Teaching Kit Research Articles

The lexical approach in teaching a foreign language at the primary stage in institutions of additional education (based on the material of the teaching kit “Family and friends")

The lexical approach in teaching a foreign language at the primary stage in institutions of additional education (based on the material of the teaching kit “Family and friends")

A Cost-Effective and Simplified Integration of Simulations and Hands-on Experiments in the Teaching of Electronic Instrumentation and Measurement Laboratory Course

To develop students into effective engineers upon graduation, it is important to bridge the gap between theory and practice. This is achieved through hands-on laboratory experiments, which form an important part of engineering education especially electronic circuits-related courses within the undergraduate level of education. Hence, it is important to develop well-outlined laboratory experiments that reflect the theoretical part of a course. Equally important is comparing simulation and measurement data, to better appreciate the theory. This work presents integrated simulation and hands-on experiments in teaching electronic instrumentation and measurement laboratory course, using low-cost off-the-shelf components. A no-cost circuit simulator software (LTspice) and low-cost breadboard with readily available off-the-shelf circuit components can be used both at home (self-paced) and in the laboratory to motivate students and align results for an improved learning approach. The advantage of this integrated laboratory is that no specialized or expensive teaching kit is required, which improves accessibility and course delivery. In addition, based on the feedback received, students are satisfied with this simplified and low-cost integrated laboratory.

Developing Synchronous Online Teaching Practices through Emotion Contagion Theory using ADDIE

Student engagement is a critical factor in online learning. The higher the engagement, the more effective time and effort students spend pursuing their goals. An increasing volume of research indicated that engagement is malleable through effective pedagogy. While most research focused on course structure and content, teaching and learning activities and the teacher’s role, this study aimed to add a human touch to online elementary learning since emotional engagement is the most influential factor in elementary education. The objectives of this study were to develop teaching practices in synchronous online sessions at elementary levels through Emotion Contagion Theory. The synchronous online teaching practices were developed based on the findings of preliminary studies of Generation Alpha’s online learning experience and the factor of emotional engagement. The development was conducted using the ADDIE Instructional Design Model, and Emphatic Concern, Emotion Contagion, and Communicative Responsiveness Model. As synchronous online learning is the facet of online learning, this study aimed to provide a guideline for elementary online educators to serve as a part of effective online education targeted at Generation Alpha, aged 7-12. Both descriptive qualitative and descriptive quantitative analyses were conducted. The development process adhered to the ADDIE model's five steps, encompassing Analysis, design, development, implementation, and evaluation. (2) The content expert's validation demonstrated agreement. The overall user's questionnaire responses averaged into the "good" category. Overall, users express that the module is qualified and easily comprehensible. Users suggested to provide more examples of non-verbal cues. Experts proposed a revision of the background colour to make it more interesting, add more details on how to create a genuine smile, and develop the teaching practices into a tangible synchronous teaching kit to increase its accessibility.

Need Analysis in Developing ASD Board Game as Teaching Kits Scaffolding to Enhance Students with Autism Spectrum Disorder in Preoperational Stage

Need Analysis in Developing ASD Board Game as Teaching Kits Scaffolding to Enhance Students with Autism Spectrum Disorder in Preoperational Stage

Camparison of Extraction Techniques for Isolation Fungal DNA

Abstract: For effective molecular screening of fungi using polymerase chain reaction, a simple, quick, reliable, and inexpensive DNA extraction technique is always obliged. Because of the low sensitivity of culture-based detection methods, PCRbased techniques have been developed to amplify DNA from fungal infections. In PCR-based assay, pure DNA must be required, as well as an easy-to-follow DNA extraction approach. Due to amount of fungus in a tissue biopsy or clinical sample may be relatively small, extraction efficiency is extremely crucial in PCR-based medical diagnostic applications. In this study, we are comparing four different methods of DNA extraction and compared their efficacy in the extraction of DNA from filamentous fungi commonly isolated in our laboratory. It was found that the effectiveness of cell wall disruption decreasing in the following order: GeNei™ Fungal Genomic DNA Extraction Teaching Kit > SDS containing extraction buffer > CTAB containing extraction buffer and vortex with glass beads > CTAB and SDS containing extraction buffer. Keywords: DNA isolation, DNA extraction methods, Filamentous fungi, Polymerase chain reaction

