Teacher Thinking Research Articles

Plug and Unplugged Activities to Enhance Computational Thinking Self Efficacy of Pre-service Biology Teachers

Currently, plug-and-unplugged activities for learning statistics are needed to determine students' mindsets when solving statistical problems manually, using calculations without programming as an unplugged activity and for data analysis as a plug activity. This research analyzes computational thinking self-efficacy in pre-service biology teachers by implementing plug-and-unplugged activities in statistics learning. The research method used is a case study with a computational thinking self-efficacy questionnaire instrument. The sample used was 107 pre-service biology teachers at a university in Indonesia who received plug-and-unplugged activities in statistics learning for one semester. The programs used in plug activities are the R and SPSS applications. The research results show that 43% of pre-service biology teachers' computational thinking self-efficacy is in the good category, 26% is in the moderate category, 16% is in the very good category, 10% is in the low category, and the rest are very low. Meanwhile, if we look at each component of self-efficacy, computational thinking, decomposition, pattern recognition, abstraction, and algorithmic thinking are each in the moderate category. This indicates that plug-and-unplugged activities can initiate computational thinking skills in pre-service biology teachers. It is necessary to routinely provide activities or learning activities that can improve the computational thinking of pre-service biology teachers because of the need in this digital era

Flipped online teaching of histology and embryology with design thinking: design, practice and reflection

BackgroundFlexible hybrid teaching has become the new normal of basic medical education in the postepidemic era. Identifying ways to improve the quality of curriculum teaching and achieve high-level talent training is a complex problem that urgently needs to be solved. Over the course of the past several semesters, the research team has integrated design thinking (DT) into undergraduate teaching to identify, redesign and solve complex problems in achieving curriculum teaching and professional talent training objectives.MethodsThis study is an observational research. A total of 156 undergraduate stomatology students from Jining Medical University in 2021 were selected to participate in two rounds of online flipped teaching using the design thinking EDIPT (empathy, definition, idea, prototype, and test) method. This approach was applied specifically to the chapters on the respiratory system and female reproductive system. Data collection included student questionnaires, teacher-student interviews, and exam scores. GraphPad Prism software was used for data analysis, and the statistical method was conducted by multiple or unpaired t test.ResultsAccording to the questionnaire results, the flipped classroom teaching design developed using design thinking methods received strong support from the majority of students, with nearly 80% of students providing feedback that they developed multiple abilities during the study process. The interview results indicated that teachers generally believed that using design thinking methods to understand students' real needs, define teaching problems, and devise instructional design solutions, along with testing and promptly adjusting the effectiveness through teaching practices, played a highly positive role in improving teaching and student learning outcomes. A comparison of exam scores showed a significant improvement in the exam scores of the class of 2021 stomatology students in the flipped teaching chapters compared to the class of 2020 stomatology students, and this difference was statistically significant. However, due to the limitation of the experimental chapter scope, there was no significant difference in the overall course grades.ConclusionThe study explores the application of design thinking in histology and embryology teaching, revealing its positive impact on innovative teaching strategies and students' learning experience in medical education. Online flipped teaching, developed through design thinking, proves to be an effective and flexible method that enhances student engagement and fosters autonomous learning abilities.

What Teachers Think about Children's Autonomy at School

Twenty-one semi-structured interviews with school teachers were conducted in order to study the analysis of their beliefs about student autonomy and pedagogical practices that support its development. As a result, three groups of teachers' beliefs were identified. The typology of beliefs was based on the following criteria: content of beliefs, degree of their stability, practices used to support autonomy, attitudes towards school norms and requirements. The differences in the three groups of beliefs are presented as a continuum of meanings and practices, increasing from the first group to the third group according to all the criteria identified. From the first group to the third, the value of volitional functioning increases, the importance of control in pedagogical practices decreases, and the sphere of support for autonomy within the school but outside the classroom expands.

FORMATION OF ECOLOGICAL THINKING IN TEACHING NATURAL SCIENCES

In this article, the content of forming an attitude to the environment in primary education, elements of environmental education and upbringing, components of creative approach and improvement, the effectiveness of natural knowledge acquisition by primary school students, extracurricular activities in the formation of environmental concepts the use of training, environmental literacy and culture improvement, nature protection processes are described.

