International Journal of Education and Practice最新文献

Applying rhetorical methods to teach writing techniques to pre-service teachers 运用修辞方法向职前教师传授写作技巧

International Journal of Education and Practice Pub Date : 2024-03-28 DOI: 10.18488/61.v12i2.3694

Olympia Papaevangelou, Rousaki Soultana, Dimitrios Syndoukas, Stavros Kalogiannidis

{"title":"Applying rhetorical methods to teach writing techniques to pre-service teachers","authors":"Olympia Papaevangelou, Rousaki Soultana, Dimitrios Syndoukas, Stavros Kalogiannidis","doi":"10.18488/61.v12i2.3694","DOIUrl":"https://doi.org/10.18488/61.v12i2.3694","url":null,"abstract":"This study explores the impact of rhetorical strategies on the writing techniques of pre-service teachers. It specifically examines how process-based writing instruction, rooted in Systemic Functional Linguistics (SFL), enhances the ability of student teachers to employ effective writing methods in crafting argumentative essays. Utilizing a sample of 98 student teachers from Greece, the research was conducted through a performance-based essay task, supported by two think-aloud protocols. This approach allowed for a detailed examination of the writing techniques used by pre-service teachers, both before and after receiving process-based writing instruction. The study focuses on the application and improvement of writing methods through the use of a rhetorical process approach. The results highlight the significance of rhetorical strategies, such as idea generation and rewriting, in the development of effective writing skills. The study reveals a clear improvement in the ability of students to choose and integrate relevant ideas into their essays after mastering these techniques. Additionally, the findings suggest the frequent use of translation strategies from native to foreign languages in concluding an article. This research underscores the importance of teaching rhetorical strategies in pre-service teacher training programs. By focusing on these techniques, educators can better equip student teachers with the skills necessary to become proficient writers, capable of addressing various audiences effectively. The study advocates for a greater emphasis on process-based instruction to enhance writing competencies in educational settings.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"142 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140369062","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

Leveraging challenges: Advancing digital education in the digital frontier 应对挑战：在数字前沿推进数字教育

International Journal of Education and Practice Pub Date : 2024-03-27 DOI: 10.18488/61.v12i2.3692

Navpreet Kaur, Krishan Gopal

{"title":"Leveraging challenges: Advancing digital education in the digital frontier","authors":"Navpreet Kaur, Krishan Gopal","doi":"10.18488/61.v12i2.3692","DOIUrl":"https://doi.org/10.18488/61.v12i2.3692","url":null,"abstract":"The purpose of this study is to investigate the difficulties faced by teachers while delivering online classes and to find various strategies to address these concerns. This study also aims to examine the post-pandemic shift toward blended teaching along with traditional methods. The present study utilizes a qualitative approach. The sample of the study comprises teachers in higher education institutions (HEIs) in Punjab. Semi-structured in-depth interviews with 32 teachers were conducted regarding the challenges they face while conducting online classes. The analysis was done using ATLAS.ti version 8. The findings shed light on six different categories of the difficulties faced by teachers: teaching amidst the home setting, assessment and evaluation, students’ engagement in online learning, technical problems, personal problems faced by the teachers, and issues related to institutional support. The study also tries to illustrate the transition from online to blended teaching, which has now become a new normal or the ‘next normal,’ despite the challenges. COVID-19 is one of the most severe issues that humanity has ever encountered. The transition and acceptance process varied across countries, regions, and institutions due to local circumstances and guidelines, but it was undoubtedly a roller coaster for teachers. Different individuals gradually unfolded the challenges. Blended education offers a flexible solution that can effectively address the challenges associated with online education in the post-pandemic era.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"39 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375187","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

Difficulties in studying the scientific concepts from the view point of 10th grade students at Irbid governorate 从伊尔比德省十年级学生的角度看学习科学概念的困难

International Journal of Education and Practice Pub Date : 2024-03-26 DOI: 10.18488/61.v12i2.3688

Shaimaa Yahya

{"title":"Difficulties in studying the scientific concepts from the view point of 10th grade students at Irbid governorate","authors":"Shaimaa Yahya","doi":"10.18488/61.v12i2.3688","DOIUrl":"https://doi.org/10.18488/61.v12i2.3688","url":null,"abstract":"This study sought to identify the difficulties of studying the scientific concepts among the tenth-grade students in Irbid governorate. In order to achieve the objectives of the study, a questionnaire was used to measure the students’ view point about difficulties they faced in learning scientific concepts. The questionnaire contained three areas: content, teachers and students. The sampling method involved selecting tenth-grade students from the first Irbid Directorate of Education at the end of the 2018-2019 academic year. A total of 415 students were included in the study; the gender distribution was nearly equal, and they were grouped according to their GPA. The results of the study showed that these three domains were a source of determining the difficulty levels. The students’ domain came first, followed by teachers, and content ranked last. The results also showed that there were statistically significant differences in the sources of difficulty due to gender differences in males, and due to the average difference in the benefit of students whose grades were less than 84%. In light of the results, the study framed a set of recommendations, including the need to emphasize the activation of technology in teaching, and holding lectures showing the importance of science and scientists.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"114 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380022","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

Geometric AR-based pedagogical module is beneficial: Affecting factors from the lens of Malaysian mathematics secondary school teachers 基于几何 AR 的教学模块是有益的：马来西亚中学数学教师眼中的影响因素

