Teaching Of Concepts Research Articles

Contradictions and roadblocks: a cultural-historical study of educators’ beliefs and practices in the teaching of science concepts to infants and toddlers

ABSTRACT Whilst there is a body of emerging literature related to science education for children aged 3 years and above, less is known about educators’ beliefs when planning for the teaching of science concepts to infants and toddlers in group settings. This paper discusses how educators working with children under 18 months of age talk about and plan for the teaching of science concepts. We undertook an educational experiment with 6 educators and 11 infants aged 1.1–2.0 years (mean 1.6 years). An analysis of the digital data of 18.1 h (5.2 h of adult-researcher data; 12.9 h of observations) revealed both roadblocks and contradictions in educators’ beliefs and practices when planning for infant and toddler learning of science concepts. Initial contradictions for educators include focusing on activities not concepts, following interests and not introducing science content, and a belief associated with developmental restrictions regarding if science concepts and science resources are relevant/safe for this developmental period. These were genuine blocks in shifting educators’ beliefs towards planning for the learning of science concepts. We found under the conditions of an intervention, these roadblocks were resolved, giving more opportunities for infant-toddler engagement in science learning.

Research and Practice on Ideological and Political Construction of Computer Foundation

Computer foundation in universities are general courses for non-computer majors. Carrying out ideological and political construction in general courses is an important way for universities to fulfill the fundamental task of cultivating morality and cultivating talents. This paper explores and reflects on the theoretical research and teaching practice of curriculum ideological and political education from four aspects: enhancing teachers' educational and teaching concepts, emphasizing the development of curriculum ideological and political content, innovating curriculum ideological and political teaching methods, and improving the evaluation system of curriculum ideological and political teaching effectiveness. The aim is to provide reference for the promotion and popularization of curriculum ideological and political education in general courses.

Hermeneutika Sebagai Jalan Teologi Pembebasan Farid Esack

Liberation theology is a theological view that was born and developed as a self-liberation movement or group from oppression. Liberation theology is also a phenomenological discourse with plural social conditions and experiencing oppression and inequality that restrain religious adherents. Farid Esack, a South African intellectual who was in the Apartheid regime, held the view that believers should not submit to political authority and discriminatory social conditions of society. In this social condition, Farid Esack saw the need to reinterpret the Qur'an using hermeneutics as an approach. Through the concept of hermeneutics, he is able to give rise to new ideas about theology or what he calls liberation theology. This is an effort to answer existing social problems, especially in South Africa. The writing of this article uses the library research method with a literature study approach, which is carried out by collecting and analyzing information from written sources such as books, journals, articles, and documents related to the topic discussed. According to Farid Esack, the concept of hermeneutics is very necessary considering that the books in religion are not only a teaching concept that only contains rituals but also contains universal human liberation from social inequality and oppression.

The Application of Interesting Teaching Method in Music Classroom of Middle School

Interesting teaching method is a new teaching method in the modern education situation. The interesting teaching method especially emphasizes from many aspects and angles, in order to achieve better classroom teaching effect. There are three chapters in this paper. The first chapter is about the concept of interesting teaching; The second chapter is about the problems and reasons of the implementation of interesting teaching methods in middle school music classroom; The third chapter is the specific application of interesting teaching methods in middle school music classroom. Through the study of interesting teaching methods, teachers can use interesting teaching methods in the classroom, so as to cultivate students' interest in music learning and improve their enthusiasm and initiative in music learning. This paper mainly studies the application of interesting teaching methods in middle school music classroom.

A REVIEW OF THE DICTIONARY: Olesia Lazarenko, Olga Lehman, Yelyzaveta Fomina, Daryna Razvina. Wörterbuch der Pädagogik Deutsch – Ukrainisch / Ukrainisch – Deutsch. Pedagogical Dictionary of the German – Ukrainian Languages. Herausgeber : Wolfgang Dohrmann. 2023. 186 p.