The Research on Cross-Cultural Critical Thinking in English Teaching: A Pedagogical Paradigm Within the Ideological and Political Course Framework

The Research on Cross-Cultural Critical Thinking in English Teaching: A Pedagogical Paradigm Within the Ideological and Political Course Framework

Development of artistic and imaginative thinking of the future choreography teacher in the process of professional training

ABSTRACT The relevance of the subject matter is conditioned by the fact that an important task of professional training of future specialists in the field of choreography is the development of artistic and imaginative thinking. The purpose of the study is to consider the structural components of artistic and imaginative thinking and analyse the features of the development of artistic and imaginative thinking of future choreography teachers in the process of professional training. The basis of the methodological approach in this research work is a qualitative combination of theoretical research methods, in particular analysis, synthesis, interpretation, generalisation and abstraction used to determine theoretical approaches to explaining the concept of artistic and imaginative thinking and its structural components. The results that were obtained in the framework of this study are the substantiation of various approaches to the definition of the concept of artistic and imaginative thinking, the structural components of imaginative thinking, identification of features of its development during the professional training of future choreography teachers, and the development of a special methodology aimed at the development of artistic and imaginative thinking.

A Study on Cultivating Innovative Teaching Thinking in Pathology and Pathophysiology Course

A Study on Cultivating Innovative Teaching Thinking in Pathology and Pathophysiology Course

A Study on the Ideological and Political Education of College English Based on Systemic Functional Linguistics

This paper mainly discusses the Ideological and Political Education of College English from the Perspective of Systemic Functional Linguistics. Through an in-depth analysis of the principles of systemic functional linguistics, the author points out how to effectively integrate its path with curriculum thinking and politics in college English teaching . These include text selection, functional language teaching, interactive discussion, critical thinking, cross-cultural comparison and reflection, aiming to improve students English ability and strengthen the core values of ideological and political education.

Does Using Core Quadrants Lead to More Teacher Self-Efficacy and Less Perceived Problem Behaviour?

PURPOSE. The number of childhood psychiatric classifications and treatments have risen rapidly in Western countries over recent decades. Since child behaviour often arises as a problem in schools, it seems important to find ways to help teachers successfully engage with pupils whose behaviours they experience as challenging. The present study attempts to shift special education teachers’ focus from challenging pupil behaviour, or pupil mental disorder, to teachers’ self-efficacy and less negative perception of pupil behaviour. METHODS. Ofman’s core quadrant model was used to engage teachers in reflecting on their own key competences, and relate them to possible pitfalls, challenges and aversions in their teaching. The professional development intervention entailed three subsequent team meetings, each lasting two and a half hours. Forty-seven teachers undertook the training, of which half (the control group) were initially put on a waiting list. Via quantitative questionnaires at three different time-points and qualitative post-intervention interviews with teachers involved, we analysed the influence of the intervention on teachers’ perceptions of problem behaviour and the grip they experienced on pupil behaviour (via a measure of self-efficacy). In the interviews, room was also made for reporting other outcomes of the training intervention. RESULTS. Neither quantitative nor qualitative data analysis revealed an effect of the intervention on self-efficacy or perceived pupil behaviour. The interview data suggest that teachers ascribe pupil behaviour they cannot control to factors outside themselves, primarily child mental disorder. CONCLUSION. Core quadrant training does not seem to alter how teachers engage with challenging pupil behaviour, nor does it help to reduce disorder thinking in special education. Our findings flag up the importance of better educating teachers about disorder thinking on the one hand, while on the other hand seeking ways to reduce the likelihood that teachers run out of pedagogical options, and instead further build up a sense of self-efficacy. Points of Interest: Childhood diagnostic classifications are on the rise in recent decades. Teachers often suggest diagnostic investigations of pupils, because they believe this will explain difficult behaviour or academic underperformance. A training aimed to shift the focus from disorder within a child to teacher’s own key competences, pitfalls, challenges and aversions, failed to change self-efficacy, behaviour perception and disorder thinking in teachers. To reduce disorder thinking in schools, simply educating teachers about what disorders are not and cannot explain, might be more effective than training programs, like studied in the present research.

