Education and New Developments 2020最新文献_第2页

PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN USING IMPROVISED RESOURCES IN LIFE SCIENCES CLASSROOMS 教师在生命科学课堂中使用临时资源时采用的教学实践

Education and New Developments 2020 Pub Date : 2020-06-26 DOI: 10.36315/2020end023

Syamthanda Zondi, S. Ramaila

{"title":"PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN USING IMPROVISED RESOURCES IN LIFE SCIENCES CLASSROOMS","authors":"Syamthanda Zondi, S. Ramaila","doi":"10.36315/2020end023","DOIUrl":"https://doi.org/10.36315/2020end023","url":null,"abstract":"Pedagogic innovation is central to meaningful enhancement of human capital development. Concerted efforts geared towards meaningful science teaching and learning hinge to a large degree on a myriad of crucial factors which serve as key ingredients for creating a conducive environment within which envisaged learning outcomes can fruitfully be realized. In recognition of this key strategic imperative, the study explored pedagogical practices adopted by teachers when using improvised resources in Life Sciences classrooms at South African township schools. The study adopted a case study design located within the interpretive research paradigm. Data was collected through semi-structured interviews and lesson observations involving three purposively selected Life Sciences teachers. The cohort of teachers observed employed various pedagogic strategies such as inquiry-based learning, collaborative learning, cooperative learning as well as heuristic learning when using improvised resources to stimulate effective teaching and learning in Life Sciences classrooms. However, the selection and deployment of appropriate improvised resources proved to be an arduous task for the teachers although they fully acknowledged the significance of integrating improvised resources in science lessons. In addition, meaningful opportunities for harnessing learners’ prior knowledge as a scaffold for navigating new content were created. Implications for pedagogic innovation are discussed.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121468844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

DIGITALISATION OF HIGHER EDUCATION – TEACHERS AND STUDENTS EXPERIENCE 高等教育数字化——教师和学生的体验

Education and New Developments 2020 Pub Date : 2020-06-26 DOI: 10.36315/2020end045

M. Fojcik, M. Fojcik

引用次数: 0

THE AFFORDANCES OF IMPROVISED RESOURCES IN PHYSICAL SCIENCES CLASSROOMS 物理科学教室中临时资源的供给

Education and New Developments 2020 Pub Date : 2020-06-26 DOI: 10.36315/2020end005

Koketso Ntladi, S. Ramaila

{"title":"THE AFFORDANCES OF IMPROVISED RESOURCES IN PHYSICAL SCIENCES CLASSROOMS","authors":"Koketso Ntladi, S. Ramaila","doi":"10.36315/2020end005","DOIUrl":"https://doi.org/10.36315/2020end005","url":null,"abstract":"The development of meaningful conceptual understanding in science teaching and learning is a key ingredient required for the development of scientifically literate citizenry. The use of improvised resources to demystify the complexity of scientific phenomena is of crucial significance. In recognition of this crucial imperative, the study explored the pedagogical affordances associated with the use of improvised resources in Physical Sciences classrooms at a selected South African township school. The study adopted a case study design located within the interpretive research paradigm. Data was collected through semi-structured interviews and lesson observations involving three purposively selected Physical Sciences teachers. The study demonstrated that the use of improvised resources promotes active learner participation, sustained intellectual engagement in the teaching and learning activity, enhancement of teachers’ pedagogical content knowledge, development of learners’ reflective and cognitive skills as well as the provision of meaningful opportunities for collaborative learning and development of meaningful conceptual understanding. Key findings of the study have profound implications for pedagogic innovation within the broader South African educational context.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117110011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

A SYSTEMATIC LITERATURE REVIEW OF METHODOLOGIES USED FOR THE DESIGN OF SERIOUS GAMES. A COMPARATIVE ANALYSIS 这是一篇关于严肃游戏设计方法论的系统性文献综述。比较分析

Education and New Developments 2020 Pub Date : 2020-06-26 DOI: 10.36315/2020end076

J. Delgado, P. Bazán

引用次数: 0

THE EVOLUTION OF CHINA'S PRIVATE EDUCATION POLICY: HISTORICAL REVIEW AND PATH ANALYSIS 中国民办教育政策的演变:历史回顾与路径分析