The review is devoted to the analysis of the dictionary: Olesia Lazarenko, Olha Leman, Yelyzaveta Fomina, Daryna Razvina. Wörterbuch der Pädagogik Deutsch – Ukrainisch / Ukrainisch – Deutsch. Pedagogical Dictionary of the German – Ukrainian Languages. Herausgeber: Wolfgang Dohrmann. 2023. 186 p. The purpose of the dictionary is to help Ukrainian-speaking people (including those who were forced to migrate from Ukraine because of the Russian war against Ukraine) to understand the vocabulary used in German education in various educational institutions, including kindergartens and schools, and thus to facilitate communication. The translation dictionary (German-Ukrainian, Ukrainian-German) consists of two parts (the terms included in them are different) and are selected on the basis of their importance for communication between parents and educators in German institutions. The dictionary selects equivalents or offers interpretations and explanations for terms or lexemes (relevant to professional communication in the field of pedagogy) that do not have equivalents in Ukrainian. In other words, by its very nature, this is a translation dictionary, but in order to understand the realities of German education as accurately as possible, interpretations are offered that make it possible to understand the essence of a particular educational concept. This approach is unconventional, but active, which means that it makes it possible to understand pedagogical concepts that are culturally determined by the specifics of the development of pedagogy in a particular country in the most accessible way. The dictionary covers a variety of materials on educational issues (including the organisation of the educational process, upbringing (personality development), and the protection and promotion of childrenʼs health) and is primarily focused on German realities. The creation of the dictionary was a response to a challenge, the problem of immediate understanding of Ukrainian forced migrants in educational institutions that began to be attended by students from Ukraine. This is the novelty and undoubted practical importance of the reviewed work. Key words: dictionary, pedagogy, German language, Ukrainian language.

PRE-SERVICE EFL TEACHERS’ ATTITUDES TOWARDS TEACHING ENGLISH IN METAVERSE

Recently, the studies on teaching English via virtual technologies have been increasing; however, to the author’s knowledge studies in the existing literature concerning the metaverse are still not at a desirable level. Thus, the aim of the study is to investigate the pre-service teachers’ views on incorporating metaverse into English language teaching. To accomplish this aim, 13 pre-service English language teachers are interviewed employing a focus group discussion. Purposive sampling is adopted to select the participants. The data gathered through the focus group discussion are analyzed using the content analysis. The findings of the study indicated that there were both positive and negative views of participants considering the incorporation of metaverse into English language teaching. Also, it was found that participants expressed some concerns about employing metaverse in teaching in Turkey for several reasons. In addition, most of the students advocated a balanced integration for applying the metaverse in their future teaching concepts, while some were opposed to it. In conclusion, this study can provide an up-to-date and comprehensive perspective on the issue of integrating metaverse in the field of English language teaching as well as offering insights, suggestions, and recommendations for future research.

An Analysis on Problems of Teacher Feedback in English Teaching

Teacher feedback is an essential component of classroom communication, optimizing the teaching process, and achieving harmonious unity between teaching and learning. Therefore, teachers should timely update their teaching concepts, adopt different feedback modes in order to cultivate students’ learning interests, enhance their learning motivation, establish their confidence, stimulate their potential, and promote their comprehensive development. Based on an overview of the definition, types, and functions of teacher feedback, this paper analyzes the problems of English teacher classroom feedback in China and proposes corresponding optimizing strategies, including improving teachers’ feedback knowledge literacy, enhancing feedback usage ability, embodying the concept of “student-centered” and so on.

Integration of In-Class and Extracurricular English Reading in Elementary Schools under the "Double Reduction" Policy

In the context of the full implementation of the "Double Reduction" policy, elementary English teachers are urged to update their teaching concepts and methods in the daily teaching process. The goal is not only to help reduce the burden of learning English knowledge for elementary students but also to alleviate their psychological stress. Traditional teaching methods, which are relatively outdated, have not been successful in extricating elementary students from the heavy academic workload. This requires elementary English teachers to focus on cultivating students' abilities to learn English theoretical knowledge efficiently within the limited teaching time and to enhance their practical skills. English reading instruction is a crucial component of elementary education. To ensure the practical implementation aligns with the requirements of the "Double Reduction" policy, teachers need to develop comprehensive teaching plans that integrate in-class and extracurricular reading. This approach aims to guide students correctly in learning English and to boost their enthusiasm for learning, thereby enabling them to master English knowledge precisely within a limited time. This paper explores the importance of integrating in-class and extracurricular English reading in elementary schools and discusses how to effectively carry out this teaching method under the "Double Reduction" policy.