Les Fribourgeoises sortent de l’ombre! Un travail sur des archives locales réalisé par et pour des élèves de 10H

As part of the festivities organized for the 50th anniversary of women’s right to vote in Switzerland and in Fribourg (1971-2021), a group of teachers and students from the 10th HarmoS year explores local and regional history through the lens of women’s rights and gender. This project will result in the creation of teaching kits intended for Fribourg’s middle schools. By analyzing materials drawn from local archives, students will be able to discover the history of their region and draw their attention to the status of women in Fribourg between the 15th and the early 20th century. What was the role of women in pre-industrial and industrial society? How did their rights and opportunities differ from those of men? What can we learn about the history of Fribourg by studying sources relevant to women’s history, and how does that change the traditional perspective? These are some of the questions that the students will explore with the help of documents from the canton’s museums and archives.

Food education – let’s go back to the future

Food education – let’s go back to the future

Preface

It is with great pleasure to welcome you to the Seminar on Advances in Mathematics, Science, and Engineering for Elementary Schools (SAMSES) 2020 hosted by Universitas Pendidikan Indonesia, Indonesia, on 8 October 2020. As the 2018 SAMSES did, this year’s SAMSES put more focus on the implementation of STEM in elementary school settings. In addition, it also provides an interdisciplinary forum for either educators or policy makers to present and discuss current innovations, developments, practical challenges, as well as potential solutions to issues in the fields of STEM for elementary school children. However, unlike that in the year 2018, the commencement of this year’s SAMSES was on a virtual mode due to the uncertainty of the global pandemic of COVID-19. The plenary session had three speakers from international affiliations with a variety of expertise, namely Dr. I. Gusti Darmawan from Adelaide University, Australia; Prof. Dr. Didi Suryadi, M.Ed. from Universitas Pendidikan Indonesia, Indonesia; and Assoc. Prof. Wang Qiyun from National Institute of Education, Singapore and the parallel session had 166 participants from various institutions and countries. All the sessions were utilizing Zoom Meetings and despite the virtual mode, all the presenters showed admirable enthusiasm on the fruitful discussions. The committee finally decided to have the seminar virtually instead of postponing it as the pandemic had not given any certainty. Additionally, some of the presenters were Ph.D. students who needed to have their presentation on an international event and their publication on a reputable platform this year.Out of 136 manuscripts submitted to the committee, merely 65 manuscripts were accepted to be submitted for publication to JPCS IOP due to their quality in either the content (scope of the manuscripts), layout, or the language. The manuscripts mainly discussed such issues as educational studies in mathematics, physics education, science teaching kit, engineering for kids, robotic and game teaching in elementary school, electronics for kits, computer-based learning, computer programming for kinds, and foundation of engineering, technology, and robotics. We do hope this volume gives significant contribution to the field of STEM for elementary school settings.Last but not least, we would like to express our most sincere gratitude to the international advisory board, scientific, committee, and organizing committee for their hard work to make the seminar possible despite the pandemic. We also would like to thank all the speakers, presenters, and participants for showing no decrease of enthusiasm on the discussion as well as publication process of the seminar. Looking forward to seeing you all on the next SAMSES and we do hope everybody stays safe and healthy.The EditorsIwan Kustiawan, Ph.D.Dr. Isma Widiaty, M.Pd.Dr. Julia, M.Pd.Cep Ubad Abdullah, M.Pd.List Of Committee, Conference Chair, Scientific Committee, Organizing Committee, VIRTUAL CONFERENCE DOCUMENTATION, all photos are available in this pdf.

