Terms Of Pedagogical Practices Research Articles

The Flipped Classroom Optimized Through Gamification and Team-Based Learning

Abstract The increase in digital teaching and learning methodologies creates the opportunity for new educational approaches, both in terms of pedagogical practice and in the availability of new technological tools. The flipped classroom as an active teaching methodology is one example of blended learning (b-learning), which aims to harmonize and enhance the fusion of face-to-face teaching with online teaching, allowing students to get better use of both face-to-face contact with classmates and professors and digital teaching resources. However, active teaching methodologies allow us to merge educational techniques from different methodological approaches, for example, gamification and team-based learning (TBL), among others. This study aims to demonstrate how to implement a flipped classroom with the possibility of integrating gamification and TBL, indicating possibilities and challenges to overcome, through the comparative study and research carried out with students in higher education. The study was conducted with a group of 88 students from the engineering and technology fields, which showed that students have a very positive perception of active teaching methodologies and their teaching and learning techniques, especially those involving digital. Data collection was performed by a survey submitted to quantitative analysis using the Software SPSS version 28.

수학교육의 교수학적 실천과 연구 측면에서 AI 언어 모델 활용 방안 탐색

Due to the recent development of technology, the possibility of using AI language models in various fields is drawing attention. This study attempted to explore ways to utilize the AI language model in terms of pedagogical practice and research in mathematics education. To this end, the matching rate between the meaning of the Korean dictionary and the mathematical term presented by the AI language model was compared and analyzed using ChatGPT. ChatGPT is one of the AI language models that can process natural language and organize answers according to input text. As a result of the analysis, it was possible to explore the various possibilities of using AI language models for teaching and learning design, evaluation, and research from the basis of answers and analysis of Korean dictionaries and AI language models. However, considering the volatility of the AI language model, it is required to find a way to secure the validity and reliability of the research.

Politeness in the Realization of Requests in a Multilingual Setting: An Interlanguage Study of English Language Learners in Pakistan

This paper aims to examine the notions of politeness in the context of the most repeated strategies of request that the Pakistani undergraduate English language learners (ELLs) articulate in multilingual classrooms. Guided by the qualitative research design, sixty ELLs comprising two different ethnic groups (Siraiki-speaking and Pashto-speaking) served as the participants. Selected through purposive sampling from a university in Pakistan, the data are collected through discourse completion tasks, role plays, and focus group discussion. Analyzed according to the taxonomy of cross-cultural speech acts realization patterns for requests, the findings of the study reveal that Pakistani ELLs used conventionally indirect requests commonly than supplementary strategies, which were executed through certain traits of politeness. To furnish ELLs with pragmatic competence, this study suggests a few key strategies needed for both in terms of pedagogical practice in Pakistani multilingual classrooms.

Pedagogical Practices of Multigrade Teachers in Conducting Science Learning Activities

The world is on the verge of recognizing the right of every learner to quality education and learning. It has been part of the United Nations Sustainable Development Goal (UN-SDG) to open the door of equity education for all children, especially in rural areas. Hence, this research discusses how pedagogical practices of multigrade teachers in teaching Science learning activities are facilitated. The qualitative research design was used in collecting data through document analysis and semi-structured interviews. Five teachers from two multigrade schools in Bataan and Quezon provinces were the key informants. Two major themes emerged in the study, namely: following protocol as prescribed by DepEd and challenges in the pedagogical practices of Science teachers. The challenge of complying with the requirements and protocol posted by DepEd, multigrade Science teachers need to adjust to every aspect of the education process. Thus, the perennial situation of multigrade schools made them lag in terms of pedagogical practices as compared to monograde given the limited budget allocated for multigrade schools. However, multigrade teachers are observed to be creative and resilient.Finding revealed that majority of the multigrade teachers need to provide learning materials out of their own pockets to make Science learning activities possible. This study recommended revisiting the policy on School Maintenance and Other Operating Expenses (MOOE) of multigrade schools. In addition, training to multigrade teachers should be conducted so that these teachers will be better equipped with the necessary tools in teaching multigrade Science learning activities.