The Influence of Chinese Martial Arts Teaching on the Moral Quality and Achievement Motivation of College Students in China

The purpose of this dissertation is to investigate the effects of teaching Chinese martial arts on college students' moral quality and achievement motivation. Through an in-depth analysis of the relationship between Wushu teaching and the development of college students' comprehensive quality, we explored the potential role of Wushu teaching in enhancing students' moral standards and stimulating their achievement motivation. In this study, we clarified the status of wushu as a traditional cultural sport in university education through a literature review, and elaborated the unique teaching concepts and methods of wushu teaching. Then, we collected a large amount of empirical data on the role of wushu teaching in college students' moral quality and achievement motivation by means of a questionnaire survey. The results of the study show that by participating in Wushu teaching, college students show significant improvement in moral quality. Wushu emphasizes etiquette, respect, and self-discipline, and fosters positive moral values in students, making them more responsible and team-oriented in their daily lives. In addition, the practical requirements and skill enhancement of Wushu sports also stimulate students' achievement motivation to a certain extent, prompting them to pursue excellence and personal development. The teaching of Chinese Wushu had a positive impact on college students' moral quality and achievement motivation. This study provides a useful reference for university physical education, emphasizing that wushu, as an effective educational tool, helps to cultivate students' all-round development of moral quality and positive achievement motivation.

Prospective Teachers' Views on Teaching Science Concepts

This study aims to investigate the views of pre-service teachers who have taken the "Science Teaching" course in the undergraduate program of classroom teaching about the teaching of science concepts. In this study, the phenomenology study approach, one of the qualitative research designs, was used. The study group of this research consisted 75 pre-service teachers, 56 female and 19 male, studying in the third year of the undergraduate primary teaching program of a state university. In this study, the views of the pre-service teachers who took the science teaching course about the teaching of science concepts were determined through four open-ended questions followed by face-to-face semi-structured interviews with eight participants. It can be said that the idea that prototype examples should be given about a concept in concept teaching is known by pre-service teachers (82.3%). It was observed that the pre-service teachers were aware of a misconception about force as a science concept (90.7%), but they had difficulty writing the main views of learning theories (48.0%). It is an important detail that the participants did not see the exams as tools to eliminate misconceptions at a high rate (82.7%). Interviews were conducted with eight participants who volunteered and had available time about the answers they wrote for four open-ended questions. It was seen that the participants’ opinions supported the findings of this study. Some suggestions were made based on the findings of the study.

MODELS OF PROFESSIONAL DEVELOPMENT FOR BIOLOGY TEACHERS IN THE CONTEXT OF SOCIAL CHANGES

This article aims to explore the impact of social changes on the professional development of biology teachers. The purpose of the study is the analysis of modern challenges in the field of education and the development of a model of professional growth of a biology teacher. The following methods are employed in the study: analysis and synthesis of literature on the research topic to determine the current state of the investigated problem, systematic analysis, and synthesis of obtained information to identify the main models of professional development for biology teachers. The regulatory framework ensuring conditions for the professional development of teachers has been analyzed. Modern economic and technological changes, socio-cultural and political transformations, dynamics of interethnic and cultural relations in Ukraine, high population mobility, and migration processes affect the education system and the professional development of teachers. In the scientific discourse, among effective models of professional development for teachers, scholars distinguish: concepts of teaching and development of teachers' professional abilities based on knowledge (knowledge for practice, knowledge in practice, personal knowledge); models of professional development for educators (training model, award-bearing model, deficit model, cascading model, standards-based model, coaching/mentoring model, community of practice model, action research model, transformational model); competency, cognitive, human-centered models; models of applied science, craftsmanship, reflective, apprentice-expert model, rationalist model, case studies model, cascading. The author proposes an original model of professional development, which involves six stages: analysis of contemporary challenges, professional training based on teachers' needs, creation of an individual development plan, integration of innovative technologies into professional activities, self-evaluation, and the establishment and support of professional communities. The main research results indicate the need to reconsider traditional approaches to teaching biology and emphasize the use of modern technologies in the professional development of teachers for successful implementation of changes in the educational environment.

Metaverse Integration in Moroccan Schools: A Quantitative Study of Educator’s Perspectives

This research revolves around the examination of Moroccan teachers' attitudes to the integration and day-to-day use of the metaverse in educational settings such as the classroom. This research is particularly concerned with educators in both public and private schools within Morocco. Utilizing quantitative research methods and including statistical techniques such as Analysis of Variance (ANOVA) and T-tests, this study aspires to unhide the motivations and aspirations driving Moroccan teachers to embrace the use of metaverse technology in the classroom. It also aims to investigate whether these teachers harbour reservations or anticipations regarding metaverse’ seamless integration in educational settings. The study uncovers variations in teachers' enthusiasm for metaverse integration, as well as a plethora of concerns or anticipations regarding its implementation and feasibility in different classroom settings. This research’s attempts to uncover patterns of readiness or resistance among teachers in public and private schools, which will undoubtedly providing insights into the factors that shape their perspectives and facilitating the identification of areas for potential professional development. The outcomes of this study offer valuable insights for policymakers, assisting in the development of effective training and teaching designs and concepts for teachers as well as students.

