Teaching Of Concepts Research Articles

Methods and Target Values Used to Evaluate Teaching Concepts, with a Particular Emphasis on the Incorporation of Digital Elements in Higher Education: A Systematic Review

Previous evaluations of teaching quality have not considered the integration of digital elements. This systematic review was conducted in accordance with the PRISMA guidelines and offers a critical examination of the integration of digital elements in university teaching quality evaluations. The objective is to provide a comprehensive and systematic overview of the methods and target values used for special attention on the incorporation of digital elements in teaching concepts. This review analyzed 22 articles published between 2004 and 2023 from a pool of 11,851 manuscripts. The studies were classified into evidence levels A to C based on the clarity of quality criteria and documentation of measurement instruments. The findings indicate a significant gap in comprehensive quality criteria and instrument references. Self-developed questionnaires and performance examinations were prevalent, mostly classified under the lowest evidence level (C). A limited number of studies focused on psychological outcomes and the evaluation of digital teaching concepts, fulfilling all criteria for the highest evidence level (A). The results indicate a focus on using open-ended questions, interviews, and feedback mechanisms to gain insights into students’ perceptions, which are essential for refining teaching concepts. There is a need to develop and validate evidence-based measurement techniques to better accommodate digital elements integration in teaching evaluations for future university pedagogy enhancements. The findings of this review provide a robust foundation for this purpose. This systematic review has been registered on INPLASY (INPLASY202460060).

Transformative Learning & Self-Efficacy in a world shaped by AI: Empowering students through Future Skills

Generative AI faces educational institutions in particular with an immense challenge and requires them to prepare students for unknown contexts in order not to fall behind in the race against technological progress. Teaching Future Skills as such competencies that prepare students for complex, emergent situations is a key to achieving this. This paper shows a pedagogical teaching-learning concept to promote Future Skills in higher education. With various learning materials students are supported in their personal skills development and are also prepared for the demands of the future working world through evidence-based self- and external assessments and situational and self-reflective learning. In addition to the pedagogical concept, quantitative evaluation results of the workshop on which the concept is based are presented. The Workshop was trialed with 1143 students and evaluated via questionnaire. The aim of the research design was to find out the acceptance, the reaction and learning effectiveness of the Future Skills Learning design as well as the self-efficacy of the students.

Exploration of Multi-level Teaching of Physical Education in Universities Based on Information Technology

Since entering the information age, various industries have been further developed with the support of information technology, and the field of education is no exception. Since the construction of sports informatization in universities, the widespread application of various educational informatization technologies has promoted the innovation of sports teaching modes and methods. At present, the construction of a multi-level physical education teaching system based on information technology in universities is not only an innovative exploration of traditional physical education teaching work, but also a necessary path to promote the reform of physical education teaching work. Based on this, the article first elaborates on the concept of multi-level teaching, and then analyzes the application advantages of information technology, as well as the importance of implementing multi-level physical education teaching in universities based on information technology. Corresponding suggestions are proposed to mobilize the enthusiasm of college students to participate in physical education learning and exercise, unleash the educational value of sports, and help them shape a sound physical and mental quality.

Construction of Practical Teaching System for Full Time Professional Master's Degree Students

The article aims to explore the construction of a practical teaching system for full-time professional master's degree students, with the aim of enhancing their practical abilities and comprehensive qualities to meet the demand for high-level applied talents in society. Through literature review, current situation analysis, and case studies, this article proposes the basic principles, framework, implementation path, and guarantee mechanism for constructing a practical teaching system. From the perspective of "professional competence" in the construction of the practical teaching system, research is conducted to enhance the professional competence of professional degree graduate students. By studying the content of the practical teaching system, a practical teaching system is constructed, with clear training objectives, enriched curriculum system, strengthened construction of practical teaching bases, strengthened practical teaching concepts and awareness, and the cultivation of high-quality applied talents, in order to provide reference and inspiration for relevant universities.

Research on the Current Situation of English Teaching from the Perspective of Multimodal Narrative

This paper reviews the current situation of research on multimodal narrative in English teaching. The study reveals that: 1) Multimodal narrative teaching, as a novel teaching concept, integrates the advantages of both multimodal teaching and narrative teaching; 2) Multimodal narrative teaching not only revitalizes traditionally monotonous teaching methods, but also aids students in the deep processing of learned vocabulary; 3) Multimodal narrative teaching can further enhance students’ understanding and application of English vocabulary, thereby improving their vocabulary learning and positively impacting their overall vocabulary proficiency.

