Education and New Developments 2022 – Volume 2最新文献

{"title":"PANDEMIC IMPACT ON THE COGNITIVE-LINGUISTIC SKILLS OF 1ST AND 2ND GRADE BRAZILIAN SCHOOLCHILDREN","authors":"Caroline Fernandes Brasil, Mariana Taborda Stolf, S. Capellini","doi":"10.36315/2022v2end049","DOIUrl":"https://doi.org/10.36315/2022v2end049","url":null,"abstract":"\"The Covid-19 pandemic made discrepancies between the different educational realities more evident for schoolchildren in the beginning of literacy. Aim: to characterize the performance of cognitive- linguistic skills of students in early literacy phases during the pandemic. Forty-eight Brazilian schoolchildren participated in this preliminary study, distributed in GI, composed by eighteen schoolchildren for 1st grade and GII, composed by thirty schoolchildren for 2nd grade, submitted to the application of the Cognitive- Linguistic Skills Assessment Protocol for students in the initial stage of literacy. Results: students from GI and GII showed average performance for writing the name, sequential alphabet recognition, and visual memory of shape. The GI presented a refusal response for the subtests of word dictation, nonword dictation and picture dictation, word repetition and visual sequential memory of shapes and poor performance for alphabet recognition in random order and average performance for alphabet recognition in sequence. GII showed lower performance for the subtests of word dictation, nonword dictation, picture dictation and superior performance for alphabet recognition in random order, alphabet in sequence and visual sequential memory of shapes. Discussion: the appropriation of the letter- sound relationship mechanism raises questions, since it evidenced the difficulty of all students in cognitive-linguistic skills necessary for the full development of reading and writing in an alphabetic writing system such as Brazilian Portuguese. Conclusion: students in the 1st and 2nd grade showed lower performance in cognitive-linguistic skills important for learning reading and writing.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115813141","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}

{"title":"A HYBRID INTERNATIONAL CO-TEACHING MODEL: CASE STUDY FOR BIOMEDICAL ENGINEERING DEGREE","authors":"B. Garcia-Zapirain, A. Méndez-Zorrilla, Ana Belen Lago-Vilariño","doi":"10.36315/2022v2end015","DOIUrl":"https://doi.org/10.36315/2022v2end015","url":null,"abstract":"\"Degrees in Biomedical Engineering are increasingly present among the international offer. The study plans of each of them allow to provide a certain specialization towards the different sub-areas within biomedical engineering through electives: orthopedics, microbiology, robotics, biosensors or artificial intelligence applied to clinical data. The fact of including 4 subjects of artificial intelligence is another of the particularities and/or differential elements of the curriculum. The University of Deusto offers a new degree in Biomedical Engineering of 240 ECTS where all the subjects of the \"\"Bio\"\" subject are taught in English, and include \"\"master class\"\" among other teaching methodologies. The teaching modality is hybrid, with a module of 24 ECTS dedicated to state-of-the-art frameworks in bioengineering that is entirely taught virtually and where international experts in each subject participate as online teachers. This is what we call \"\"international co-teaching\"\" which allows students to have a more realistic view of the use of technologies for biomedical applications but in an international framework. These teaching modules will follow a methodology that will combine synchronous videoconference sessions by international experts with an asynchronous methodology that includes the use of gamified activities for both content presentation and evaluation. Moreover, the teaching modules will be designed and developed according to a number of learning cycles that promote the development of the independent and meaningful learning of students and promotes the development of their knowledge, skills, attitudes, competences and values. Each learning cycle has five stages: experiential context, reflective observation, conceptualisation, active experimentation and assessment. These stages facilitate students' active construction of the learning content and the meaningful integration of that knowledge that will allow subsequent recovery, application and transfer.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124797996","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}