Research on Blended Teaching of English in Vocational Colleges

This paper first describes the concept and characteristics of blended teaching, and then analyzes the existing problems in vocational English teaching. Finally, from the perspective of the problems, it summarizes and puts forward the specific application of mixed teaching in vocational English teaching to provide an effective plan for the reform of vocational English teaching, enhance students’ interest in English learning, and improve their overall proficiency in the language.

Teaching Reform of Clinical Medicine Gastroenterology Based on Case-Based Learning and Experiential Teaching Concepts

Objective: To explore the value of the application of case-based learning (CBL) and experiential teaching concepts in the teaching reform of clinical medicine gastroenterology. Methods: 70 clinical medicine students who interned in the Department of Gastroenterology of our hospital from May 2022 to April 2023 were selected and divided into the control group and the study group of 35 each using the mean score method. The CBL teaching model was adopted in the control group and the CBL combined with experiential teaching model was adopted in the study group. At the end of the internship, Mini-CEX (mini-clinical evaluation exercise) scores, medical record writing scores, and teaching satisfaction surveys were applied to assess the teaching effects of the two groups. Results: All scores in the Mini-CEX evaluation scale of the students in the study group were higher than those of the control group (P < 0.05); the assessment scores of the students in the study group in the areas of chief complaint, history of other diseases, and psychiatric examination were significantly higher than those of the control group (P < 0.05); and the teaching satisfaction of the students in the study group was higher (94.29%) than that of the control group (71.43%), and the difference was statistically significant (P < 0.05). Conclusion: The teaching effect of clinical medicine gastroenterology based on CBL and experiential teaching concepts is good, which can effectively improve the theoretical and practical performance of interns and increase teaching satisfaction, and it is worth popularizing and applying in the practice of clinical teaching reform.

Effect of Cognitive Context-Based Modeling Instructional Strategies in Biology Concept Teaching: An Educational Action Study

Effect of Cognitive Context-Based Modeling Instructional Strategies in Biology Concept Teaching: An Educational Action Study

Development of Android-Based Mobile Learning Media Using ADDIE Model on Static Fluid Topics for High School 11th Grade Students

This research and development study aimed to create a mobile learning application based on the Android platform to facilitate the teaching and learning of static fluid concepts. The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was employed as the framework for the research methodology. The data collection instruments included validation questionnaires completed by subject matter experts, media experts, physics teachers, and students. These were administered during small-group and large-group trials conducted with 11th-grade science students at MAN 1 Lotim. The end product was an Android-based learning app that received an overall good rating with a total score of 82. Evaluation by media experts deemed it good, with a score of 60 out of a maximum of 75. Physics teachers who validated the app rated it as very good/effective with a score of 52. During the large group trial with students, the app gained a high score of 1759, averaging 4.31 which falls into the very interesting category. Based on the validation results and feedback obtained, it can be concluded that the Android-based mobile learning application developed in this study is suitable, effective, and practical to be utilized as an instructional tool for teaching static fluid concepts to high school 11th-grade students in physics education programs.

Industrial Robot Digital Twin Application Technology

This paper mainly discusses the core position of the course "Industrial robot Application Technology" in the national double high construction professional group and the innovation of teaching methods. The "task-driven, process" of production-teaching collaboration built through digital twin technology aims to cultivate students' design development. The importance of the course "Industrial Robot Application Technology" is introduced. Teachers' teaching innovation team, national production training base and national science and technology innovation service platform support the digital development of this technology in intelligent manufacturing to create a digital twin teaching platform. In the course material content-based teaching design and the docking of industrial needs, including and industrial robot operation certification. In addition, the action-oriented teaching concept, ideological and political materials are integrated into the teaching design, and the paper emphasizes the teaching material compilation method and three-dimensional teaching material design. At the same time, it also has a potential impact on the expected model innovation of the application and promotion of teaching materials and continuing education.