Evaluation of Future Faculty Perspectives on Teaching and Learning of Electrochemistry & Thermochemistry: A Microstudy Approach

Education revolves around teaching and learning with instruction being at the center. This study seeks to investigate the whole trend of the perspectives of future faculty on the teaching and learning of critical chemical concepts “Electrochemistry” and “Thermochemistry”. The objectives are to study and extrapolate the trend and probe their applications to industry and other concepts in chemistry. Questionnaires were administered on graduate students including graduate assistants across universities in three continents: North America, Asia, and Africa. Result shows that the concepts require practical demonstration, interwoven and have applications to energy and power industries. It also reveals that learners’ motivation must be aroused prior to learning the concepts, including that learners’ attitudes is most vital in the classroom settings.

Comparison of teaching and learning concepts network for Mendelian inheritance

ABSTRACT In order to improve science education and learning, analysis of the actual field of science education is necessary. The purpose of this study is to investigate the difference between taught curriculum and learned curriculum that appears in the actual field of science education from a conceptual aspect. For this, the concepts presented by the teacher in class and the concept network learned by the students were visualised using Semantic Network Analysis. The learned concept network was analyzed immediately after class and at a follow-up (4 weeks later) to determine the effect of memory. As a result of the study, the concepts of taught curriculum and learned curriculum were similar, but the network structures were different. In other words, there were differences in the connections between concepts. In the taught curriculum, concepts were structured without being divided so that subtopics could be clarified, and as a result, the learned curriculum was also structured without being able to distinguish subtopics. In order to reduce the difference between taught curriculum and learned curriculum, there is a need to connect and teach concepts using intermediate concepts or connections concepts between concepts presented in the intended curriculum. Additionally, students’ prior knowledge influenced the learned curriculum. Therefore, in future research, there is a need to analyze how various factors that affect prior knowledge like shadow education or learner characteristics affect the learned curriculum.

Unlocking the Power of Cascading Teaching: A Key Strategy for Effective Knowledge Transfer and Professional Development

"Unlocking the Power of Cascading Teaching: A Key Strategy for Effective Knowledge Transfer and Professional Development discusses the importance of cascading teaching as a strategy for transferring knowledge and promoting professional development. The paper highlights the benefits of cascading teaching, such as increased engagement, improved retention of information, and enhanced collaboration among colleagues. It is found that cascading teaching is likely a research paper, article, or book that discusses the concept of cascading teaching as a strategy for knowledge transfer and professional development. It may explore how cascading teaching can be used to effectively share knowledge and skills within an organization or educational setting. The abstract also emphasizes the role of leadership in supporting and facilitating cascading teaching initiatives within organizations. Overall, the abstract underscores the value of cascading teaching as a powerful tool for enhancing learning and development in the workplace.

2263 Learning geriatric syndromes through case-based discussion (CBD)

Abstract Introduction Geriatric syndromes are traditionally taught through didactic teaching and bed side tutorials. However, these do not consider the science of learning and the strategies needed for a novice learner. It is prudent to manage cognitive load, create associations through testing and enforce deliberate practice for a novice as opposed to an advanced learner. Case- Based discussions (CBD) serve as an apt tool to deliver knowledge covering geriatric syndromes; aimed at testing learner’s understanding through its application to a simulated patient profile. This pilot aimed to test the applicability of CBD to teach geriatric syndromes to novice learners. Method A scoping review was completed by medical officers starting on their geriatric medicine rotation in a Singapore tertiary hospital to determine syndromes which they request dedicated teaching for within curriculum. Learners ranked Incontinence and Falls with Osteoporosis management as the top 2 geriatric syndromes of interest. Focus group discussion using Rogers’s theory of diffusion principle was undertaken to understand both the advantages and challenges of CBD. Clinical scenarios were curated specific to the 2 topics with learner’s completing a pre session quiz beforehand to determine their baseline knowledge. The topic specific CBD was done via zoom platform with questions applied in a graded fashion; components include that of diagnosis, evaluation, and management of select syndrome. Learners completed a post session quiz 1 week after the CBD to determine retention of knowledge. Results Quantitative Feedback received from the learners highlighted that more than 90% would want CBD to be implemented for other geriatric syndromes. There was an improvement in the average score obtained in post session quiz for Osteoporosis from 6.09 to 6.75. However, there was notably poor participation in the post session quiz. Conclusion This pilot highlights that CBD should be utilised to enhance teaching of clinical concepts in geriatric medicine.

Project- and Research-Based Teaching in Civil Engineering

Research-based practical applications are becoming increasingly important in providing valuable solutions to the challenges facing the construction industry. In this paper, we present a teaching concept that was implemented and evaluated in four courses, addressing the development of future-proof academic skills, particularly scientific working skills, in the field of civil engineering. The first evaluation results from a survey among the students who participated in the four courses are presented on the extent to which project-based and researchbased learning promote domain competences, planning, and study skills. The results indicate that, especially in master’s degree courses, future skills are improved by paper-based learning. Additionally, student motivation increases due to the boost in creativity and group work facilitated by the teaching concept. On the other hand, the results suggest that guidelines are necessary to implement paper-based learning, especially in bachelor’s degree courses. Furthermore, it is crucial that future-proof academic skills are relevant for success in the practical working context.

