Teaching Project Research Articles

Research on the Flipped Classroom Teaching Mode of Design Education under PBL Theory

Design is a subject with strong practicality, and how to combine theory with practice is a very important content in design education. In design education, the PBL-based flipped classroom teaching model is a typical teaching mode of reconstructing the learning process, which is very suitable for the teaching of art design courses. Based on the PBL theory and the advantages of the flipped classroom, this paper analyzes the role requirements and tasks of teachers and students in the flipped classroom of design education. On this basis, it mainly discusses the classroom technology innovation, the project teaching method innovation and the social extension innovation under the background of informatization. From above three aspects, the paper studies the innovation of the teaching mode of the design education flipped classroom, and promotes the development of design education reform in China.

THE METHOD OF PROJECTS IN TEACHING ENGLISH: THE RELATIONSHIP OF STUDY AND PRACTICE

THE METHOD OF PROJECTS IN TEACHING ENGLISH: THE RELATIONSHIP OF STUDY AND PRACTICE

Healing Soundscapes im Krankenhaus

Hospitals increasingly becoming a focus of public interest as places of health promotion. With regard to a conducive acoustic environment design, music therapists can work closely with other professional groups to ensure that appropriate quality criteria and measures are developed. With reference to current research, the article derives the need to improve the aesthetics of hospital environments and positions the topic of research in the field of healing environments. It then introduces the concepts and approaches of Soundscape, Atmosphere, Environmental Music Therapy and Ambient Music, which essentially shape the interdisciplinary teaching and research project Healing Soundscapes. Healing Soundscapes aim to develop Musical Soundscape Interventions for specific hospital areas that positively affect the atmosphere. In the process, computer-aided generative musical compositions are played over loudspeakers. The concept of Healing Soundscapes is discussed, previous research is summarised and its further development is outlined.

Teaching communication skills in medical education : Best practice example of an interdisciplinary seminar in radiation oncology.

Communication with patients is challenging, especially in radiation oncology. Therefore, radiation oncology is particularly suited to sensitize medical students for this topic and to train them competently. We report on experiences with an innovative teaching project for fourth- and fifth-year medical students. The course, funded as an innovative teaching project by the medical faculty, was offered as an optional course for medical students in 2019 and again in 2022 after apandemic-related break. The curriculum and evaluation form were developed through atwo-stage Delphi process. The course consisted of, first, participation during counselling of patients prior to radiotherapy, mainly on topics with shared decision-making, and, second, a1-week interdisciplinary block seminar with practical exercises. The topics covered abroad spectrum of the competence areas defined in the National Competence-Based Learning Objectives Catalog for Medicine (NKLM). The number of participants was limited to approximately 15students because of the practical components. So far, 30students (all at least in the seventh semester or higher) have participated in the teaching project. The most frequent reasons for participation were the desire to acquire competence in breaking bad news and confidence in talking to patients. The overall evaluation of the course was very positive, with agrade of 1.08 + 0.28 (on ascale of 1 = totally agree to 5 = totally disagree) plus German grade1 (very good) to6 (very bad). Notably, participants' expectations regarding specific competencies (e.g., breaking bad news) were also met. Although the evaluation results cannot be generalized to the entirety of medical students due to the limited number of voluntary participants, the very positive evaluation shows the need for such projects among students and can also be seen as an indication that radiation oncology as apatient-centered discipline is particularly well suited to teach medical communication.

Pedagogical conditions of education of ecological culture in high school students

The article describes the pedagogical conditions of education on ecological culture in high school students. This research article focuses on the pedagogical conditions required for the education of ecological culture in high school students. The study employed a mixed-methods approach, including a literature review, a survey, and interviews with teachers and students. The study found that there are several pedagogical conditions necessary for the effective education of ecological culture in high school students, including the use of interactive teaching methods, practical tasks and projects, interdisciplinary and integrated approaches, and the integration of modern technology and social media in teaching and learning. The study also highlights the importance of teachers' professional development, the involvement of parents and local community, and the creation of a positive and supportive learning environment.

Supporting the journey of architecture students towards graduation through a design ePortfolio

