Teacher empathy has proven to be highly relevant for the educational process and for educational outcomes, while integrating it into the teacher practicing process is challenging. This study suggests ...using PSTs’ (pre-service students) incorrect responses as a pedagogical tool for improving empathy awareness among them so that PSTs can feel empathy and not merely learn about empathy. Incorrect responses to conservation tasks, recorded in the process of interviewing 47 PSTs who major in science education, are used as a first step research. A possible approach to the arousal of empathy during the interview was unexpectedly revealed to learn about the PSTs’ incorrect responses to conservation tasks. Confronting PSTs with their incorrect responses resulted in feelings of embarrassment, confusion, and even loss of self-confidence. Such feelings may help in evoking an attitude of empathy toward student errors, increasing PSTs’ awareness to tacit knowledge and to students’ tacit feelings and integrating bottom-up vs. top-down processes during PSTs’ reflective practice; and might be regulated effectively to better instruction.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
The benefits of teaching machine learning to K-12 pupils include building foundational skills, useful mental models and inspire the next generation of AI researchers and software developers. However, ...introducing machine learning in schools has been a challenge even though several initiatives, curriculum design, platforms, projects, and tools exist to demystify the concept. The existing resources are scattered and sometimes overlap. Thereby selecting the appropriate tools to adopt in teaching becomes an arduous task for the teachers and other practitioners. More so, despite the increasing number of papers published in this field, there are still gaps in identifying specific tools and resources for teaching machine learning in K-12 settings. This study presents a literature review on machine learning in K-12 by selecting articles published from 2010 to 2021. Therefore, this paper presents a resource catalog and surveys of tools to help teachers find suitable teaching paths and make the decision to introduce activities that help students understand the basic concepts of machine learning. Based on the research objective, we utilized six databases to extract relevant information, while thirty-nine peer-reviewed articles were collected based on a systematic literature search and were analyzed. This study identified resources, tools, and instructional methods as the main categories of pedagogical items needed to ensure impactful teaching of machine learning in K-12 settings. Besides, the mode of operation, benefits and the challenges of the pedagogical tools for teaching machine learning in K-12 settings were unraveled. The findings also show the increased number of initiatives resulting in tools development to support machine learning teaching. Finally, this study provides recommendations for future research directions to help researchers, policymakers, and practitioners in the education sector identify and apply various resources to aid decision-making in practice and to democratize machine learning practices in schools.
Owing to factors such as globalisation and the extensive use of the Internet, people are increasingly interested in learning a second and even a third language. From an academic perspective, the ...process of foreign language learning is defined by methodologies and supported by technology. Language learning applications are composed of learning exercises, which are pedagogical tools to introduce new language concepts (new vocabulary, grammar etc.). The development of this type of applications is complex due to the diversity of language learning methodologies, the variety of execution environments (web, mobile and desktop) and the number of different technologies that can be used. This study proposes a model-driven approach developing software to support different language learning processes. These processes consist of different learning exercises running on different platforms. The authors’ proposal describes a metamodel that defines the entities and their relationships to define learning exercises for learning applications. This metamodel enables designers to support the development of language learning applications. This study illustrates the expressiveness and reuses power of the proposal by modelling learning activities from two different learning processes (Lexiway and Duolingo).
The present study investigated students' preferences about technology tools and digital education activities to be used in classroom to facilitate the implementation of a mental health promotion ...program.
Students' preferences have been elicited during one session focus group lasting 60 minutes. Overall, 26 focus groups, facilitated by 33 teachers, were organized in 9 schools of five European countries. Overall, 283 students who attended the first, second and third year of middle school (aged 10-15 years) volunteered to participate in the focus groups.
The majority of preferences indicated smartphone to communicate or to get information and tablet for a better use in classroom. Collaborative games have been considered as more useful and beneficial compared to the other digital educational activities proposed.
Teachers require further insight into the pedagogical role of ICT and training. There is a need to encourage them to provide opportunities to allow students to use technology to solve problems or develop abilities for a better socio-emotional functioning and, ultimately, mental health.
El trabajo de campo en la educación para la conservación del patrimonio arquitectónico se considera principalmente una herramienta para documentar la condición actual y desarrollar habilidades ...relevantes como metodología comprometida con los valores arquitectónicos, culturales e históricos de un sitio. Sin embargo, su pedagogía, en ausencia de un amplio debate, puede enriquecerse mediante la revisión de experiencias en Geografía y Arquitectura, donde el trabajo de campo, una actividad esencial en los planes de estudio de pregrado, induce a los estudiantes a realizar preguntas críticas a través del aprendizaje y mejora la participación con lo inesperado a través de la interrupción de los procesos de formación lineales. Esta metodología ha demostrado producir experiencias de enseñanza intensivas en conservación patrimonial a través de talleres, por lo que este trabajo reflexiona sobre cómo pueden mejorarse estas pedagogías y cómo estas pueden aportar significativamente a la sostenibilidad del patrimonio cultural en poblaciones que han sido históricamente marginalizadas de los principales centros urbanos.