How Can We Teach When We Are Constantly Learning? De/Colonising Canadian Literature in Grade Seven English Language Arts

ABSTRACT In this paper, I explore the transitional spaces of teaching and writing by restorying an anomalous event in my teaching of Canadian literature in a grade seven classroom and my efforts to decolonise that teaching. Thinking with Elizabeth Ellsworth’s concept of pedagogy as it relates to knowledge in the making and the learning self, I take seriously the manner in which this pedagogy challenges the cultural myth of teacher as expert identified by Deborah Britzman. In my story of de/colonising teaching, a transitional space opens up when I become aware of the ways in which I work against the goals of decolonising in my very efforts towards them, the risks I take, and the damage I can do as I implicate myself and my students in this process. As I teach and as I write, I build from the ruins of this difficult knowledge what it means to de/colonise as an educator.

THE CONCEPTS OF TEACHING, UPBRINGING, EDUCATION AND THE QUESTION OF THEIR CORRELATION

The concepts of education, teaching and upbringing, as well as the question of their correlation are relevant for modern philosophical research. One of the terminological problems is the use of the word «education» as a synonym for «upbringing» or a synonym for «teaching». The purpose is to provide a logical systematization of the main variants of the definition of the concept of education in its relation to the concepts of teaching and upbringing. The authors identify three main characteristic variants of the correlation between the concepts of education, teaching and upbringing. The first option is a one-component scheme, for which the concepts of teaching, upbringing and education are identical. Education is teaching or upbringing. This scheme is quite common at the everyday and theoretical levels. The authors analyze the historical origins of such identifications. Firstly, it is the New European rationalist interpretation of human nature, which considers the formation of man as a primarily intelligent and knowledgeable being. Secondly, it is the Soviet heritage, which viewed education as a systemic pedagogical concept. The equation of education, teaching, and upbringing also has an etymological basis, as it is similar to the multivalent Greek term paideia and the Latin word discipline. The second option is a two-component scheme. In this scheme, education is a broader concept that includes teaching and upbringing without leveling or identifying them. Teaching reflects the meanings of education in the professional and intellectual sphere, and upbringing in the worldview and moral sphere. The third option is a three-component scheme that includes training, education and development as components of education. This scheme, although interesting, is still in the process of its terminological formation.

Effective Teaching and Learning: Characteristics and Practices of People-oriented in International Chinese Language Education

School education plays a crucial role in the process of cultivating innovative talents, and the direct target of teaching is students. At present, the aim of education and teaching is to adhere to the concept of human-centered teaching and to implement human-centered teaching methods. How to carry out effective teaching can help cultivate the sense of independent learning and the spirit of innovation among non-native speakers. How to create a suitable learning environment for students to actively explore the mysteries of Chinese knowledge. And how teachers can improve their teaching skills and make good use of interactive teaching and intelligent technology to truly realize the purposes of teaching and spreading Chinese culture.

Exploring the Use of Reflective Practices among Teachers of English in Nigerian Secondary Schools

Reflective practice has been reported to be effective in enhancing teaching and learning. However, many teachers of English in Nigeria are not aware of it. Thus, this study investigates the awareness and implementation of reflective practices among English language teachers in Nigerian secondary schools. A cross-sectional survey research design was adopted and 77 teachers were selected to participate in the study. Data for the study were collected using a questionnaire and semi-structured interviews. The study discovered that most of the respondents have a low level of engagement in reflective practice in their teaching activities. The findings also suggest a lack of awareness of reflective practices among the majority of respondents. Additionally, the study discovered that even those with some awareness of reflective practices rarely followed established steps for incorporating reflection into their teaching. This indicates a significant gap between theoretical knowledge and practice. Thus, the study makes recommendations for professional development programs to familiarize educators with the concept of reflective teaching and its potential impact on instructional effectiveness.

The Impact of Multilingual Education On Developing Communication Skills for University Students Within Foreign Language Learning