Engaging secondary school students in sustainability assessments through farm nutrient mass balances

AbstractDecision‐support tools (DSTs) are increasingly used to collect, manage, and/or analyze growing amounts of data generated on farms. The whole‐farm nutrient mass balance (NMB) is an assessment with an associated DST (the Cornell NMB calculator) that measures farm nutrient management efficiency. Our main objectives were to (1) develop and implement a secondary school curriculum on NMB assessments; (2) evaluate its impact on student knowledge and perceptions of agricultural sustainability, nutrient management, careers in agriculture, awareness about data collection and use of DSTs, and analytical and quantitative skills; and (3) assess teacher experiences delivering the materials. The curriculum was implemented across 21 New York classrooms. Students completed one pre‐ and one post‐curriculum implementation questionnaire (n = 134). Teachers completed a post‐curriculum implementation questionnaire (n = 19). Results showed that the curriculum enhanced student knowledge of nutrient management and effectively conveyed the fundamentals of the NMB metrics. It also impacted student perceptions of the utilization of DSTs and need for mathematical skills and data management knowledge in agriculture. The curriculum did not influence student interest in pursuing agricultural careers but exposed them to aspects of farming that they were not previously familiar with. The math‐focused lessons were identified as challenging by many students and teachers. Teachers found the curriculum applicable to the real world, exposing students to new aspects of farming. We conclude that real‐world case‐study examples, carefully planned math‐focused lessons, appropriate support materials including widely installable and user‐friendly software, and training opportunities for teachers can help effective teaching of DST use and agriculture sustainability concepts.

The suffering of students in physical education. Unsettling experiences and situational conditions

ABSTRACT Background The state of research on unsettling experiences of students in physical education can be characterized as fragmented. The available studies focus on select emotions (e.g. fear), specific forms of discrimination (e.g. ableism), or different types of social interactions (e.g. bullying). In this way, the state of research reveals different aspects of students’ suffering in physical education (PE) in a puzzle-like manner, while systematic investigations of the overall picture of PE as a complex meaningfully structured phenomenon remain open. Purpose The study presented in this paper aims to systematically capture the breadth of unsettling PE experiences by taking different perspectives of students into account, while also doing justice to PE in its situational logic. Based on a social constructivist approach, the following research questions will be addressed: (1) What kind of experiences are interpreted as unsettling by students in PE? (2) Which situational conditions are associated with students’ unsettling PE experiences? Methods A qualitative research approach based on written short narratives was employed to answer the research questions. Current and former secondary school students (N = 677) from Germany participated. Grounded theory coding methods and sequential analysis were used for the data analysis. Results Our data indicates a wide range of students’ unsettling PE experiences (e.g. public humiliation, social exclusion, and forms of violence). On a supra-individual level, two major categories of unsettling PE experiences were identified: (1) The vulnerability of the students perceived through revealed inadequacies and (2) the social oppression of the supposedly ‘lazy, weak and unfit’. Students’ experience of vulnerability can be traced back to situations of physical exposure and performance failure while their experience of social oppression draws back to suppressive actions by teachers and fellow students. For each of these categories, we identify typical ways in which students deal with their unsettling experience. On a structural level, a hierarchizing culture of PE that fosters unsettling experiences is revealed. Discussion As a central strength, our study can provide condensed explanations for the emergence and consequences of unsettling PE experiences from the students’ perspective. Our findings relate to and enrich existing discourses regarding the situational emergence of vulnerability, overarching mechanisms of marginalization, and the hierarchizing culture of PE as a basis for social oppression. It is particularly tragic that affected students feel left alone and can hardly escape harmful situations, which perpetuates their suffering. Thus, pedagogical concepts that emphasize students’ diversity and the dismantling of hierarchies are needed and should be advanced further.

A Short Paper about Fundamental Pedagogical Concepts of Constructivism Theory in Relation to TPACK Framework

The influence of constructivism as a pedagogical theory is mainly concentrated on adult education. Its main concepts stem from significant conclusions coming from other theories related to pedagogical and philosophical school practice. The key point is that knowledge is the desired learning outcome that can be accomplished through active learning participation which is closely related to construct. Also, some basic ideas of constructivism rely on idea-based interactions and ideas produced by learners. Certain aspects of the above-mentioned theory in learning and teaching seem to be very helpful for learners to develop their ideas and achieve learning outcomes. The basic aim of this paper is to examine the influence of Constructivism on adult education by utilising Technological Pedagogical Content Knowledge Framework’s (TPACK) dimensions in learning and teaching everyday practice. A mixed method analysis was conducted which contains a theoretical analysis, and experimentation through a quiz game. Our experimental approach through the quiz game was to study Newtonian physics and specifically the Law of Gravitation and the 2nd Law of Motion, finding that the mass terms cancel, and ending up making a prediction that all objects fall at the same rate. The experiment would then involve verifying the prediction and explaining any deviations from the prediction in terms of the intuitive idea of air resistance. The findings showed that students after answering the quizzes of the quiz game, were able to discuss their results using logical argument as opposed to when they did the experiment before the theory and their discussion was little more than guesswork. Thus, we could see how students performed on each question and use that information to figure out what needs to be readdressed or retaught.