates. For this reason, outdoor learning should be accepted and supported as an integral part of the entire school curriculum.

THE DIFFICULT PATH TO SCHOOL — THESCHOOLING OF PUPILS WITH SPECIALEDUCATIONAL NEEDS DURING THE PANDEMIC

Schooling at all levels from kindergarten to high school has suffered during the pandemic, as the school system has had to readjust to stimulate pupil's attention, rethinking teaching methods, maintaining a healthy climate of interaction between teacher and pupil, teacher and parents, but also between colleagues in the same group study. The management of these parameters becomes all the more delicate in the case of students with special educational needs during the during the COVID-19 pandemic. That is why the preliminary investigations must be thoroughly completed (thorough medical, psychiatric, psychological, pedagogical anamnesis, schooling in the family having a great role here, then rigorous clinical and paraclinical investigations followed only in the last stage of placing the child in a diagnostic class and then stating its requirements). There is a white-gray territory of students who do not have an accurate diagnosis but who still require more attention and special teaching methods. False mental retardation unfortunately still creeps among the diagnoses received by children in some situations, all the more difficult to make a differential diagnosis during the pandemic where communication of all kinds is affected. Modern combined pedagogical methods can be managed in combination for the message to reach the beneficiaries as clearly and comprehensively as possible and the impact on the pupil should be the expected one. The establishment of an interdisciplinary team allows the facilitation of this approach to make the path towards school (be it virtual) easier for all students to create a climate in which the pupil can complete himself to his maximum capacity.

Teaching visual culture in the context of visual arts teacher education

ABSTRACT This article addresses what kind of learning-teaching process should be applied to teach visual culture teaching in the Special Teaching Methods II course given as part of the visual arts teacher education program in Turkey. The study was designed with action research which is, one of the qualitative research methods using a two-step process. The first step was achieved with the participation of 24 preservice art teachers in a state university. In the second step, four volunteers were selected from among the participants of the first step and their process of implementing lesson plans in a visual arts course of a secondary school was examined. Data were obtained from observations, document analysis, and interviews which were then analyzed inductively. This paper focuses on four themes that emerged from the analysis of the data: realize, practice, relate and experience. In the study, it was concluded that preservice teachers develop awareness of how visual culture shapes meaning, shows willingness to raise awareness of society by drawing attention to social problems in their artistic work, and that their lesson plans effectively reflect their achievements regarding visual culture studies.

INNOVATIVE AND PRIZE-WINNING EDUCATIONAL MUSIC ACTIVITIES IN SPECIAL EDUCATION THOUGHT THE ETWINNING PROJECT

The Thessaloniki Music School has been repeatedly awarded for its innovative activities in eTwinning programs in special music education. Students with visual impairments and with developmental disorders were encouraged to participate in these programs. Digital music was exchanged from many European countries and original musical compositions were produced and presented. The European and traditional music scores were presented for the first time in electronic Braille form. For students with learning difficulties and pervasive developmental disorders there were special educational presentations with a combination of special educational methods, Relationship Development Intervention, the Irlen method using light sensitivity, and Treatment and Education of Autistic and Communication Handicapped Children (TEACCH method).
 The greatest achievement of the project was the composition of the e Twinning hymn whose lyrics are about friendship in various musical arrangements and languages. Our hymn was presented at concerts, conferences, the Grundtvig European workshop and was uploaded on websites.
 
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The Effectiveness of Teaching with Worksheets Enriched with Concept Cartoons in Science Teaching Laboratory Applications

The aim of this research is to examine the effects of worksheets enriched with concept cartoons used in the teaching of Science Teaching Laboratory Applications-II course on the academic success and metacognition skill levels of science prospective teachers. The study was carried out using semi-experimental design. The sample of the study, science prospective teachers studying at the 3rd grade at a state university in Turkey, was composed of the experimental group (N = 37) and control group (N = 42), including 79 participants in total. The data were obtained by applying "Academic Achievement Test" and "Metacognitive Activities Inventory". In the analysis of the data, paired sample t-test, independent sample t-test, frequency and percentage calculations were carried out using a suitable statistical program. As a result of the research, although there was an increase in the academic success and metacognition skill level of the prospective teachers who were taught with worksheets enriched with concept cartoons, this increase did not create a statistically significant difference between both groups. This may be due to the fact that science pre-service teachers are not accustomed to the teaching practice and the duration of the research is limited for the development of metacognitive skills. Therefore, the applications of different special education methods and techniques used in science education should be demonstrated in the education faculties within the scope of this course. Thus, it can be ensured that prospective teachers' knowledge about special teaching methods and techniques are not only theoretical but also practical.