Differences in the Creative Thinking of Primary School Female Teachers in Al-Ahsa Governorate in Light of the Variables of Experience and Specialization

This study aims to reveal the creative thinking of primary school teachers in Al-Ahsa Governorate, in addition to identifying differences in light of the variables of experience and major. The descriptive approach was followed in this study. The study was applied to a sample of (340) female teachers. The creative thinking scale adapted by researcher Hawzam Salman (2021) was used. The results of the study concluded that primary school teachers in Al-Ahsa Governorate have a high degree of creative thinking. In addition, the results showed that there were no differences in light of the variables of experience and major.

The Impact of Integrating Critical Thinking into English Instruction on Pupil’s Academic Achievement

Critical thinking does not mean challenging thinking that does not accept coexistence with others and starts from the “ego” and aims to obliterate the other thought, eliminate it, and replace it. Rather, critical thinking is constructive and calm thinking that recognizes and respects other thoughts and calls for research into different ideas to clarify and benefit them, to improve the existing situation and to increase their effectiveness to achieve the good for all. This paper reports impact of Critical Thinking in English Teaching on Students’ Achievement, the investigator selected an experimental design with two groups one experimental and the other control in order to verify. The researcher intentionally chose the Saqur Qurash school, a group of fifth-grade students in the city of Kut. It was three groups, as the total number of students reached (100) students. The research sample was chosen after they were distributed Randomly among three groups, two groups of (66) students were selected. The investigator prepared teaching plans for those topics, and teaches the two groups and then tested the pupils of the two groups at the end of the experiment. The paper concludes with a summary of the implications of the findings for the future of learning and teaching and recommendations relevant to advancing teaching for critical thinking with children.

An Exploration of Interdisciplinary Thinking Patterns in Secondary English Grammar Teaching-- Tenses

Interdisciplinary thinking is a way of thinking that utilizes the intersection and fusion between internal and external knowledge of disciplines to solve problems through cross-border integration of knowledge. The penetration of interdisciplinary thinking in secondary school grammar teaching is of great significance, which is conducive to change the conception of teacher’s focusing on the teaching and research of their own disciplines merely, enhances students' interest in grammar learning, and promotes the development of students' multiple intelligence. In this paper, the author takes the tenses in secondary school English grammar as an example to explore the penetration of interdisciplinary thinking in grammar teaching. Specifically, the author takes the combination of mathematical and physical thinking in mathematics as an starting point, combining the "coordinate axes" with the "union sets" in the set to discuss the use of single mathematical model and the multiple mathematical models during the teaching of English tenses.

Neuropedagogy and Artpedagogy – Intersections Points in Innovative Learning

The article comments on two scientific directions related to modern pedagogy. These could reasonably be called innovative, key to the effectiveness of the teacher‘s work. They are based on the requirements in the „pedagogy of the XXI century“ for competitiveness, competence approach, to stimulate personal expression and critical thinking in children and teachers. Both neuropedagogy and artpedaoggy have their specifics that, balanced in togetherness, can optimize the processes of learning and teaching and achieve the desired interest in learning.

Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education

This study investigates the utilization of design thinking by a university instructor in the development and delivery of an interdisciplinary curriculum. It examines the challenges encountered and the coping strategies employed during the process. The research, conducted as a case study of an interdisciplinary program course at a university in southern Taiwan from September to December 2022, involved data collection through field observations, in-depth interviews, and document analysis. All data were transcribed verbatim, coded, and triangulated to enhance research validity. The findings suggest that design thinking serves as an effective methodology for interdisciplinary curriculum design and teaching. It emphasizes the integration of practice and application to facilitate students’ interdisciplinary collaboration and co-creation. Additionally, the study evaluates teaching strategies, with a focus on the role of visual tools, communication, and on-site observation. The insights gained from this research provide valuable perspectives on challenges in interdisciplinary teaching, particularly in a post-pandemic context. They guided the development of effective practices in Taiwan and beyond, addressing crucial aspects such as the roles of instructors, resource allocation, and the cultivation of interdisciplinary talent. The study emphasizes the continuous need for adaptation and the prioritization of depth in learning outcomes.

Factors Influencing the Positive Thinking of the Future Teacher

The article is devoted to the analysis of scientific literature on the problem under study, positive psychology and socio-psychological problems of the formation of a positive mood in professional activity. Research objectives: to determine factors influencing positive thinking among future teachers and to analyze psychological problems. Research materials and methods: analysis of statements by scientist psychologists about positive thinking and psychological problems such as tension, hopelessness, lack of self-esteem, conflict at work, self-flagellation, painful emotions, poor health, dissatisfaction with oneself as a subject of education, the presence of constant negative thoughts, lack of optimism. Research results: the basis for positive thinking of a future teacher is the ability to evaluate negativity through the prism of optimism and constructiveness. Conclusions: the development of positive thinking of a future teacher during the period of study at a higher educational institution depends on the dynamics of certain characteristics.