Text Comprehension and Study Method Acquisition for Students with Specific Learning Disorder: Development and First Application of the SUST Program

In this paper we describe an educational program for the development of the study method for students with specific learning disorders (SLD) and a first Italian application on a small sample of fifth grade students. This experience was aimed at collecting useful data precisely to review and improve the above-mentioned program. A particularly relevant problem was identified looking at the anthropological dimension of the capability learning and the need for students to acquire the learning to learn ability. Specifically, it is about the low levels of text comprehension in Italian schools and its consequences on the study activities. Within the inclusive perspective and taking into account the effective didactic strategies in the evidence-based education (EBE) perspective, the project created and tested a teaching kit (SUST) for the fifth classes of the primary school, at-tended by students with SLD. This experimental framework was conducted following the Design Based Research methodology. It also focused on the training of teachers within the intervention classes. The positive results of SUST application open a constructive scenario for the definition of intervention programs aimed at improving text comprehension and study skills of students with SLD. This program should be tested in a wider context of schools.

ԴԱՐՁՎԱԾՔՆԵՐԻ ՈՒՍՈՒՑՄԱՆ ԻՆՏԵՐԱԿՏԻՎ ՄԵԹՈԴՆԵՐԸ ՈՐՊԵՍ ՄՈՏԻՎԱՑԻԱՅԻ ՄԻՋՈՑ ԱՆԳԼԵՐԵՆԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / INTERACTIVE METHODS OF TEACHING IDIOMСS AS A MEANS OF MOTIVATION FOR ESL STUDENTS

The article examines the role of idioms in the teaching of a foreign language as well as modern methods of teaching them. Special attention is paid to the use of idioms as one of the indicators of language proficiency. The authors introduce an interactive method of teaching idioms with the help of picture cards as one of the most effective methods, as well as other methods and types of exercises that can be included in the teacher's teaching kit as additional tools. A list of online resources is provided at the end of the article to help educators and other specialists.

Text Comprehension and Study Method Acquisition for Students with Specific Learning Disorder: Development and First Application of the SUST Program

In this paper we describe an educational program for the development of the study method for students with specific learning disorders (SLD) and a first Italian application on a small sample of fifth grade students. This experience was aimed at collecting useful data precisely to review and improve the above-mentioned program. A particularly relevant problem was identified looking at the anthropological dimension of the capability learning and the need for students to acquire the learning to learn ability. Specifically, it is about the low levels of text comprehension in Italian schools and its consequences on the study activities. Within the inclusive perspective and taking into account the effective didactic strategies in the evidence-based education (EBE) perspective, the project created and tested a teaching kit (SUST) for the fifth classes of the primary school, at-tended by students with SLD. This experimental framework was conducted following the Design Based Research methodology. It also focused on the training of teachers within the intervention classes. The positive results of SUST application open a constructive scenario for the definition of intervention programs aimed at improving text comprehension and study skills of students with SLD. This program should be tested in a wider context of schools.

Questões curriculares na era Vargas (1930-1945): o caso da Escola Étnica Japonesa Visconde de Cairu

Este artigo problematiza questões curriculares da Era Vargas ao analisar as práticas curriculares da escola étnica Japonesa Visconde de Cairu, em Campo Grande, no sul de Mato Grosso. Focaliza o governo Vargas e as políticas educacionais que atingiram as propostas curriculares voltadas aos imigrantes japoneses, por meio da análise de decretos, entrevistas e livros da memorialística. Os resultados sinalizam que os Decretos-lei (1930-1945) promoveram a política nacionalista de Vargas, bem como prescreveram um currículo mínimo obrigatório de controle pedagógico nas escolas de cunho étnico. O nacionalismo impediu o funcionamento de escolas, proibiu o uso de materiais didáticos em língua estrangeira, restringiu a direção da escola a brasileiros natos e, consequentemente, inibiu a atuação dos imigrantes.