{"title":"EXPLORATION OF PRE-SERVICE ENGLISH FIRST ADDITIONAL LANGUAGE STUDENTS’ TECHNOLOGICAL READINESS TO TEACH DURING TEACHING PRACTICE","authors":"Grasia Chisango, Newlin Marongwe","doi":"10.36315/2022v2end012","DOIUrl":"https://doi.org/10.36315/2022v2end012","url":null,"abstract":"\"The outbreak of pandemics, such as Covid 19 and the need to learn “21st century skills” has resulted in universities intensifying the adoption and use of information and communication technology (ICT) in the training of pre-service teachers. Each teaching subject that pre-service teachers specialise in requires ICT skills relevant to the content of that subject. This paper focuses on English First Additional Language (ENGFAL) pre-service teachers’ readiness to teach using ICT. This group of students specialise in a Bachelor of Education Degree at Further Education and Training level. A qualitative approach was used to gather data from final year ENGFAL students who will be on teaching practice (TP) in the middle of the year. Two focus group interviews comprising of five students each, were used to collect data from the ENGFAL pre-service teachers at a developing university in South Africa. This study was informed by the Technological Pedagogical Content Knowledge framework (TPACK). Data were analysed using a thematic approach. Key themes that emanated from this study were that most students were confident that they could teach ENGFAL using the traditional methods of teaching. The students revealed that ENGFAL has many aspects derived from the Language and Literature components of the subject and that sometimes confused them. However, only a few were confident that they could select appropriate ICT with the most affordances to achieve lesson objectives. Therefore, the majority of the ENGFAL pre-service teachers had limited TPACK. Another important issue that also emanated from this study was that the participants felt that they would have learnt better on how to use ICT to teach if they had done that in a physical classroom. They did not get adequate time to practice teaching using ICT in the physical classroom due to the Covid19 lockdown. Researchers of this study concluded that more practice, teacher, and peer support is needed for pre-service teachers to master ICT use in teaching ENGFAL.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"337 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123517497","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}

{"title":"TRAINING IN OPEN SCIENCE FOR PHD STUDENTS: THE STUDENTS’ PERSPECTIVE","authors":"D. McGrath, E. Makri, T. Cusack, Nicola Mountford","doi":"10.36315/2022v2end059","DOIUrl":"https://doi.org/10.36315/2022v2end059","url":null,"abstract":"\"Studies in recent years from around the world have shown that between 15 to 50% of PhD graduates go on to work in Higher Education (depending on the cohort studied and how “work” is defined). These figures have led to the “PhD crisis discourse” (Cuthbert & Molla, 2015). A key feature of the PhD crisis discourse is that universities are producing too many PhD graduates compared to the number of academic jobs available, and that graduates lack skills that render them employable in jobs outside academia. Thus PhD education has been moving towards a pro-skills development agenda, with a particular focus on transferrable skills. This poster presents work undertaken as part of an EU funded project – “Opening Doors”. The goal of this project is to shape more innovative, socially aware and integrative research graduates, ready to meet the challenges of the future through a training module in Open Science - the design of which was informed through stakeholder interviews and a co-design workshop. This was a for-credit, online, interdisciplinary, intersectoral and international learning experience that consisted of challenge-based learning with external organisations, lectures and activities about open science and open innovation, and included facilitated work on career planning. Course participants were invited to take part in entry and exit interviews and submitted a written reflection at the end of the course. Their perspectives on this training are presented here where issues around career prospects, communication in collaboration and a new understanding of impact were to the fore.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130470655","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}