The Technical and Aesthetic Characteristics of The Pirouette as Applied in Classical Dance

As the core part of technical training, rotation skill has a very important training value and status. "Spin" is one of the most important kinds of Chinese classical dance technique, as the Chinese classical dance teaching training content and the teaching material system, in constant teaching practice, Chinese classical dance rotation technology from single to diversified development, and gradually in the teaching and training show a unique aesthetic attributes and style. In the training of technical skills of Chinese classical dance, "the technology of body rhyme, technology and rhyme" and "training body with body" are the main thoughts, which run through the teaching of Chinese classical dance, and accurately interpret the needs of aesthetic and style characteristics of Chinese classical dance culture. In the classical dance teaching, the rotation skills are more difficult. Through the research of this paper, we can provide new ideas and directions for teaching, and help teachers to form new teaching thinking and teaching methods. Secondly, the study in this paper can deepen the understanding and understanding of teachers and students on the rotation skills in dance, guide students to establish correct thinking and learning attitude, which is conducive to obtaining an ideal learning effect and improving the level of classical dance.

Summary and Reflection on the Teaching of Functions in Calculus for Economics and Management

This article takes the research object of calculus - functions as the starting point, sorts out the manifestation of composite functions in various operation stages of calculus, summarizes the diversity of function forms, proposes teaching thoughts and suggestions for some key and difficult contents, and demonstrates the specific application of functions in calculus through examples.

Support system for village teachers’ professional development

AbstractIn the proposed work, studies of supporting rural teachers were analysed and the main directions of professional self‐development of a village teacher were identified. The program aims to assist village teachers in professional self‐development. A program to support the self‐development of rural teachers was proposed, which was experimentally tested on 246 teachers in primary and secondary schools in Hebei and Shandong provinces (China). The results of the application of the program were determined using a survey to identify the development of various components of the professional development of teachers themselves. The objective results of an increase in the academic success of students were also checked. These data show the effectiveness of the program we have developed in improving all components of the professional development of teachers and the possibility of its application to a large audience of teachers in rural areas. The practical significance of this work is the possibility of applying the proposed system of support for the self‐development of teachers. The practical application of the study is to further develop and actualize the issue of the connection between the academic and professional performance of students in schools and the level of creative thinking of teachers in rural areas.

Computational Thinking: The Third Paradigm for Mathematical Modeling Teaching

Mathematical modeling provides a good platform for guiding students to flexibly apply mathematical knowledge to solve practical problems, and universities have also launched rich mathematical modeling teaching activities. However, in the process of university mathematical modeling teaching, the drawbacks of two traditional teaching methods that focus on cases and models have gradually emerged. Therefore, this article suggests using computational thinking as a third paradigm for mathematical modeling teaching. This paper shows the computational thinking in the new teaching. This article also gives some suggestions to nowadays teaching module. The proposal of this concept has a certain reference value for the reform of mathematical modeling teaching.

Dance teaching in HE: further thoughts on the possibilities of artistic citizenship for decolonial practice

ABSTRACT Building on my argument in a recently published book chapter, ‘Toward Decoloniality and Artistic Citizenship’ (2023), this article discusses how the concept of artistic citizenship could create a conceptual space for decolonial thinking for dance teaching within the Higher Education (HE) curriculum. This interrogation is informed by my role as a lecturer who teaches dance practice based on African dance styles and principles in UK HE. I argue that making artistic citizenship an explicit part of the critical framework for dance pedagogy creates a common vantage point for students of all cultural backgrounds and better conditions for their development as culturally literate artists who will work in globalised contexts. The concept of citizenship in relation to artistic practice can be used to generate a theoretical context for existing hybrid dance training in HE, which in Britain has evolved to reflect the multicultural nature of society. This theoretical context will support the research and practice of Black students and those of global majority heritage who require conceptual maps delineating how dance practices that draw on their cultural heritage have existed as part of professional practices, as well as enhancing the cultural literacy and political awareness of the whole student body.