The Implication of Employing Magnetic Test Kit on Students' Interest, Teachers' Teaching Method and Students' Visualization Ability

Education is an ongoing process and is constantly accepting changes and improvement in line with the needs and wants of the community. The 21st - century world is seeing the use of multimedia and information technology monopolizing the lives of the general public with the motto of a borderless world. One of the most popular developments today is Augmented Reality (AR) technology that uses barcode scanners as a medium for learning. This study aims to find out students' interest in learning, teachers' teaching method, and students' visualization ability in welding technology subjects. The quantitative study through a survey method was used in this study. The study population involved 105 welding technology students of Batu Pahat Vocational College. The purposive sampling consists of 30 respondents of 3rd-year students who are taking the Non-Destructive Test (NDT) welding subject under the topic of magnetic particle test. The instrument used was a questionnaire. Data were collected and analyzed descriptively. The finding shows that the Cronbach Alpha value is 0.73 which indicates that the instrument's reliability is high. The results of this study found that by using magnetic particle test teaching kits can increase students' interest in learning (M=4.76), positively affect the teachers' teaching method (M=4.72), and helped to enhance students' visualization ability (M=4.80). Thus, the findings indicate that the use of this teaching kit improves the teaching and learning process either in the classroom or in the workshop.

Developing a Smart Window Air Conditioner Training Kit for Vocational Students: An Effective Teaching Kit

Skilled labor is critical to create a high-income economy, and it can be done by providing a quality teaching in Technical and Vocational Education and Training (TVET) institutions. TVET includes not only abstract skills but also, most notably, practical skills, particularly for vocational students. In addition, students will also be qualified to be excellent at soft and interpersonal skills. Teaching practical skills is also a challenge for most trainers. Content knowledge is essential to support the practical training delivery. Therefore, teaching aids are found to be a practical solution to assist trainers to teach practical lesson. This paper focuses on the development of the Smart Window Air Conditioner Training Kit. It was designed and developed based on Analysis Design Develop Implement Evaluate (ADDIE) model which encompasses Analysis, Design, Develop, Implement and Evaluate. The kit has been evaluated and tested based on its design, functionality and practicality to be used in laboratory. The findings indicate that all five experts have agreed on the usability of this kit as a teaching aid for Heating, Ventilation and Air Conditioning (HVAC) subject. Finally, 20 vocational students have been used to experience the training kit in their training session. The dimension of intention to use the training kit among respondents had been measured with M=4.48 (SD=0.53) which concludes that the student's intention to use this kit is high. This kit is important to HVAC program particularly in Installing, Servicing, Troubleshooting and Repairing Window Type Air conditioner.

The experience of developing a "good training task" for forming universal educational actions of the students at informatics lessons

The article describes the experience of creating "good training tasks" on informatics for forming universal educational actions of students. The novelty of the presented approach is that any informatics teacher who teaches at the level of basic general education with any teaching kit can apply the developed system of tasks for monitoring universal educational actions, since all tasks will be developed in accordance with the requirements of the Federal State Educational Standard of Basic General Education. With the successful implementation of experience, each teacher will receive an effective mechanism for forming universal educational actions of students. Having at hand the optimal selection of didactic tools in the form of tasks created and developed by the teacher will allow the teacher to develop systematically the basic universal educational actions of students from lesson to lesson.

Development and Evaluation of Students’ Mathematics Achievement Model through Structural Equation Modelling

The used of teaching kit among teachers plays an important role in enhancing student performance, especially for the primary students. The study aimed at developing and evaluating students’ mathematics achievement model which consists of mathematical process skills, teaching kit and mathematics achievement latent variables of Year Three Primary School Students. Cluster random sampling was used to select 98 students from 15 schools in the North Kinta District in Perak, Malaysia. Mathematics teachers from each school were trained by researchers in the workshop in utilization of teaching kit. The Partial Least Squares approach in Structural Equation Modelling (PLS-SEM) was utilized in developing and evaluating the model as the size of the sample was too small. The study indicates that there was significant relationship between mathematical process skills, teaching kit and mathematics achievement latent variables in the developed model. Apart of mathematical process skills, teaching kit also a significant contribution factor to students' mathematics achievement in the structural model. The study also showed that the mathematical process skills was attributed by teaching kit. In conclusion, this study had successfully developed and evaluated students’ achievement model based on mathematical process skills and the utilization of teaching kit. This study implied that apart from others factor, mathematical process skills and utilization of teaching kit are also contributing a different perspective to the process of students' learning and achievements.