{"title":"FINNISH EARLY CHILDHOOD EDUCATION AND CARE LEADERS’ PERCEPTIONS OF THEIR ROLE IN SUPPORTING STAFF’S WELL-BEING","authors":"T. Kuutti, N. Sajaniemi, P. Björn","doi":"10.36315/2022v2end045","DOIUrl":"https://doi.org/10.36315/2022v2end045","url":null,"abstract":"\"It is widely recognized that in early childhood education and care (ECEC) environments, work-related well-being is one of the key elements of job satisfaction and coping at work. The well-being of ECEC professionals strengthens the quality of early childhood education and care and supports children’s well-being, development, and learning. ECEC leaders have an important role in boosting their staff’s well-being, especially when working in groups with children with special educational needs. The purpose of this study was to investigate Finnish ECEC leaders’ perceptions of their role in supporting their staff’s well-being. The study involved five ECEC leaders, and data was collected using semi-structured interviews. The findings showed that ECEC leaders brought up different kinds of dimensions concerning their role in supporting staff’s well-being: conversation partner, administrative actor, negotiator, pedagogical mentor, supporter of social cohesion, and supporter of expertise. By working according to these roles, ECEC leaders affected to their staff’s work-related well-being by decreasing job demands and increasing job resources. This research provides valuable information concerning the ways to support the well-being of ECEC professionals and leaders’ role in this crucial element of high-quality early childhood education and care.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121033878","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}

{"title":"SAROPAS: A COMPETENCY-BASED PERFORMANCE TASK DESIGN MODEL","authors":"Hsiu-Lien Lu, Daniel Chia-En Teng","doi":"10.36315/2022v2end069","DOIUrl":"https://doi.org/10.36315/2022v2end069","url":null,"abstract":"\"The Organization for Economic Cooperation and Development (OECD) published the learning framework 2030 which depicts students’ competency for future demands as three intertwined currents of knowledge, skills, and attitudes and values. Student’s knowledge can be observed when it is mobilized as skills in solving problems, and the use of knowledge and skills is mediated by attitudes and values. In other words, a student’s competency can better be observed and assessed when they respond to real situations and exercise their knowledge and skills to resolve problems. In educational practices, performance tasks are designed to mimic complex demands and challenges in real life that require students to apply their knowledge, skills, and attitudes and values in actions. For K-12 educators, the call for clear guidance of designing competency-based performance tasks is urgent. Wiggins & McTighe (2005) in their seminal work Understanding by Design suggested framing performance tasks using elements of authentic assessments — GRASPS (Goal, Role, Audience, Situation, Performance, Standards). GRASPS provides well-organized facets in designing assessments. However, considering the other side of the coin, curriculum design, GRASPS may be short for laying out the details of the design process. We refined GRASPS into SAROPAS (Setting/Scenario, Aim, Role, Observer, Products, Actions, Standards), a model with finer granularity in designing the curriculum and assessment which made the design process applicable and easier. A survey was conducted to verify the strengths of SAROPAS in designing performance tasks. One hundred and seventy-one in-service teachers participated in the survey. Three tasks were given to the participants asking for their review on what skills can possibly be assessed in resolving the tasks. The result showed that the task designed by the SAROPAS model obtained the highest ratings and agreement in mobilizing six types of skills which could really demonstrate students’ competency. Implications and suggestions about designing competency-based performance tasks were provided in this study.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"128 13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125388254","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}

{"title":"FROM FACE TO FACE TO REMOTE LEARNING: A PRIMARY EDUCATION TEACHING SCENARIO IN DIGITAL CLASS","authors":"Aikaterini Goltsiou, Chrysa Sofianopoulou","doi":"10.36315/2022v2end068","DOIUrl":"https://doi.org/10.36315/2022v2end068","url":null,"abstract":"\"Environmental protection and its utilization, taking account of sustainable development, becomes a necessity in today’s rapidly changing era. In the schools’ surrounding environment there are resources which could be integrated in the students’ everyday life, within the frameworks of sustainability and with respect to their existence and their characteristics. Students take up an active role by implementing STEM methodology in remote learning, with a combination of synchronous and asynchronous learning. The aim of the paper is to present the design of a teaching scenario about mathematics, in the field of geometry, and specifically the teaching of angles, via STEM methodology and utilization of e-me digital classroom. Students are asked to solve the problem of designing paths in the school garden and also to recognize the angles in their home and at the work of arts. If and how a math teaching scenario using the digital environment of e-me and Web 2.0 applications and applying modern and asynchronous distance learning with STEM methodology, could lead to understanding and knowledge acquisition. The estimated duration of the teaching scenario was three teaching hours in synchronous and asynchronous learning. It was designed and implemented in 5th grade students of a primary school in Athens. Students worked individually or in groups, depending on the task assigned to them in the digital learning environment, cultivating their critical thinking and problem solving. The involvement of students in synchronous and asynchronous learning and the results of their activity, showed that the students cultivated their critical thinking and problem-solving skills. They took pleasure through creativity. Their critical thinking was encouraged via STEM methodology, where the e-me environment favored students’ navigation and the co-construction of knowledge.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116944613","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}