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IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, UL, UM, UPUK
The urgency of the problem of the study is conditioned by the prevailing trends of the labor market’s development, modifying the structure of the professional personality’s ideals from the ultimate ...goal of striving for the standard of professional culture of values to the norms of corporate behavior, in which it is identified more with the particular organization that provides an opportunity to earn, rather than a nominal professional group (teachers, doctors, engineers, etc.). Student’s unrealized professional ideals are manifested in their self-alienation from the profession, which is appropriate to the education obtained, and becomes one of the factors increasing the number of "hidden" ones (not working on a specialty) among the unemployed graduates. The established trends in the course of research are responsible for finding ways to solve the urgent problem. In this regard, this paper is focused on the scientific substantiation of pedagogical resources’ set of professional ideals’ management of modern high school student. The leading method of research of the problem is the simulation method allowing introducing of new discourse of professional culture’s values into the semantic content of the professional ideals of students and produce theoretic - methodical substantiation of the established set of pedagogical tools to manage this process. The paper reveals the content of the values of professional ideals (the values of professional culture, professional traditions, choice experience of professional ideal), identifies the destructive features of modern modifications of professional ideal (corporate culture norms), justifies a set of pedagogical professional tools to manage professional ideas (pedagogical system of high school, based on innovative principles of self-organization, partner communication "student - teacher", interdisciplinary nature, self-transformation; innovative pedagogical technologies, focused on the formation of a stable student’s self-identity), proves the productivity of the identified set of pedagogical tools in the management of professional ideals (the willingness of students to self-identification; self-organization and self-transformation of professional ideals; creative transfer of professionally significant knowledge on different kinds and scope of activities; inclusion in the different types of creative activities). Paper Submissions can be useful for teachers, researchers, managers, methodologists, post-graduates and university students.
A Pedagogic Approach by Contextual Immersion Billong, Samuel Ismael; Batchakui, Bernabe; Nono, Simo ...
Journal of higher education theory and practice,
2020, Volume:
20, Issue:
9
Journal Article
Peer reviewed
Open access
In several training institutions in sub-Saharan Africa today, the competency-based approach to teaching (CBA) has been adopted at the secondary school level. In Cameroon, based on our experience in ...teaching, we have found that this approach does not suit all categories of learners, generally the youngest. With the advent of Information and Communication Technologies (ICT), learners spend most of their time on ICT's gadgets (mobile phone, tablet, etc.). In this paper, we propose a complement to the CBA approach through pedagogic differentiation. This differentiation takes into account the learner's environment and adds a playful and captivating aspect to the techno-pedagogic tools to be made available to them through the gadgets they use. We call this approach contextual immersion. It starts from real life situation familiar to the learner. The tool made available to the learner, which integrates this approach, guides him/her progressively towards the solution to the problem posed and a generalization that summarizes the course that will be transmitted.
En la presente investigación, se abordó el uso de la geometría y la manipulación de material concreto como una herramienta pedagógica para la enseñanza de operaciones con polinomios, mediante la ...implementación de juegos algebraicos, que permitió la dinamización de las clases bajo la metodología activa participativa. Se practicaron variadas estrategias metodológicas, entre ellas: el rompecabezas algebraico, el dominó algebraico, la caja de polinomios mediante el uso de teselas para representar divisiones de polinomios, lo que permitió la consolidación de dichas operaciones. Se concluye, que la vinculación de la variedad de estrategias generó un estado de ánimo satisfactorio por parte de los participantes, creando conciencia en los estudiantes de Física-Matemática sobre la importancia de manipular material concreto en el desarrollo de distintos temas que, a pesar de su grado de dificultad, puede haber maneras de ser adaptado e innovar formas de utilizarlo.