This paper presents the different steps of the journey that led to the development and implementation of a design ePortfolio as part of the “Architecture Major” of the “Bachelor of Design” (BDes) at The University of Melbourne, Australia. This design ePortfolio was developed over 2 years through interviews, focus groups with students, and the development of exercises and assignment guidelines. The implementation took place in different phases, starting with the introduction of four thematic exercises in the Capstone Architecture Design Studio of the BDes, and then, more broadly, at the curriculum level, with similar activities that prepared the students to already start developing a reflective journal from the first year of their studies. The objective of this research has been to explore the potential of integrating a design ePortfolio with traditional design portfolios on the curricular activities of an undergraduate architecture degree to prioritise the students’ reflections on their personal qualities, growth, career trajectory and goals, as well as on the relationship between curricular and extracurricular activities rather than those of a conventional design portfolio, which tend to be focused more on showcasing skills and competencies. The results of this two-year project illustrate the potential of such a teaching/learning tool to link the personal and professional interests and achievements of students holistically, therefore highlighting the relationship between curricular and extracurricular activities, as well as indirect connections between design studios and seminar-based subjects, that is, history and architectural technology subjects. So far, our design ePortfolio has been successfully used to encourage architecture students to reframe problems through a different lens and, as a key to creativity, to distinguish themselves from the homogeneity of students the university produces through its degree structure and modes of operation. The significance of this teaching and learning project lies in the identification of patterns in the curricular and extracurricular experiences of students that helps them define their identity, goals, and purpose. For this reason, this research has the potential to be linked to the University’s “Student Life” project, which is related to academic advice, personal growth, mentorship, and the well-being of students.

Improving South African student teachers’ English language skills: an argument for the assessment strategies of the PrimTEd language teaching project

South Africa is a linguistically diverse and educationally complex country. Most student teachers in Bachelor of Education programmes who are preparing to teach in primary schools do not speak English as a mother tongue. The medium of instruction for B.Ed programmes is English. Foundation Phase teachers will be expected to teach learners English (as a) First Additional language (EFAL). Intermediate Phase teachers will be expected to use English across the curriculum as English is the Language of Learning and Teaching (LoLT) from grade 4 upwards. As such, it is important that newly qualified teachers entering primary schools can engage with English texts, have a competent understanding of English and communicate fluently in English. As one way of making a positive intervention in future teacher competency, this paper argues for the use of language and literacies assessment in Initial Teacher Education (ITE)at universities. The Primary Teacher Education project (PrimTEd) has developed a set of Language and Literacy standards for teachers, as well as assessments for primary school student teachers’ knowledge of English. These assessments are designed to occur at two points: entry level (first year) and exit level (fourth year) of the Bachelor of Education (B.Ed) degree. Methodologically this paper considers the complex background conditions in language education which led to the PrimTEd project’s work and then sets out how the PrimTEd project’s assessment strategy may offer a hopeful intervention in these circumstances.

Practical Exploration of Project Teaching

Project teaching is a brand-new concept and way in undergraduate English education and teaching activities, and project teaching is equally important in undergraduate English teaching activities. This kind of education teaching way requires teachers to change the original concept of the form of education, get rid of teaching teaching form, to let the student maximum to participate in the classroom teaching, to let students in their own actual participation and participate to master the content of the classroom, their induction and summary need to master the content of each section. Teachers in the classroom only play the role of guidance and supervision, grasp the teaching progress, classroom atmosphere, the direction of the subject, finally let the students can under the guidance of the teacher, to find the results, to practice the results, to show themselves and self-evaluation, and in the process of exercise ability.

Learning from each other: A framework from the field

Parents of Pacific learners are clear about what they want their childrens’ teachers to know. Teachers can make good sense of such knowledge when it is gifted to them if they are well-supported. This article is a preliminary account of a Teaching and Learning Research Initiative project, Learning From Each Other. The article describes an appropriate learning framework to support teachers of Pacific learners which leverages the potential of parent–teacher relationships to be the beating heart of Pacific education. The argument, driven by data from two case studies, points to the significance of a number of features as framework elements when seeking sustained positive change in Pacific education. These are: a context in which teachers see, and are motivated by, a need for change; talanoa as supportive exploratory process; exposure to resources (Pacific parent voice, Pacific origin theory, navigators); sufficient opportunity to learn; and a growth mindset. By linking these elements into a framework, we seek to support the effectiveness of activities designed to help teachers serve their Pacific (and other) learners better.

Developing Virtual Gaming Simulations to Promote Interdisciplinary Learning in Addressing Intimate Partner and Gender-Based Violence

ABSTRACT Gender-based violence (GBV) is global issue, requiring specialized knowledge, attitudes, and skills. The most effective responses are interdisciplinary, involving social work, healthcare, and the justice system. While GBV was exacerbated during the pandemic, many students faced a reduced availability of practice opportunities to learn how to respond to GBV. The authors describe a teaching and learning project which expanded access to experiential, interdisciplinary learning across three faculties (social work, nursing, law) by using virtual gaming simulation-based learning (VGSBL). Processes of development and implementation are discussed, along with recommendations for further integration of VGSBL in addressing grand challenges of social work education such as interdisciplinary collaboration in responding to GBV.

