Design Of Teaching Strategies Research Articles

Effective Application of Multiple Intelligences Theory in Music Education

Abstract This article discusses an innovative teaching model that integrates the theory of multiple intelligences into music education, including the design of teaching strategies and evaluation frameworks. Using fuzzy theory and credibility mechanism, the article proposes a fuzzy comprehensive evaluation model for assessing the quality of music teaching. The model realizes thorough evaluation by determining the evaluation set and the single-factor judging method. The study takes two classes of music majors as an example to conduct the factor analysis of the Students’ Music Performance Rating Scale and finds four main factors with a cumulative contribution rate of 33.36%. The results showed that the experimental group applying the Multiple Intelligences teaching strategy was significantly higher than the control group in music performance. The post-test after one year teaching experiment showed that the students in the experimental class showed highly significant improvement in bodily-kinesthetic intelligence, musical intelligence, and self-cognitive intelligence (P<0.01), as well as linguistic, spatial, and interpersonal intelligences (0.01<P<0.05). In contrast, logical-mathematical intelligences did not show any significant improvement (P>0.05). The study confirms the practical application of multiple intelligences theory in music education, shows the considerable effect of numerous intelligences teaching strategies in enhancing students’ intelligence, and provides new methods and perspectives for music teaching.

Towards the Strengthening of the Teaching Role from its Professionalization

This paper focuses on analyzing the relationship between pedagogical content knowledge (PCK) and teaching professionalization, taking into account a case study by a Social Science teacher. The case study was conducted in an official school with sixth graders. The intervention focused on promoting in the teacher the design of teaching strategies taking into account the elements of the PCK. Given this, the teacher designed ICT-mediated teaching strategies, with different technological tools; which she integrates consistently and according to teaching needs, bearing in mind not only the curriculum but also the pedagogical intentionality. Thanks to that, it was possible to understand when assessing the impact of the intervention, that her level of teaching professionalization was strengthened, since the teacher was evoked to plan her teaching tools based on the aspects that make up the PCK, refining her disciplinary knowledge, technological competences and also the importance of the emotional aspect in the teacher professionalization since positive emotions fostered on her, the ability to reflect on their pedagogical practices. Given the above, it is important to highlight the teaching professionalization in the educational processes.

Estrategias de enseñanza y aprendizaje para entornos mixtos en la asignatura de electricidad y magnetismo

The objective of this research is to propose teaching and learning strategies for mixed environments in the subject of electricity and magnetism for students of the systems engineering career at the Franz Tamayo University, Bolivia, in the second academic semester of 2022. The research is developed under a qualitative approach. The results indicate that the visual learning style is the one that predominates in the students, representing 80%, while 13.3% weight the learning style in a kinesthetic way. 91.3% of students rate training through the mixed modality as excellent. It is concluded that learning styles of the subject of electricity and magnetism yielded significant results, the respondents voted in favor of the visual learning style, followed by the kinesthetic style, and finally the minority chose the auditory style. These findings are relevant for the design of teaching strategies that can address the different ways in which students assimilate content. Students rate training through the mixed modality as excellent.

Construction of a genetic decomposition: theoretical analysis of the concept of the value theorem medium

In this study, from a cognitive perspective, we present the structures necessary for a student to construct the concept of the mean value theorem. The theoretical framework used for this research is based on the action-process-object-scheme theory. We propose, as a result, two genetic decompositions that describe two possible ways to construct the concept: a graphical path and an analytical path. Generic decompositions become a point of reference for the design of teaching strategies; in that sense, the results of this research are presented as a theoretical proposal for teaching and learning the model of the mean value theorem to undergraduate students of mathematics, physics, engineering or in whichever area this particular subject is studied, with the purpose of contributing to the strengthening of educational practices and student learning.

Empirical Research on Mixed-mode Teaching of Practical Fundamental Courses Based on Deep Learning

Through the analysis of the problems in the teaching of practical fundamental courses, the article proposes a mixed-mode teaching method that promotes students' deep learning, and takes the course “make-up and styling foundation” as an example to analyzethe application of the teaching mode to promote deep learning in the mixed-mode teaching from the design of teaching strategies and course implementation. The results show that the online and offline mixed-mode teaching based on deep learning ensures the efficient implementation of classroom teaching and helps improve students' comprehensive ability.

Construction and Development of iSTEM Learning Model

This study integrates STEM education and imaginative education with project-based learning, and develops a set of “iSTEM (imagination, science, technology, engineering, mathematics) learning” methods in order to construct iSTEM ability indexes for vocational high school students and to explore the application and effectiveness of the learning model. This study employed the fuzzy Delphi method, a questionnaire survey, content analysis and focus group interviews and included 12 experts and 39 vocational high school students as the subjects. The important results obtained in this study are as follows: 20 iSTEM imagination ability indexes and 50 STEM integrated thinking and application ability indexes are constructed; a student-centered iSTEM learning model is developed; iSTEM learning activities can enhance the learning and integration of STEM knowledge; the iSTEM learning model produces a positive effect on integrated STEM thinking and the imagination ability of vocational high school students. Finally, this study puts forward recommendations for improving STEM education practices, teaching strategy design and high-level STEM ability assessment in the future.

