The European Conference on Education 2021: Official Conference Proceedings最新文献_第3页

How to Create a Supportive Learning Environment in Mathematics Classes – An Example from a Norwegian Lower Secondary School Class 如何在数学课上创造一个支持性的学习环境——以挪威初中课堂为例

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-03-31 DOI: 10.22492/issn.2188-1162.2021.22

M. Horverak, Judith Emilie Espegren

{"title":"How to Create a Supportive Learning Environment in Mathematics Classes – An Example from a Norwegian Lower Secondary School Class","authors":"M. Horverak, Judith Emilie Espegren","doi":"10.22492/issn.2188-1162.2021.22","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.22","url":null,"abstract":"Mathematics is an important subject in school, however, many students find this subject very challenging. Some even dread mathematics as they do not master it and they may fear that their social status will be negatively influenced by this. It is therefore important that the teacher facilitates for creating a learning environment where students feel they can be open and supported when they struggle. The aim of the current study is to investigate how a five-step method including individual reflections and classroom discussions may facilitate for this type of supportive and motivating learning environment. The method builds on self-determination theory and theory of self-regulation. The five-step method was applied through a four-week long intervention in an eighth grade and focused on numbers and algebra. The students reflected on the following five questions: 1) What is important to learn in algebra and why? 2) What do you already master in relation to algebra? 3) What is difficult and prevents you from learning algebra? 4) What will you focus on improving the next few weeks? and 5) How exactly will you do this? The students filled in evaluation forms including both open and closed questions after the intervention (n = 15). The findings showed that six of the students agreed that the method helped them find out what was important to learn, seven followed the plans they made, five agreed that they had become better at dealing with challenges and three students felt more comfortable in class after the intervention.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134254053","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

The Observation of Gender Stereotyping in Music Instruments in 2021, and the Process of Musical Instrument Selections of Children 2021年乐器性别刻板印象观察及儿童乐器选择过程

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-03-29 DOI: 10.22492/issn.2188-1162.2021.21

Sori Kim

{"title":"The Observation of Gender Stereotyping in Music Instruments in 2021, and the Process of Musical Instrument Selections of Children","authors":"Sori Kim","doi":"10.22492/issn.2188-1162.2021.21","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.21","url":null,"abstract":"In 2020, a research team in the music and music education department at Teachers College at Columbia University conducted an explanatory sequential research consisting of both the quantitative and the qualitative methods to contemplate the current status of the gender association in music in the instrument selections and the correlation in regard to the influence of a parent. This report investigates an answer for the following research questions: (1) Has there been less or more sex-stereotyping of musical instruments and crossed-over students who chose atypical instruments with regard to their genders over ten years? (2) Are there any parental influences in the process of a child’s musical instrument selection? (3) What similarities and differences are observed from the parents of those children? The result of this study answers the three research questions. This study describes that there has been lesser and lesser gender-stereotyping in musical instrument selection for ten years considering the number of cross-over students has increased through quantitative research. Furthermore, it demonstrates that the process of a child’s selecting musical instrument is projected from their parent’s perspectives. Besides the portraits of parents provided three themes.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121643924","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: 0

Application of Comparative Law Methods in Teaching Legal English to Law Students in Russia 比较法方法在俄罗斯法律专业学生法律英语教学中的应用

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-03-05 DOI: 10.22492/issn.2188-1162.2021.20

T. Kalugina, M. Golubtsova

{"title":"Application of Comparative Law Methods in Teaching Legal English to Law Students in Russia","authors":"T. Kalugina, M. Golubtsova","doi":"10.22492/issn.2188-1162.2021.20","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.20","url":null,"abstract":"A major challenge inherent in a course of legal English taught to students outside the common law tradition lies in the very fact of the difference between the legal system native to the student and that of common law. This difference, manifested in every aspect – formal and cognitive – of legal language, should be made aware to the students from the start and throughout the course. Comparative method is therefore the best strategy of teaching English to international lawyers. This method will only be effective if the students are able to understand the legal intricacies and implications concealed in vocabulary, grammar, and syntax. For this reason, MGIMO adheres to the policy of introducing its students to the language of profession after they have achieved a high command of language. Teaching legal English in the Russian universities was traditionally confined to the development of specialized vocabulary and the translation of professional texts. Today, however, even a profound knowledge of terminology will not suffice – the employers expect that the graduates arrive prepared to act in a professional environment. The article highlights the idea that a university course of Legal English for English Second language students should be focused on the development of the required competencies, and the choice of teaching methods and techniques must serve this goal.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129132540","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: 0

Technology Driven Management and Employees’ Task Accomplishment in Government Technical Colleges in Lagos State, Nigeria 尼日利亚拉各斯州政府技术学院的技术驱动管理与员工任务完成

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-03-03 DOI: 10.22492/issn.2188-1162.2021.19

A. Adekunle

引用次数: 0

Altered Andragogy: Lessons From Lockdown for Systems Engineering Education 改变性学:锁定系统工程教育的教训

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-03-01 DOI: 10.22492/issn.2188-1162.2021.15