Educational Application for Institute

Abstract: Physical schoolroom learning today isn't longer applicable to the younger generations. Net and distance learning which is usually called online education plays a significant role in the country's education system. Simply, online education provides a sample of advantages to young learners.Institute Management Systems helps lecturers to complete grade books, track students’ group activities, take quizzes, input category notes, produce lesson plans and elaborated reports, and communicate with different workers members, students, and fogeys all via e-mail. It conjointly helps Students to access assignments and tests, and consider group action records, grades, report cards, and progress reports all online. They can also communicate through mail and forums with lecturers and different students online. The form contained queries of open sort associate degree queries within thestyle of an assessment scale. The obtained results have shown that students and lecturers square measure responsive to the advantages of project teaching andparticularly emphasize the contribution to the development of scholar’s skills.

Didactic potential of historical research of the Germans in Ukraine

In this article the history of Germans, including German and Austrian prisoners of war, on the territory of modern Southern Ukraine was researched. Completely new facts were discovered, which make a significant contribution to the development of historical research. All sorts of things related to the history of one's own hometown were touched upon, as far as the subject is concerned. But on the other hand, these newly discovered materials can be used as teaching material, which realizes the idea of integration of science and education. All the collected material was realized in a series of exercises aimed at the formation and development of various linguistic skills in reading, listening, writing and speaking. This idea has already been practically implemented in the teaching activity: Within the framework of the conducted teaching and research project, places were identified where the German prisoners of war were housed and worked in the Dnipropetrovsk region; buildings built by German prisoners of war according to the projects developed by German engineers; the German traces in different spheres of life in our region and our hometown were researched.

Teaching project management to primary school children: a scoping review

Teachers have used projects in children’s education for over a century. More recently, project management knowledge and skills have become essential when students manage technological solutions from inception to presentation. This paper presents the first scoping literature review on teaching project management to primary school students. A total of 33 publications between 2000 and 2022 were analysed and presented both descriptively and thematically. While the review did not identify any empirical studies of teaching project management to primary school students, it did reveal several examples of suggested teaching approaches, project management activity, and common elements associated with project management. The review concludes with a recommendation for researchers, educators, and project management practitioners to build upon this research by exploring the effectiveness of comprehensive approaches to teaching project management to primary school students. This paper represents a significant area of research as project management is one of the most critical skills for students to achieve success in the twenty-first century.

English Students' Teaching Experience Joining AIESEC Exchange Program in Practicing Teacher Competences

This research aimed to describe the experience of the exchange participants in practicing their teaching competencies through practical experience and teaching abroad. This study used qualitative research. The data were collected using a questionnaire and continued by interview. There were three exchange participants from the English Education batch 2015 and 2016 students in this research. They went to Malaysia in 2018-2019 and did a teaching project in one of the AIESEC programs called Global Volunteer. The result of the study showed that the exchange participants' experiences were relevant to practicing teaching skills. Therefore, the Global Volunteer program could be a place for English Students who want to practice their English skills and teaching competencies

Teaching reform and practice of food additives curriculum based on professional certification in Engineering Education

The certification of engineering education has become the only way for China's engineering majors to connect with the international standards and continue to develop forward. Under the background of professional certification of engineering education, The problems such as too many knowledge points, poor practical ability and insufficient ideological and political depth in the course of food additives were analyzed, from the theoretical teaching method of establishing project teaching and flipped classroom, a three-level practical curriculum system combining verification, synthesis and design experiments has been built, put forward measures for curriculum teaching reform from three aspects of optimizing curriculum ideological and political design. The above reform measures can effectively mobilize students' learning initiative,to be student-centered and output-oriented, and cultivate students' ability to analyze and solve practical engineering problems.

Research on Developing Project Teaching Method in Computer Course Teaching

This article focuses on the research and analysis of project-based teaching methods in the teaching of computer courses. Based on the existing problems in traditional education of computer courses and the application methods of project-based teaching methods in computer course teaching, it conducts in-depth discussions and analysis from the following aspects: student-oriented teaching, building a complete teaching system, and building a complete evaluation mechanism, Its purpose is to strengthen the value of project-based teaching methods in computer course teaching. This article focuses on the research and analysis of project-based teaching methods in computer course teaching, combining the existing problems in traditional education of current computer courses and the application methods of project-based teaching methods in computer course teaching as the main basis, from student-oriented teaching to building a complete teaching system The purpose of in-depth discussion and analysis on the construction of a complete evaluation mechanism is to strengthen the value of project based teaching methods in computer course teaching,