I-Virtual lab kit with microcomputer-based laboratory (MBL) system for basic electronics

Basic electronics experiments are essential fundamental foundation in electronics. Hence, this work proposes an i-Virtual Lab Kit with microcomputer-based laboratory (MBL) system based on Gagnes’ nine instruction elements specifically for basic electronics and instrumentations experiments in pre-university level. Development process including hardware and software (module) will be discussed in details. Developed gadget utilizes Phidget Interface Kit and sensors for real-time data acquisition of voltage and current and sending it through USB (Universal Serial Bus) to personal computer (PC). LabVIEW used as the graphical interface to control data acquisition and data analysis. MBL module has been designed to represent the data interactively on the computer screen as well as an interactive laboratory teaching kit. Furthermore, voltage and current measurement were successfully merged with on-board electronics components for simplified experimental setup. This system was designed based on Gagne’s Nine Events of Instruction, consists of four experiment modules, namely Ohm’s Law, RC Circuit, Virtual Meter and Diode Characteristics. It provides two input channels and also can be utilized as an oscilloscope on the computer screen. At low development cost, this sleek and compact system is expected to enhance students’ performances and attitudes towards the laboratory work in basic electronics. This claim will be validated later and will be included as a future work.

Outcomes from the IYL2015 Quality Lighting Teaching Kit Program: Reaching for the Stars

Poor quality lighting not only impedes astronomy research and our right to see a starry night sky, but creates safety issues, affects human circadian sensitivities, disrupts ecosystems, and wastes billions of dollars/year in energy consumption. It also leads to excess carbon emissions. How do you change the mindset of society that is used to turning night into day? You educate the next generation on quality lighting. As an outcome of the International Year of Light 2015, the U.S. National Optical Astronomy Observatory’s Education and Public Outreach group has produced a Quality Lighting Teaching (QLT) Kit. The kits are designed around problem-based learning scenarios. The kit’s six activities allow students to address real lighting problems that relate to wildlife, sky glow, aging eyes, energy consumption, safety, and light trespass. The activities are optimized for 11-14 year olds, but can be expanded to younger and older. All materials are in English and Spanish. Most of the activities can be done within in a few minutes during class or afterschool in the form of stations or as stand-alones. Everything one needs for the six activities is included. Tutorial videos on how to do the activities can be found at www.noao.edu/education/qltkit.php. Ninety-two kits have been distributed to 32 countries with the help of SPIE–The International Society for Optical Engineering, CIE–International Commission on Illuminations, OSA–The Optical Society, IDA–the International Dark Sky Association, and the IAU OAD–Office of Astronomy Development. Highlights from the initial program evaluation will be discussed.

VARIOUS PROBLEMS FOR TEACHING GEOMETRY TO THIRD GRADE STUDENTS

The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

Wonder-full: Curiosity Cabinets and imagination in education

The summer exhibition at the Bodleian Library (Oxford, UK), Curious Cabinets, reflects the exclusivity of elite education and the potential accessibility of books to a wider readership. The wall-length glass case displays John Marshall's Child's Library, a cabinet of tiny books for young readers, the books' diminutive sizes intended to inspire curious minds. Marshall lived from 1783 to 1828 and published several miniature children's libraries housed in beautiful little cabinets, full of books that did not skimp on text; later, he would make “sets of picture-cards and practical teaching kits”. Words, lost and foundTwo children, aged about 7, overheard in a museum: “What's the longest word you know?” “Supercalifragilisticexpialidocious.” The first child, a girl, begins singing the song, which the second, a boy, interrupts: “It's –al-ee-doe-shuss…” Both continue to sing, together. Full-Text PDF