{"title":"THE CHALLENGES OF TEACHING METHODOLOGIES, POST-COVID; HYBRID VS. HI-FLEX MODELS","authors":"Lynann Butler","doi":"10.36315/2022v2end017","DOIUrl":"https://doi.org/10.36315/2022v2end017","url":null,"abstract":"\"COVID-19 has changed the world in so many ways, including how health, science, and politics interface; how global finances are influenced by a pandemic; and how education is delivered. Many challenges were faced when traditional brick-and-mortar colleges and universities shifted abruptly from face-to-face teaching delivery methods to online teaching. Some of those challenges were based on social inequities, including access to laptops and to internet service, as well as access to childcare or eldercare services. As instructors from these institutions have been returning to the classroom, a fresh round of challenges are being faced, including an unwillingness of many students to return to campus, and a student demand for online access, even for face-to-face courses. The motivation for this paper came from my experiences as department head, fielding ongoing questions from full time and adjunct faculty as well as students about the benefits of hybrid vs. hi-flex teaching models. My objective was to explore the research in order to provide a more definitive response, and to smooth the class modality/scheduling process. A literature review was conducted, as were interviews with online education experts. The benefits and drawbacks of hybrid vs. hi-flex teaching methods have been defined and articulated.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125933464","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}

{"title":"\"A NARRATIVE INQUIRY INTO THE SOLIDARITY EXPERIENCED BY MYANMAR STUDENTS IN KOREA \"","authors":"Kim Hyemi, Kim， Youngsoon","doi":"10.36315/2022v2end096","DOIUrl":"https://doi.org/10.36315/2022v2end096","url":null,"abstract":"\"The purpose of this study is to explore Myanmar students’ experience of solidarity in Korean civil society and figure out the meaning of their experience. This study adopted Narrative inquiry among various qualitative methods, and in-depth interview is used for data collection. It seeks to discover the meaning of solidarity using the narratives lived and told by two research participants studying in Korea. As a result, three specific meanings embedded in the participants’ narratives were founded. First, recognize the need for solidarity due to the military dictatorship. Second, experience solidarity that transcended boundaries. Third, have will for another solidarity toward others. This study expects to reaffirm the importance of solidarity in the international community for Myanmar people and suggests a desirable direction for sustainable solidarity.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115292614","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}

{"title":"COLLABORATIVE ONLINE LEARNING – A CULTURE APPROACH BETWEEN DENMARK AND GREENLAND","authors":"Katrine Løth, Mette Nyrup Stilling","doi":"10.36315/2022v2end029","DOIUrl":"https://doi.org/10.36315/2022v2end029","url":null,"abstract":"\"Recently, attempts have been made at Copenhagen University College (KP) to combine traditional learning activities whit a globally teaching concept, where the students aiming to support digital interactions between students across countries. A COIL (Collaborative Online International Learning) involves online interactions between KP students and students from continuing education institutions in a different country, with the focus to collaborate on a subject-specific teaching assignment (Vil-lar-Onrubia & Rajpal 2015). Compared to traditional face-to-face courses, this course gave students the opportunity to work with the development of digital skills, as well as collaboration with students from other cultures, within the same field of study.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121792973","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}