ЗМІСТ ТА СТРУКТУРА ПРОЕКТНОЇ КУЛЬТУРИ МАЙБУТНЬОГО ПЕДАГОГА

Ukraine's entry into the single European educational space with the aim of solving general economic problems by improving the quality of higher education is a prerequisite for expanding contacts of specialists with foreign partners, developing joint projects, which requires not only socio-professional competence from a specialist, but also project culture. The problem of forming a project culture is relevant for the education system, as it is, by its very nature, progressive, practice-oriented, culturally appropriate and contributes to the formation of subjects of the educational process. The formation of project culture helps to improve the training of a qualified teacher who is competitive and in demand in the labor market. In this regard, this article reveals a structural and functional model that would effectively implement the formation of the project culture of the future teacher, taking into account modern realities. The leading approaches to the study of this problem are knowledge-oriented, personality-oriented and systemic, the integrated application of which allows to form the project culture of the future teacher. The peculiarities of the model of forming the project culture of the future teacher are in the combination of the proposed components and technology of forming the project culture. The teacher's project culture is the most important problem of humanitarian culture in modern society. Currently, its development does not meet the requirements for the formation of a new type of professionalism of teaching staff. The project culture of the teacher, as the most important component of a new type of pedagogical professionalism, is the fundamental basis for theoretical modeling, conceptualization, technologization and practical-project activity in the new reality of education, which is emerging on the basis of social construction (so far with the help of the mechanism of typification, but it would be desirable with the help of mechanisms of institutionalization and legitimation), in our country. This circumstance is dictated by the realities of today's and the potential situation that is emerging at the current historical stage of the development of our society and the mission of education in it.

Pembelajaran Berdiferensiasi Dalam Mata Pelajaran Seni Budaya Pada Era Distrupsi

Differentiated learning refers to an approach to learning that is tailored to the needs, interests, abilities and learning styles of individual students. Differentiated learning encourages and values diversity in the classroom. It helps improve student motivation, participation and learning outcomes. This research aims to find differentiated learning that is suitable for arts and culture subjects in the era of distrusion so that teachers are able as facilitators in the classroom to provide learning that suits students. this research the author uses qualitative research methods, the research approach used is library research. The data collection techniques used are recording data taken from various sources of written materials and then identifying contextual evidence, namely by looking for relationships between data and the reality that the author examines. The results of this study are 1). Recognising student diversity in interests, abilities, and learning styles, and understanding individual student differences. 2). Customising the cultural arts curriculum to meet individual student needs, be it in content, teaching methods, or the level of difficulty of the material. Use a variety of teaching strategies that suit students' needs, such as direct teaching, group discussion, problem solving, group work, or inquiry-based projects. 3). Adopting differentiated assessment, allowing students to demonstrate student understanding in a way that suits students' strengths and preferences.

Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa

IntroductionSouth Africa embraced the move to inclusive education after the political transformation in 1994 by partaking in and subscribing to the international Education for All (EFA) drive initiated in 1990 at the Jomtien World Conference on Education for All, which declared that all children, youth and adults should receive a basic education. Furthermore, the Salamanca Statement of 1994 the United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) of 2006 and the Sustainable Development Goal 4 are internationally regarded as the most important influence on the transformation of education systems to become more inclusive and consequently continue to have an important influence on education policies and practices in South Africa. The key policy driving inclusive education in South Africa is Education White Paper 6 (EWP6). EWP6 affirms that teachers play a central role in implementing an inclusive education system. Therefore, training is emphasized as a key strategy to enable educators to become more inclusive in their teaching practices. The focus of this article is on Initial Teacher Education (ITE) for inclusion. Influenced by international developments to transform ITE programmes and the national endorsement of inclusive education the Department of Higher Education and Training (DHET) embarked on a project called the Teaching and Learning Capacity Development Improvement Project (TLCDIP). The project reported on in this article was one facet of the TLCDIP and focused specifically on teacher education for inclusion in the Foundation (Reception to Grade 3) and Intermediate Phases (Grade 4 to 6) of the Baccalaureus Educationis (B Ed) programme.MethodsThe primary research aim was: To explore the perceptions of final year students and their lecturers in ITE programmes regarding the preparation of pre-service teachers for teaching in inclusive and diverse learning environments. A qualitative research approach was employed to gain in-depth and rich data. Purposive sampling was used including final year students and their lecturers. Open questionnaires and group interviews were employed as data generation strategies.ResultsAn inductive thematic analysis showed that the following themes were identified by the participants as critical to be considered in the development and implementation of ITE programmes: Understanding inclusive education, which is also linked to knowledge; the disconnect between theory and practice, the lack of knowledge and practical experience regarding inclusive teaching strategies and how inclusion is addressed in the B Ed curriculum.

Intelligentized Integration of Maritime English Teaching

At present, maritime English teaching is still limited to the traditional single teaching methods and teaching tools, which cannot meet the requirements of the shipping industry for talent training. The combination of questioning method and blackboard, cooperative teaching method and card, teaching method and multimedia, situational teaching method and physical object, and project teaching method and simulator equipment can enrich the classroom content of marine English and improve the teaching quality of marine English. Based on the advantages of mobile learning and smart classroom in the field of English learning, this paper discusses the integration path of mobile technology and English smart classroom, explains its preconditions, teaching design and implementation methods, and provides ideas for the feasibility and normalization of classroom teaching intelligent reform.