An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: "Social Distance Problems"

The aim of this study is to examine the geometric thinking levels of middle school mathematics preservice teachers regarding the problem situations regarding the concept of social distance according to the SOLO taxonomy. The research was conducted using the special case method, one of the qualitative research methods. The working group, studying at a state university in Turkey in middle school mathematics teaching department consists of 80 preservice teachers. While determining the participants, purposeful sampling method was used because the preservice teachers who took "Basics of Mathematics II" and "Special Teaching Methods II" courses were selected. In the study, semi-structured interviews were conducted with 15 preservice teachers since it was aimed to examine remarkable situations from the answers given to open-ended questions. Descriptive analysis technique was used while analyzing the data. Most of the answers given in the study were found to be below the relational geometric thinking level. As a result, it was determined that most of the answers given reflected quantitative learning. In line with this result obtained in the study, it is suggested that open-ended questions about life should be included frequently in teaching in order to reach the relational and extended abstract level answers that reflect qualitative learning.

Visual Culture As a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry

The present research investigates the experiences of pre-service visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts education. During the first semester, the course was conducted theoretically, and in the second semester the researcher focused on the application of these theories. In this research, visual culture is discussed as one of the special teaching methods of visual arts education. A total of five visual arts pre-service teachers were selected as participants using criterion sampling. The research used practitioner inquiry as a method and conducted during the 2017–2018 spring and 2018–2019 fall semesters, lasting 8 weeks in total. During the application process, the pre-service teachers taught their samples of course plans on visual culture that they created during their pre-service practice to the primary and secondary school students in 2 weeks of classes. The research data were obtained through semi-structured interviews, document review, and reflective notes and analyzed with descriptive methods. As a result of this research, the visual arts pre-service teachers saw the students gain a critical perspective, become more aware of issues in their daily lives, express themselves in a better way, and improve their inquiring skills with the application of a visual culture course plan. With the visual culture course plan, the pre-service teachers also gained several professional experiences and skills.

On the issue of using a training ground “Square” for training the patrol-guard service officers

The research object is the process of teaching police officers the basic elements of patrol-guard service. The research subject is the systematization of using a training ground “Square” as one of effective ways of reinforcing skills required for patrol-guard service. The training ground “Square” is considered as a separate type and means of teaching. The author attempts at solving the problem of using the training ground “Square” for training police officers in new conditions connected with the application of interactive technologies and the combination of various elements of the modern process of police officers training.  The author substantiates the role of training grounds in the formation of professional competence of the patrol-guard service officers. The author formulates the main requirements to the module configuration and technical equipment of the training ground “Square”. The research reveals the peculiarities of conducting classes on a training ground, the author analyzes the use of general pedagogical and special teaching method, and designs a logically structured system of teaching with the help of a training ground. The research can be used for further improvement of the process of patrol-guard officers training. The scientific novelty of the research consists in the fact that it proves the good perspectives of using the training ground “Square” as a means of teaching.  

Examination of Preservice Teachers’ Views on Peer Learning

This study aimed to examine the preservice teachers’ views on the process after entering Code.org and block-based programming (Scratch) training programs, which are carried out by the peer learning method. The study group of the research consists of 41 preservice teachers at the Computer Education and Instructional Technologies departments of a state university and took the Special Teaching Methods 2 course in the spring semester of the 2017-2018 academic year. Considering the criteria determined by the researcher, 7 preservice teachers were selected as educators. As students, 34 preservice teachers participated in the study. In this study, a qualitative research method was used to determine the opinions of preservice teachers on the Code.org and Scratch training programs, which are carried out by the peer learning method. As a data collection tool, the opinion form for the Code.org training programs, the structure of opinion determination on the Scratch training programs, and the personal information form were used. The total duration of the study consists of eight weeks. Data from the preservice teachers were collected weekly using data collection tools and a content analysis technique used in the analysis of the data. At the end of the study, the opinions of the preservice teachers on the study conducted with the peer learning method were determined. It can be said that preservice teacher generally has positive views on peer learning and are satisfied with the peer learning method.

NEŽYMIAI SUTRIKUSIO INTELEKTO MOKINIAI GEOGRAFIJOS PAMOKOSE: EDUKACINIAI YPATUMAI

The laws regulating the educational system of the Republic of Lithuania guard the right of every person to receive eligible education meeting the needs and abilities of such persons. It is emphasised that the compulsory education should be accessible to all children irrespective of their abilities and needs. Thus one of the fundamental features of educational system is to create conditions for children with developmental disorders for learning according to programs adjusted to their needs and abilities and to seek optimal learning achievements by applying special teaching aids and methods. Many recent research works go deeper into various phenomena of integrated learning process. There is an obvious necessity to analyse the possible educational solutions for integrated learning of concrete subjects by students with various impairments. The present article deals with special aspects of teaching geography to students with mild intellectual disabilities. KEYWORDS: persons with special needs, special learning needs, mild intellectual disability, integrated learning, learning and teaching methods, geography. DOI: http://dx.doi.org/10.15181/tbb.v67i2.853