Введение. Модернизация педагогического профессионального образования предполагает его адаптацию к изменившимся социально-экономическим и государственно-политическим условиям развития России и ...освоение опыта модернизации образовательной сферы, накопленного другими странами. В современной образовательной организации информационно-коммуникационная инфраструктура – один из главных компонентов образовательного процесса, обладающая широким диапазоном дидактических электронно-образовательных ресурсов (ЭОР) в качестве практико-ориентированной тактики оптимизации образовательного процесса. Цель – определение подходов повышения эффективности образовательного процесса на основе применения электронных тренажеров в подготовке будущих специалистов. Материал и методы. Основными источниками концептуальной разработки принципиально нового ЭОР-образовательного контента педагогического инструментария и инновационных форм его освоения являлись опыт профессиональной подготовки обучающихся СПО ГПБОУ «Южно-Уральский государственный технический колледж», бакалавров и магистрантов Профессионально-педагогического института ФГБОУ ВО «Южно-Уральский государственный гуманитарно-педагогический университет» по направлению подготовки 44.04.44 Профессиональное обучение в рамках профиля «Управление информационной безопасностью в профессиональной образовательной организации»; процесс интегративного задействования работодателей в разработках медиаконтента электронных тренажеров (ЭТ); практический опыт формирования практико-ориентированных профессиональных компетенций обучающихся. Основными методами исследования выступили теоретический анализ опубликованных в научной литературе материалов по проблеме интеграционной реализации ЭОР-обеспечения качественной реализации регламента Федерального государственного образовательного стандарта 3++ профессионального обучения бакалавров и магистрантов. Результаты и обсуждение. Проанализированы материалы публикаций по проблеме приведения к современным потребностям рынка труда профессионального образования, основные затруднения которого связаны с довольно сложной его внутренней семантикой, включающей несколько значимых уровней иерархии и связи между разными типами очень разобщенной информации. С позиций теории надежности без научно обоснованного подхода к разработкам в рамках квалиметрической цифровизации на основе использования ресурсов различных контент-платформ и кроссплатформенных шаблонов ЭОР надеяться на получение обнадеживающих результатов практически невозможно. Особая роль в свете нередко вынужденного применения дистанционного обучения принадлежит такому педагогическому инструментарию, как ЭТ, предназначенному для взаимосвязанного выполнения трех основных функций – диагностической, обучающей, воспитательной – при отработке практических умений и навыков обучающихся, формирования у них навыков действий моторно-рефлекторного и когнитивного типа в сложных ситуациях. Реализация на базе плагина CodeRunner (версия 3.3.0) для Moodle многопользовательского ЭТ для обеспечения качественного формирования универсальных и общепрофессиональных компетенций позволила выявить, что использование ЭТ способствует росту учебных достижений обучающихся на, по меньшей мере, 15 %. При этом, кроме повышения средних значений показателей учебных достижений обучающихся, зафиксировано увеличение на 18 % и их медианных характеристик, т. е. соответствующее уменьшение доли обучающихся с выбором неверных дескрипторов в ответах на вопросы контрольных тестов. Проанализированы тенденции применения ЭОР для повышения практико-ориентированной составляющей компоненты профессионального образования. Одним из направлений в свете нередко вынужденной дистанционной формы обучения является применение медиаконтента ЭТ, предназначенных для формирования навыков действий моторно-рефлекторного и когнитивного типа в сложных ситуациях, понимания сущности протекающих процессов на основе взаимосвязанного выполнения трех основных функций – диагностической, обучающей, воспитательной при отработке практических умений и навыков обучающихся. Заключение. Ресурсные возможности верификации вариантов архитектур контент-платформ и кроссплатформенных шаблонов такого педагогического инструментария ЭОР, как ЭТ, а также инновационных форм их освоения и внедрения позволяют надеяться на получение обнадеживающих результатов поиска путей повышения эффективности образовательного процесса профессиональных образовательных организаций (ПОО), своевременного нивелирования противоречий между требованиями работодателей современного постиндустриального общества и уровнем сформированности профессиональных компетенций выпускников ПОО.
AIMS: Small group teaching in Pharmacology offers an effective platform to encourage interaction amongst peers and self-directed learning. The present study is an attempt to assess and compare the ...effectiveness and perception of students on two different pedagogical methods: Crossword puzzles and Student Led Objective Tutorials (SLOT).METHODS: Second year undergraduate students who gave their informed consent were divided randomly into two groups: one which received crossword puzzle as a teaching learning method and the other had SLOT during which the students conducted an interactive quiz with multiple choice questions prepared by themselves. The students’ perceptions were recorded using a self-administered questionnaire. One week later, a unit test was conducted for both the groups and the performance of the students was compared. Statistical analysis was done using independent Student’s T test with SPSS version 15.0.RESULTS: Analyses revealed a statistical significant difference (P<0.001) between the mean marks obtained in the SLOT group (n= 74; 6.5±3.8) and the marks obtained in the crossword group (n= 87; 4.2±2.9), with the students in the tutorial group performing better. The students opined that SLOT sessions helped them to understand Pharmacology better whereas crossword sessions enabled them to memorize the names of the drugs.CONCLUSION: The present study revealed that SLOT sessions fared better compared to the crossword puzzles in terms of improving the students’ test scores. It fostered teamwork, self-directed learning skills and critical thinking. Crossword puzzles make the session more student friendly as it is fun and engaging but a careful design is inevitable as it may fail to test in-depth learning in students.
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