Today, multilingualism can be considered as an undeniable reality. The rapid pace of globalisation processes and the fast information spreading compelled society to adapt and keep pace with the new realities. These shifts require significant language proficiency and advanced communication skills. In this sense, the command over multiple languages not only broadens one’s horizons and enhances his and/or her professionalism but also facilitates cross-cultural communication as well as the acquisition of multiple knowledge. The relevance of this study is featured by the dynamic changes in society, highlighting the need of multilingual education for people to fully realise their potential in life. This research investigates the impact of multilingual education on developing communication skills for University students within foreign language learning. It explores the principles of multilingual learning and identifies effective pedagogical methods that enhance language abilities, with a particular emphasis on the role of technology, delving into strategies like gamification and virtual classrooms. Furthermore, this research thoroughly examines the different ways multilingual education affects communication skill development in the study of foreign languages at universities. It aims at identifying progressive teaching methods and strategies that improve the quality of students' language acquisition. It is important to point out that higher education institutions serve as the keystone for multilingual education, providing students not only with linguistic competencies but also with professional knowledge to expand their career prospects. The methodological framework employed in this research provides a comprehensive approach, integrating historical, social, linguodidactic, and pedagogical concepts alongside several scientific methods. The study refers to methods of scientific cognition such as systematic analysis, synthesis, dialectical inquiry, and normative methods to enrich its findings. Moreover, significant advantages of multilingual learning, particularly in enhancing English language proficiency and communication skills, are identified. Also, the study stresses the focal role of modern technologies in multilingual education, highlighting their potential to transform learning experiences and personalise educational approaches. Particularly, the research underscores how multilingual education fosters communication skills, notably in English as a global lingua franca.

Implementasi Konsep Spiritual Pedagogik Melalui Program Inpirasi Dhuha

This research aims to analyze the implementation of the spiritual pedagogical concept through the "Inspirasi Dhuha" program at SMAN 7 Bandung and its impact on the development of students' spiritual and moral values. The "Inspirasi Dhuha" program is the school's effort to integrate the spiritual dimension in education through a combination of Dhuha prayer activities and inspirational sessions from various life inspirators. This study employs a qualitative approach with a case study method. Data is collected through participatory observation, in-depth interviews with students, teachers, and stakeholders of the program, as well as the analysis of documents related to the "Inspirasi Dhuha" program. The results of the analysis are interpreted to reveal the extent to which this program successfully integrates spiritual values in education and its impact on students' character development. Through this research, a deeper understanding is obtained regarding how the "Inspirasi Dhuha" program implements the spiritual pedagogical concept. Students respond positively to this program, and it influences their character and behavior development. The Dhuha prayer activity provides direct spiritual benefits to students through worship, while the inspirational sessions help them better understand life goals, career choices, and values that need to be upheld when facing challenges. The "Inspirasi Dhuha" program serves as a tangible example of how formal education or public schools can integrate spiritual values within the learning environment.

Challenges and Opportunities of Using Lesson Study in English Language Teaching Among Ecuadorian EFL Teachers

This paper explores the challenges and opportunities of implementing the lesson study model in English language teaching in four schools in Southern Ecuador for four months. Using an action research design through interviews, observations, and journals with a thematic analysis, the researchers were able to identify challenges of limited capacity of reflection and recognition of the activities that required improvement after English classes; limited capacity to provide truthful peer feedback; teachers’ incorrect notions about their performance in their classes; difficulties in following a collaborative lesson plan; and disconnection between class activities and the class content. The opportunities identified were teachers’ predisposition to collaborate; disposition to attend professional development courses; commitment to work extra hours in planning meetings; openness and desire to be observed in their classes; and willingness to share class materials and knowledge. The authors found a disconnect between teachers’ understanding of English language teaching and its proper application in class (from theory to practice). Also, rigid institutional teaching concepts, such as excessive institutional paperwork and activities not connected to developing students’ competencies, do not allow teaching innovations.

The Impact of Heterogeneous Forms for the Same Subject on the Professional Development of English Teachers

As an educational research method, heterogeneous forms for the same subject cannot only help teachers accelerate the internalization of teaching concepts in a short period of time, but also highlight the social value of individual teachers and generate collective wisdom, which can effectively and quickly promote the professional development of English teachers. This paper expounds the related concepts of heterogeneous forms for the same subject and English teachers' professional development, and basically illustrates that heterogeneous forms for the same subject is one of the effective ways to promote the professional development of high school English teachers.

The Science of Upbringing, Training and Education – Historical Review, Etymological Research and Interpretation of Pedagogical Concepts

In the article, the author tries to provide the reader a view on the science of upbringing, training and education, scientifically based and supported by a number of scientific evidence. The overview of pedagogy and its main building blocks – upbringing, training and education was carried out through a number of authoritative Anglo-Saxon dictionaries and scientific sources, incl. Online Etymology Dictionary, Cambridge Dictionary, Merriam-Webster Dictionary, Encyclopaedia of Higher Education, Routledge Encyclopedia of Philosophy, Internet Encyclopedia of Philosophy, Foundations of Philosophy, New International Encyclopedia of New York, etc. A brief historical review of the pedagogical idea from ancient times to the present day is made, and in conclusion the described pedagogical schools and concepts are separated into educational directions.

Origami: A path to successful teaching and learning of geometric concepts in basic education

The teaching of geometry requires encouraging the student to develop concentration processes. Attention, patience, creativity, among others, so that they learn to think and understand abstract concepts that can have meaning and usefulness within the educational process and daily life, analyzing the origami technique for the successful teaching and learning of geometric concepts.