Education and New Developments 2020 Pub Date : 2020-06-26 DOI: 10.36315/2020end094

Yang Li

引用次数: 0

DIGITAL ENGINES AT WORK: PROMOTING RESEARCH SKILLS IN STUDENTS 数字引擎在工作:提高学生的研究技能

Education and New Developments 2020 Pub Date : 2020-06-26 DOI: 10.36315/2020end074

O. Suleimanova, A. Vodyanitskaya, V. Yaremenko, M. Fomina

引用次数: 0

THE RELATIONSHIP BETWEEN TEACHER-STUDENT RELATIONSHIP, SELF-CONFIDENCE, AND ACADEMIC ACHIEVEMENT IN THE CHINESE CONTEXT 中国情境下师生关系、自信与学业成绩的关系

Education and New Developments 2020 Pub Date : 2020-06-26 DOI: 10.36315/2020end006

Tianxue Cui, Qimong Liu, Jian Liu, Chuang Wang

{"title":"THE RELATIONSHIP BETWEEN TEACHER-STUDENT RELATIONSHIP, SELF-CONFIDENCE, AND ACADEMIC ACHIEVEMENT IN THE CHINESE CONTEXT","authors":"Tianxue Cui, Qimong Liu, Jian Liu, Chuang Wang","doi":"10.36315/2020end006","DOIUrl":"https://doi.org/10.36315/2020end006","url":null,"abstract":"This study examined the relationship between teacher-student relationship, self-confidence in learning, and academic achievement of high school students in China. In this study, 14,021 11th graders in China took part in the National Standardized Tests in three subject areas: Chinese language, mathematics, and English language. Teacher-student relationship and self-confidence in learning were measured with the questionnaires adapted from PISA2012, the psychometric properties of which have been examined in large-scale assessments. Results showed that teacher-student relationship in each subject area, self-confidence in learning, and their corresponding academic achievement were all statistically significantly related to each other. Structural equation models were used to verify the mediating effect of self-confidence in learning between teacher-student relationship and students’ academic achievement in each subject area. Results indicated that self-confidence in learning mediated the significant associations between teacher-student relationship and students’ academic achievement. This mediating effect was the largest in the subject area of Chinese language, which was 8.1% greater than that in the subject area of English language, and 3.9% greater than that in the subject area of mathematics. This study suggests that good teacher-student relationship is conducive to enhancing students’ self-confidence in learning, which had positive relationships to academic achievement.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129267834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

SUBJECT TEACHERS AND ENHANCEMENT OF STUDENTS’ ENGLISH PROFICIENCY IN SELECTED SENIOR SIX CLASSROOMS IN RWANDA 在卢旺达选定的高中六年级教室中进行学科教师和学生英语水平的提高

Education and New Developments 2020 Pub Date : 2020-06-26 DOI: 10.36315/2020end098

Speciose N. Ndimurugero, Gloriose Mugirase

{"title":"SUBJECT TEACHERS AND ENHANCEMENT OF STUDENTS’ ENGLISH PROFICIENCY IN SELECTED SENIOR SIX CLASSROOMS IN RWANDA","authors":"Speciose N. Ndimurugero, Gloriose Mugirase","doi":"10.36315/2020end098","DOIUrl":"https://doi.org/10.36315/2020end098","url":null,"abstract":"This study was conducted in Sixth Form schools in Huye District in Rwanda. The researchers’ concern was that most secondary school leavers enter university with low proficiency in English, the medium of instruction. The researchers focused on subject teachers because subject-related courses are allotted more hours than English. The study aimed to explore whether subject teachers offered any assistance in boosting students’ English proficiency. The research drew on Language across the Curriculum (LAC) and Content and Language Integrated Learning (CLIL) approaches. LAC stipulates that all teachers are language teachers, that subject teachers and language teachers should work jointly, and that language should be taught across the curriculum. CLIL recommends that content be learnt through a second language and that the subject and the language be taught at the same time. For validity and reliability purposes, the current study made use of both qualitative and quantitative data collection and analysis methods. Findings revealed that only some of the subject teachers used strategies that could help promote their students’ English proficiency. Findings also indicated that content and English language teachers did not collaborate and that the students were not proficient in English. In accordance with these findings, recommendations were made.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115114715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1