Професійна адаптація студентів з різними типами нервової системи в умовах педагогічної практики

Актуальність. У статті висвітлено актуальну проблему професійної адаптації студентів в умовах педа­гогічної практики у закладах загальної середньої освіти. Зосереджено увагу на індивідуальних типологічних особливостях студентів. На основі аналізу наукових праць визначено, що адаптація визначається характе­ристиками, обумовленими специфікою творчої, навчальної та професійної діяльності, набутих студентами у процесі навчання. Мета дослідження передбачає дослідження адаптаційних можливостей студентів з урахуванням різних типів нервової системи в умовах педагогічної практики. Методи дослідження – аналіз психолого-педагогічної літератури, психологічні методи дослідження, анкетування, опитування, методи якісно-кількісного аналізу. Результати дослідження. На основі вивчення наукових праць ми встановили, що студентам із сильною інертною та слабкою нервовою системою притаманне домінування конструктивного компонента на початку їх самостійної педагогічної практики. Характерною ознакою діяльності студентів-практикантів із сильною активною нервовою системою є здатність імпровізації та максимальної мобілізації своїх набутих умінь та навичок, творче оперативне вирішення поставлених освітніх завдань. Аналіз практичної діяльності обох груп показав, що пристосування до умов бази практики вимагають від студентів мобілізації адаптаційних можливостей. Процес підвищення адаптаційних можливостей майбутніх учителів фізичної культури, з урахуванням різних типів нервової системи а саме: рівня сили процесів збудження, рівня сили процесів гальмування, рівня рухливості нервових процесів, у професійній діяльності має індивідуальні особливості. Висновки. В умовах педагогічної практики у студентів з різними типологічними особливостями нервової системи виявлено фактори впливу на професійну адаптацію. Вона залежить і від характеру самих факторів, і від професійної, психологічної, фізичної підготовки молодих людей до самостійної роботи, і від їхнього відношення до праці. Швидкість процесів професійної адаптації є одним з показників росту якості підготовки у закладах вищої освіти.

O currículo de matemática nos anos iniciais e o grupo de Educação Matemática do Projeto EMAI de São Paulo

Esse trabalho busca compreender a construção do currículo nos anos iniciais do Ensino Fundamental, a partir da compreensão dos docentes frente a um novo currículo prescrito e suas transformações nas práticas pedagógicas. Para a construção dos dados, o estudo recorreu a documentos sobre o processo histórico de ensino da Matemática e às mudanças curriculares que ocorreram no decorrer dos anos e foi selecionada uma escola que aderiu ao Projeto EMAI para aplicação de um questionário a todos os docentes. A análise do material do EMAI focou as expectativas de aprendizagem, as hipóteses de aprendizagem das crianças, os encaminhamentos aos docentes para o desenvolvimento do trabalho em sala de aula e o questionário, balizados pelos pressupostos teóricos sobre currículo de Gimeno Sacristán (1998; 2000), que retratou os níveis de currículo. Os resultados apontam aspectos positivos do Projeto EMAI destacando as sequências didáticas como bem elaboradas, contendo atividades diversificadas e o direcionamento do trabalho docente a partir da concepção construtivista e sócio interacionista. Por outro lado, apontam limitações na prática pedagógica em relação à necessidade de sistematização dos conceitos, ao tempo insuficiente para o desenvolvimento das atividades e necessidade de um acréscimo de mais situações-problema nas sequências didáticas. O grupo de Educação Matemática na escola prioriza o currículo prescrito e apresentado para maior entendimento das docentes em uma perspectiva de trabalho colaborativo.

Comparative Study of South African and Zimbabwean Science and Mathematics Teachers' Pedagogical Content Knowledge and their Influence on Learner Achievement: Developing a Theoretical Model

This paper presents a theoretical framework comprising components of teacher knowledge that can render effective learner understanding of mathematical and science concepts. Twelve mathematics teachers at the secondary school level were selected from both countries on the basis of their school consistent good performance for at least three years. The study adopted a qualitative research method. The data on the teachers’ PCK were collected through lesson observations, questionnaires, interviews, video recordings, teachers’ written reports, and document analyses. An iterative coding and categorisation were used to identify the emerging theme of the study. The result of the study shows that the emerging theme that form the framework can inform mathematics and science instruction to balance the ternary relationship between curriculum content, learners and teacher quality in terms of pedagogical practice. The framework was found promising in either study but a more conclusive evidence will be given after a planned longitudinal study. DOI: 10.5901/mjss.2013.v4n14p473

A Contribution to the Hellenic Open University: Evaluation of the pedagogical practices and the use of ICT on distance education

This study examines a) the methods used to structure the pedagogy necessary to underpin distance education delivery used by the Hellenic Open University (HOU); b) the adoption of pedagogical and epistemological conceptual systems HOU uses for the development of its pedagogical practices; and c) the role of information and communication technology (ICT), and the degree of ICTs incorporation into distance education delivery at HOU. This study shows that: a) in terms of providing rigorous course contents, strong framing exists between HOU’s various learning modules; b) in terms of pedagogical practices, there is a strong hierarchical relationship and framing between HOU’s academic staff and tutors, while conversely, framing is weaker between its tutors and students; c) in terms of ICT usage HOU, in general, uses technology for administration, while conversely, and depending on the program of study, it currently only has limited use for student learning.