Mutfak Çalışanlarının Doğrama Tekniklerine Yönelik Kavramsal Değişim Süreçlerinin İncelenmesi

Conceptual change can be expressed as changing the errors in the concepts used in scientific and applied fields within the scientific framework. Within the scope of the study, misconceptions about chopping techniques, which are basic concepts in the science of gastronomy, have been determined. The field study was carried out with 39 kitchen workers operating at the level chef (chef de partie), who had not previously received formal gastronomy training. In the study, remarkable levels of misconceptions about chopping techniques were reached. In order to prevent misconceptions in the research, it has been concluded that the formal and non-formal gastronomy education should be supported with special education methods (collaborative education model, project-based education model, inquiry-based education model, problembased education model, out-of-class education model and 5E-7E education model).

Equating and Assigning Targets in the Adapted Alternating Treatments Design: Review of Special Education Journals

The current review examined the prevalence of the adapted alternating treatments design (AATD) across 22 special education journals and methods to equate and assign target sets to experimental conditions in the AATD. Since the seminal description of the design in 1985, a total of 49 articles were published using the AATD across 12 of the reviewed journals. The most prominent methods of equating target sets differed from prior reviews of behavior-analytic journals, likely due to the preponderance of response chains being targeted in special education research using the AATD. The majority of articles describe at least one method for equating target sets, although multiple methods were common. Additional methodological strengths in this literature included methods to reduce potential bias when assigning target sets to experimental conditions and counterbalancing target sets across participants. Considerations for practitioners and researchers when using the AATD are described.

The effect of learning realistic mathematics education (RME) Approach to improve students’ mathematical communication

Teaching and learning mathematics have predisposition to be conducted mechanically. Teacher prefers to teach algorithm directly, give examples, and then ask the students to finish the tasks similar to those illustrated by the teacher. The students solve a mathematical problem by memorizing without understanding. As a result, the students only master the simple mathematics concepts, but very weak in communication mathematics. This condition can be solved by implementing Realistic Mathematics Education (RME) approach. In the RME approach, there is no special teaching methods required, but from a risen variety of characteristics. This research concludes the learning approach Realistic Mathematics Education (RME) loaded with math activities (doing mathematics), investigation, discussion, and reflection. The research’s subject was 25 students at grade 6 SD Negeri 1 Kecamatan Bunga Raya Kabupaten Siak Riau, Indonesia. Data were collected through observations, interviews, checklist, and analyzing the students’ works .Learning Realistic Mathematics Education (RME) is not a teacher explaining, giving examples,and then the students imitate the example of the teacher, but requiring students to work in groups, investigate, experiment, discuss and share. Realistic Mathematics Education (RME) approach contributes not only to the cognitive development of students but also the affective and psychomotor of students.

The Impact on Pre-service Teachers’ Perceptions toward Co-Teaching from Being a Learner in Co-taught College Courses

ABSTRACT This qualitative study investigated pre-service teachers’ perceptions toward co-teaching after experiencing co-taught sessions within a special education methods class and literacy methods class. For two semesters, participants included cohort groups in a dual teacher license program in elementary and special education. We gathered information through surveys, exit notes, and focus-group interviews about pre-service teachers’ perceptions of six different types of co-teaching approaches and the impact of co-teaching on students’ learning. After participating in the co-taught lessons, pre-service teachers expressed more positive perceptions toward co-teaching’s impact on student learning, and a greater willingness to implement co-teaching in their future teaching. The results also suggest that a co-teaching instructional approach used within a university classroom affects pre-service teachers’ perceptions of the benefit and intended future use of that co-teaching instructional approach.

STUDIUM PRZYPADKU POLSKIEGO UCZNIA Z DYSLEKSJA UCZĄCEGO SIĘ JĘZYKA ANGIELSKIEGO JAKO JĘZYKA OBCEGO METODĄ MULTISENSORYCZNĄ ORAZ WPŁYW TAKIEGO NAUCZANIA NA SKUTECZNOŚC WŁASNĄ UCZNIA