S. Barker, Jeremy Smith

{"title":"Altered Andragogy: Lessons From Lockdown for Systems Engineering Education","authors":"S. Barker, Jeremy Smith","doi":"10.22492/issn.2188-1162.2021.15","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.15","url":null,"abstract":"Systems Engineering (SE) is a largely interactive and applied discipline which has been mainly taught via face-to-face tuition. The move to online-only teaching due to the 2020 coronavirus pandemic thus posed significant challenges for SE education. The andragogical strategy involved had to be rethought and redesigned such that key precepts of student learning could be maintained in a way that preserved the depth, intricacy, and richness of the SE discipline. The interdisciplinary approach adopted involved combining a constructivist viewpoint with integrated collaborative and reflective activities, based around inquiry-based learning to facilitate online learning at distance. This pedagogical construct relied on a multidisciplinary and iterative approach to curriculum and module delivery, employing multiple methods to redesign the teaching approach to ‘chunk’ material into sets that were more readily deliverable in short bursts, and more digestible without face-to-face interaction. This took in revisions to the traditional pedagogical approach to learning, and blended short live online sessions with self-paced tasks, supported by Q&A sessions and ‘thought bursts’ of key information to summarise key learning points. Learning technology and software tools were used to facilitate and promote interactive and group workshops, which was particularly challenging but proved useful in bridging generational gaps and preferences for certain learning styles. This paper details the andragogical approach taken to wholly online distance learning for SE, reflecting on how successful it was both initially and as it evolved. It also considers how future learning can be successfully facilitated, incorporating the pedagogical lessons learned from the last twelve months.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127809728","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

Quantification of Knowledge Exchange Within Classrooms: An AI-based Approach 课堂知识交流的量化:一种基于人工智能的方法

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-03-01 DOI: 10.22492/issn.2188-1162.2021.17

Omar Elnaggar, Roselina Arelhi

{"title":"Quantification of Knowledge Exchange Within Classrooms: An AI-based Approach","authors":"Omar Elnaggar, Roselina Arelhi","doi":"10.22492/issn.2188-1162.2021.17","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.17","url":null,"abstract":"Knowledge management improves efficiency and productivity of a company. A typical knowledge transfer pipeline, an enabler of knowledge management, consists of academics, higher education institutions, research funding bodies and companies. While the knowledge exchange mainstream sheds light on research collaborations, the evaluation of in-classroom knowledge exchange is often omitted, underestimating the impact this would have on the student employability. Current work on knowledge exchange at higher education institutions primarily focuses on: (i) collaborations with external parties, and (ii) identifying factors that affect knowledge sharing behaviours. This paper extends knowledge exchange to classroom teaching through: (i) formulating a framework among undergraduate Engineering students, and (ii) proposing an Artificial Intelligence based approach for evaluating the knowledge exchange process. The framework comprises of two group coursework with an intermediate handover event emulating an industrial workplace scenario in which knowledge exchange plays a key role. Then, an artificial intelligence-based visualisation technique processes data from two coursework-based surveys, completed before and after the abrupt handover event, to assess the change in the student intellectual backgrounds using two-dimensional maps embedding students as datapoints. The results interestingly reveal correlations between standard student evaluation metrics (for example grades, peer review and survey scores) and the formation of datapoint clusters. It is argued in the paper that the proposed artificial intelligence tool lends educators with tools to better understand the individual student performance in ways that are not captured by conventional academic assessments.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116954978","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

Re-imagining Blended Learning 3.0 in Education – Defining a New Technology-Enabled Experience Led Approach to Accelerate Student Future Skills Development 重新构想教育中的混合式学习3.0——定义一种以技术为主导的新体验方法，加速学生未来技能的发展

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-03-01 DOI: 10.22492/issn.2188-1162.2021.16

Jamie A. Kelly, V. McNair

{"title":"Re-imagining Blended Learning 3.0 in Education – Defining a New Technology-Enabled Experience Led Approach to Accelerate Student Future Skills Development","authors":"Jamie A. Kelly, V. McNair","doi":"10.22492/issn.2188-1162.2021.16","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.16","url":null,"abstract":"This paper argues that digital living and working has changed irrevocably as a result of the Covid-19 Pandemic and therefore, digital developments in education brought about mainly by the use of blended learning during the Pandemic needs to be converged to support lifelong digital learning. Adopting the European Unions definition of blended learning, the paper shows that a tripartite understanding of blended learning between schools, Industry and policymakers is needed to secure sustainability and transferability of digital skills from school to the workplace. The Digital Schools Awards programme is offered as a potential contributor to a digital culture of lifelong learning to consolidate the development of digital literacy across Europe so that the experiences of blended learning and teaching during the Pandemic can be harnessed and advanced. To be sustainable, blended learning must appeal to students and their teachers' pedagogical and curricular needs. The paper, therefore, promotes a continuum approach to blended learning where a range of developmental and progressive strategies are proposed as 'accelerators' for digital skills. A rationale for future work and draws on this continuum to support blended learning and the workplace as a lifelong practice. A multistakeholder, peer to peer approach to the future of learning and skills development will, we argue, positively impact the way 21 st -century citizens can educate, learn and work at cross-cultural, multi-societal and institution levels.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116728851","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: 0

Interdisciplinary Teaching at RWTH Aachen University – Project “Leonardo” 亚琛工业大学跨学科教学——“莱昂纳多”项目

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-26 DOI: 10.22492/issn.2188-1162.2021.12

A. Winkens, Stefan Böschen, C. Leicht-Scholten

引用次数: 0

Home Education: Reshaping Teachers and Parents’ Responsibilities in the Era of Intensive Parenting 家庭教育:强化教育时代教师与家长责任的重塑

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-26 DOI: 10.22492/issn.2188-1162.2021.14

Anna Chinazzi

引用次数: 2

Why Students Plagiarise: Corrupted Morals or Failed Education? 学生为何抄袭:道德败坏还是教育失败?

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-26 DOI: 10.22492/issn.2188-1162.2021.13

Joseph Wu, W. Chui, M. Hue, A. Yau

引用次数: 1