Introducing a Personal Learning Environment in Higher Education. An Analysis of Connectivity.

Universities have a key role to play in the progress and development of the Knowledge Society. They should lead the way in the design of teaching strategies that promote knowledge building. Personal learning environments (PLE) represent a groundbreaking new development in educational practices through the incorporation of Information and Communications Technology (ICT), and an opportunity to promote the creation of universities without walls able to meet the demands of the knowledge society. This study focuses on the relationships established by the participants (students and teachers) in two higher education instructional sequences using institutionally-powered PLE (iPLE). One of the sequences was carried out at the University of Barcelona and the other at the University of Andorra. Both used the same technological support, the Elgg platform, which allows users to build their own personal work and learning environment. The main hypothesis of the study is that the relationships formed depend on the techno-pedagogical design of the teaching and learning process. The results show that in both cases the relationships that the participants establish with their peers and teachers are indeed related to the characteristics and requirements of the particular techno-pedagogical designs. Although the technological environment allowed all the participants to establish relationships with others, the main interactions were found in small working groups created to carry out learning and assessment activities. In conclusion, we stress the importance of planning teaching and learning activities and assessment processes that are able to exploit the full potential of PLE.

The Cultivation of Outstanding Chemistry Teachers: Teaching Strategy Design and the Characterization of Such Design

The importance of teaching strategy is self-evident among the teaching goals and the teaching activity process in the whole course teaching design elements. On the basis of the "Concept Map and Mind Map", once the teaching strategy design is visualized by the computer software or the hand drawing system, the teaching goal design intention can be converted into a more detailed teaching activities process design in order to achieve the effective integration of teaching goals, teaching process, measurement and evaluation.

Construcción de una descomposición genética: análisis teórico del concepto diferencial de una función en varias variables

Este artículo presenta un modelo de la cognición y la epistemología, una descomposición genética (DG), del concepto de la diferencial de una función en varias variables (DFVV) del pensamiento matemático avanzado (PMA), en términos de las estructuras mentales de Acción, Proceso, Objeto y Esquema (APOE) y de los mecanismos para la construcción de éstas estructuras por abstracción reflexiva. La DG se constituye en un referente para el diseño de estrategias de enseñanza y como instrumento para dar cuenta del comportamiento observable del sujeto en la comprensión del concepto.

Litigación oral: estrategia de enseñanza para el desarrollo de competencias argumentativas en la formación de profesores de educación secundaria

The aim of this paper is to analyze the effectiveness of oral litigation as a teaching strategy for the development of argumentative skills in secondary education teacher training. It is based on the results of an exploratory case study conducted with 162 students who participated in the implementation of a strategy, with a design that took into account problem-based learning, the Toulmin argumentation model, curriculum competence approach, cognitive and situated learning, and contextual foundations of education. For the development of written and oral arguments, presenting documentary evidence was considered in the context of simulating a Litigation. To evaluate the experience, a focus group was conducted with key informants, who felt that the strategy contributed to the development of conceptual, procedural and attitudinal learning. It is concluded that the development of argumentation skills in teacher training students is key in the design of teaching strategies, the use and mobilization of the knowledge acquired, the acquisition contexts, and preferably of authentic or real application.

On Web Applied Technology with NTP-Based Synchronous Interaction of Bilingual Teaching in Higher Education

With the heavy use of web applied technology in higher education, the Network Teaching Platform or NTP, a positive result of applied technology, has served as a necessary supporting tool for distance learning. Teaching interaction as a bridge between teaching and learning contributes a lot to the success of NTP-based teaching and its occurrence depends on not only technological support but also the design of teaching strategies and methods. Given the particularity of bilingual teaching, the study focuses on NTP-based synchronous group discussion which is both an important form of teaching interaction and a vexed question in distance teaching. A series of teaching strategies are presented in terms of teaching principle, group division, topic design and role assignment of learners and teachers, so as to ensure the smooth functioning of web-based cooperative learning of bilingual teaching.

Insuficiencia de los constructos psicológicos en la educación del altruismo

Studies dealing with altruism often approach the subject from psychological constructs such as memory, feelings, motivation or learning. Very few deal with it from the standpoint of volition and virtue. This article attempts to link these concepts to that field of research in an effort to provide new keys for interpretation regarding education in altruism and for the design of teaching strategies in this field. Some empirical evidence suggests that psychological constructs alone are insufficient to explain altruistic behavior and how it comes about. Looking at volition and virtue as well provides a more comprehensive and instructive understanding of altruism as an objective in education.

Towards a theoretical basis for students' alternative frameworks in science and for science teaching

As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of further research.