Cel: Celem badania jest wykazanie iż uczniowie z dysleksją podczas nauki języka obcego wymagają wyjątkowego traktowania, innego od tego jakie jest oferowane uczniom bez szczególnych potrzeb edukacyjnych. To szczególne działanie dotyczy zarówno zindywidualizowanego podejścia do ucznia jak i zastosowania szczególnych metod nauczania języka obcego ułatwiających naukę uczniom z dysleksją
 Metody: Autorka przeprowadziła badanie opisowe przypadku, w którym przez okres 6 tygodniu zastosowała 6 indywidualnych sesji, podczas których nauczała języka angielskiego dwunastoletniego chłopca z dysleksją. Ponadto w celu uzyskania triangulacji danych przed rozpoczęciem oraz po zakończeniu badania uczeń wypełnił kwestionariusz na skuteczność własną
 Wyniki: Rezultaty przeprowadzonego badania pokazują, iż indywidualne sesje z uczniem z dysleksją poprawiły znacznie jego kompetencje językowe oraz podniosły skuteczność własną, która jest z kolei warunkiem efektywnego uczenia się
 Wnioski: Poniższe badanie wskazuje na to, że w szkołach powinno być zapewnione dostosowanie metod nauczania do pracy z uczniem z dysleksją. W celu zapewnienia efektywnego nauczania tych uczniów ich nauka języka obcego powinna być zindywidualizowana. To nie tylko pozwoli na bardziej efektywne przyswajanie materiału, ale również na podniesienie motywacji u dyslektyków

Bir BÖTE Lisans Programının Öğrencilerin Mesleki Yeterlikleri Kazanmaları Üzerindeki Etkisinin İncelenmesi

This study was carried out to examine the contribution of the undergraduate program of a Computer Education and Instructional Technologies (CEIT) to students' various professional competencies. For this purpose, CEIT preservice teachers' views on the adequacy of their undergraduate education to develop their competencies for various professions offering potential employment and the effect of the CEIT undergraduate courses on these competencies were investigated. The participants were enrolled in the CEIT Undergraduate Program of the Faculty of Education at Sakarya University. The study was conducted with 108 senior students in the fall semester of 2014-2015 by applying the cross-sectional survey model, as part of a self-assessment and continuous development of the program. A questionnaire was used for the data collection that included questions about target professions of preservice teachers, efficacy beliefs as an indicator of their competencies related to the profession, their perceptions about the CEIT program, and their perceptions about the contribution of the undergraduate courses to their professional competencies. The data were analyzed via inferential statistics. The results indicate that the preservice teachers felt the most qualified in working as a computer teacher, information technology counsellor, formative teacher, and an educational technologist. The professions in which the participants saw themselves the least qualified were server systems specialist, software developer, network systems specialist, and web software developer. Moreover, it was reported that the courses in the CEIT curriculum providing the highest benefit for improving their competencies were measurement and evaluation, special teaching methods, multimedia design, and ndividual differences in education. Furthermore, the participants did not know much about the jobs that they can work except for those in the public sector, such as working as a teacher or information technology counsellor. Additionally, the software courses in the CEIT curriculum did not contribute enough to develop their competencies to work in software-related jobs. To interpret the results of the current study in a more appropriate way, it is important to take into account the time lost before the publication of the study. However, it is strongly recommended to conduct further research to find out the effects of the CEIT undergraduate program curricula on developing job-related competencies and to conduct self-evaluation studies for continuous development. Besides, establishing career guidance services in universities may help CEIT students to be aware of the potential job prospects related to their competencies, and help them gain better knowledge and skills regarding their major.

Memorization of daily routines by\xa0children with Down syndrome assisted by a playful virtual environment

A child with Down syndrome, like any other child, may benefit from interacting with memory stimuli, but needs additional support and help. The use of special teaching methods, which add playfulness and use of the computer, can enhance the memory processes of these children. In this work, we present the virtual environment “Nossa Vida (Our Life)”, which was developed to assist children with Down syndrome to memorize action sequences of their daily routine. A daily routine memorization test (DRMT), consisting of a weekly reminder of typical daily routines completed by the children and parents, was performed before (pre-test) and after (post-test) the intervention. The work involved a multidisciplinary team and assessed the effectiveness of the test performed by 30 children with Down syndrome from APAE, a special education school for children with intellectual disabilities in São Paulo, Brazil. The children were separated into two groups (Experimental - GE and Control - GC) with homogeneity and normality of the data. Two hypotheses were tested in this study: H0 and H1, where: H0 = There is no statistical difference between memorizing daily tasks between individuals with Down syndrome who used our ludic virtual environment and those who used the conventional memory method.H1 = There is a difference between the group of subjects with Down Syndrome who used our virtual game environment and the group that did not use it in relation to memorizing the daily task. This produces t = -14.98 and p <0.0001, with H1 being accepted. The results showed that the EG presented significance in relation to the CG and the evolution mean of the children in the EG was 81.82% higher. According to experts (psychologist and pedagogue) from APAE and parents, the playful activities implemented in this virtual environment have been of great interest to children, who had fun, tested hypotheses and questioned them about the sequences of actions performed in their routine daily.