World Of Pedagogy Research Articles

Employing Robotics in Education to Enhance Cognitive Development—A Pilot Study

(1) Background: Info-communication technology (ICT) offers opportunities for innovations in teaching and learning methods, bringing significant changes in the world of pedagogy. The field called educational robotics is both a motivational basis for teaching and learning coding and programming, and a tool for linking STEM (Science, Technology, Engineering, and Mathematics) fields. Moreover, it might contribute to the development of cognitive and social skills. The aim of the present paper is to report on a pilot study at the intersection of neurodiversity and educational robotics. (2) Methods: The pilot study was part of a larger project, namely Robotics for the Inclusive Development of Atypical and Typical Children (RIDE). A pre-test/post-test design was used to examine the development of different cognitive processes in sixth-grade students, such as computational thinking (CT), spatial relations, visuo-constructive ability, attention, and reading ability, in relation to a robotics development program employed in the classroom. (3) Results: The results suggest a general improvement on nearly all measures. Specifically, participants’ performance improved significantly from pre-test to post-test in the visuo-constructive abilities test, they made significantly fewer reading errors, and improved substantially in their reading comprehension. (4) Conclusions: The RIDE project’s curriculum development has resulted in a highly innovative, sustainable, and inclusive package of pedagogical methods, and the pilot research shows promising results regarding the implementation of robotics in education.

Editor’s Introduction

Editor’s Introduction

The School Library as An Active Support for Educational Achievements: A Survey Led in Secondary Schools

Several things have been said in the field of pedagogy. But, this does not prevent the appearance of new educational concepts. The world of pedagogy has practically no limit. In our study, we attempted to identify the impact that school libraries could have on educational achievements. The statement of the problem was strengthened by two main questions: Could school libraries play a fundamental role in improving educational achievements? Could school libraries integrate their resources as pedagogical supports in the educational process? In our visits to thirty school libraries in the city of Constantine, we were able to conduct a descriptive study and collect interesting data that we analyzed through a qualitative approach. Significant results were obtained. The latter globally showed via several indicators that the school library, on the one hand, contributed concretely to educational achievements, and, on the other hand, played an efficient role in the learning process by providing a variety of supports and services to the users.

The Impact of Feedback Provision by Grammarly Software and Teachers on Learning Passive Structures by Iranian EFL Learners

A major concern in today's world of pedagogy in general and language teaching, in particular, is the application of computer-assisted learning to improve students' achievement. There has been a long time that in the classroom setting only the teacher's feedback in a traditional way has been used in teaching. Due to the fact that this kind of notion can be traced back to a traditional attitude toward feedback, we looked for a new alternative in order to bring some innovation in an educational environment, namely Grammarly Software feedback provision. Therefore, the aim of the present study was to explore the impact of feedback provision by Grammarly Software and teachers on learning passive structures by EFL learners. Through convenience sampling, 70 intermediate male and female EFL learners were selected, then they were randomly assigned to two main groups: the experimental and control group. A grammar pre-test, a post-test, and a delayed post-test were administrated to the participants in six sessions. The results of the data gathered from pre-test and post-test reveal that the effect of teacher on learning passive structure, in pre-test and post-test, were more than the effect of Grammarly Software on learning passive structure of the learners, and the effect of Grammarly Software on learning passive structure in delayed post-test scores was more than the effect of teacher on learning passive structure of learners. The results might have implications for language teachers, learners, and materials developers.

Andragogy in the Appalachians

In the field of adult education, one of the better known concepts is that of the Six Assumptions of Malcolm Knowles. These assumptions, according to Knowles, divide the world of pedagogy, defined as the art and science of teaching children, from that of andragogy, conceived as the art and science of helping adults learn. In the realm of education for older learners, myriad schools and programs dot the educational landscape, but one particularly unorthodox institution of adult education, the Highlander Folk School, led by activist educator Myles Horton, stands out for its teaching roles in the Union Labor Movement of the 1930s and 1940s, and the Civil Rights Movement of the 1950s and 1960s. This paper looks at Myles Horton of the Highlander Folk School, his background, education and preparation for establishing his lifelong dream of using alternative education among the “common uncommon people” for learning how to solve social and economic justice problems, and this paper then focuses on the extent to which the philosophy and teaching actions of Horton correspond to the Six Assumption Framework of andragogy as delineated by Malcolm Knowles.

Inter- og intrapersonlig kompetence som ‘to intelligenser’?

Click to increase image sizeClick to decrease image sizeWithin Howard Gardner's theory of multiple intelligences the two intelligences of intra- and interpersonal intelligence are discussed. According to the theory, intra- and interpersonal intelligence are considered to be part of a collection of intelligences that cover a wide spectrum of human behaviour. The issue is relevant firstly because the concept of intelligence is intensely discussed in order to view human competence from a personal, social, and instrumental point of view, and secondly because Gardner's theory has attracted wide attention in the world of pedagogy. The intention of the article is thus to examine if and how Gardner argues the existence of the ‘personal intelligences’.

From Film to Video: Teching and Communication

The Impact of Film Even though teaching aids in the form of projectors, posters and large scale maps were already available in the classroom, it was the appearance of the educational film which was certainly the most significant post-war event in the world of pedagogy. It was immediately recognised as a medium which offered the possibility of illustrating unfamiliar or abstract phenomena, of bringing material into the classroom which would not otherwise be accessible, of presenting other lands, other animals, and of showing such detail as the developmental stages of plants or of single cells enlarged to fill the whole screen.

The Genesis of Good Teaching

The rumor is abroad that good teachers are born not made. While the phenomenon of congenital tagging of a teacher may occasionally occur, an analysis of the evidence suggests strongly that the same factors which make a good banker, a good tailor, a good artist, a good bookmaker, operate in the world of pedagogy. These factors are interest and hard work. The physician occupies a curious place in this educational system. By long years of training in the general and special fields of medicine he has become eminently qualified to investigate the nature of human illness and to direct both absurdly simple and alarmingly complex therapeutic programs whose aim is the restoration of health. The Hippocratic Oath, to which he subscribes, imposes upon him the additional responsibility “to teach.. . . this art.” Thus a quirk of professional mores has succeeded in equating training for care of the sick with training for teaching the care of the sick. It requires no great perspicacity to recognize that while the two are inseparable they are not necessarily equal. Good teaching is a work of art and like any such work is meaningful only as it is colored by the artist. This being so, it is almost inevitable that a good teacher will develop certain methods, mannerisms, and technics that are uniquely his, which In another might be fatuous or offensive. The very nature of this experience makes it presumptuous for anyone to draw up a list and say this is what makes a good teacher. At the same time there Is a recurrent leitmotif which runs through excellence in instruction everywhere, and it is the components of this theme that might be recalled even at the risk of boring by simplicity.