International Journal of Education and Practice Pub Date : 2024-03-26 DOI: 10.18488/61.v12i2.3687

F. Yahya, Aszunarni Ayob, Mohd Ridhuan Mohd Jamil, Mohd Muslim Md Zalli, W. Murtafiah

{"title":"Geometric AR-based pedagogical module is beneficial: Affecting factors from the lens of Malaysian mathematics secondary school teachers","authors":"F. Yahya, Aszunarni Ayob, Mohd Ridhuan Mohd Jamil, Mohd Muslim Md Zalli, W. Murtafiah","doi":"10.18488/61.v12i2.3687","DOIUrl":"https://doi.org/10.18488/61.v12i2.3687","url":null,"abstract":"The purpose of this study was to predict the likelihood that teachers would consider the Geometric AR-based Pedagogical Module (GeAR-PM) as beneficial, and study the factors that influence their decision. The data for this study was gathered via a survey method. A sample of 202 Malaysian secondary school teachers was randomly selected as respondents for this study. Specifically, the respondents were asked to answer questions using an instrument which was developed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study comprised four UTAUT variables: performance expectation, effort expectancy, social influence, and facilitating conditions, and one additional variable, self-efficacy. All variables showed high reliability with Cronbach Alpha’s values between 0.87 to 0.91. The data was analyzed using a binary logistic regression via Statistical Package for the Social Sciences (SPSS) version 27.0. The findings revealed that a teacher's belief that GeAR-PM is beneficial was significantly related to his/ her perception on effort expectancy, social influence, and self-efficacy. Hence, when developing the GeAR-PM, these three factors should be weighed up.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140378509","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

Mobile phones as an effective learning resource: Science teachers’ perspectives 手机作为一种有效的学习资源：科学教师的观点

International Journal of Education and Practice Pub Date : 2024-03-25 DOI: 10.18488/61.v12i2.3686

Osama M Kraishan

{"title":"Mobile phones as an effective learning resource: Science teachers’ perspectives","authors":"Osama M Kraishan","doi":"10.18488/61.v12i2.3686","DOIUrl":"https://doi.org/10.18488/61.v12i2.3686","url":null,"abstract":"This study aimed to find out the perspectives of science teachers on the effectiveness of using mobile in learning and education. Technological development in all areas of life has made an impact on the development of the educational process, through the invention of devices such as cell phones which had a share of this development. These devices were developed to support programs and applications that help in the education and teaching process. The current study used the analytical descriptive approach applied to a group of 150 male and female teachers in secondary schools in Al Dakhiliyah Governorate in Oman. Interviews were conducted with all 150 participants by asking specific questions in order to be classified and analyzed in a scientific way that helped to understand teachers' perspectives in the context and compared to previous literature. The findings revealed the positive impact of using the cell phone in learning and its effectiveness in improving and developing the educational process despite challenges. Cell phones have proved their effectiveness in facilitating the learning process as the results of this study showed that they encouraged science teachers and motivated them to use cell phones in their lessons","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":" 496","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382792","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

The effectiveness of the P5BL model in teaching biology for developing high school students’ deep understanding and academic achievement motivation P5BL 模式在生物教学中培养高中生深刻理解和学习动机的有效性

International Journal of Education and Practice Pub Date : 2024-03-25 DOI: 10.18488/61.v12i2.3685

Ehab Gouda Ahmed Tolba, Amjed Ahmed Abdullah AL-Dhmen

{"title":"The effectiveness of the P5BL model in teaching biology for developing high school students’ deep understanding and academic achievement motivation","authors":"Ehab Gouda Ahmed Tolba, Amjed Ahmed Abdullah AL-Dhmen","doi":"10.18488/61.v12i2.3685","DOIUrl":"https://doi.org/10.18488/61.v12i2.3685","url":null,"abstract":"This study aims to identify the effectiveness of the P5BL model in developing high school students’ deep understanding and academic achievement motivation in biology. To achieve the study objectives, a quasi-experimental design was adopted. The research sample consisted of 112 male students divided into two groups: a control group (54 students) and an experimental group (58 students). The research tools are a deep understanding achievement test, consisting of 20 multiple-choice questions, and the academic achievement motivation scale, consisting of 32 items. The results revealed that the P5BL model is effective in developing second-grade high school students’ deep understanding (explanation, interpretation, application and perspective) and academic achievement motivation (academic ambition, goal orientation, achievement orientation and cognitive motivation). A correlation was also found between developing second-grade high school students’ deep understanding and academic achievement motivation. The most important recommendations include the need to prepare guidance for science teachers to help them teach using the P5BL model, as well as inform science teachers of the importance of using the P5BL model to develop deep understanding and academic achievement motivation. Many suggestions are also presented, including conducting further research on teaching biology, such as investigating the impact of the P5BL model on developing students' creative thinking and inquiry skills and investigating the effectiveness of the P5BL model in developing pre-service biology teachers’ tendency toward self-reflection and reflective thinking skills.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":" 1242","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382652","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

An investigation of K–12 teachers' perception and use of differentiated instruction based on qualification, training, and experience 根据资格、培训和经验调查 K-12 教师对差异化教学的认识和使用情况

International Journal of Education and Practice Pub Date : 2024-03-25 DOI: 10.18488/61.v12i2.3683

Mariyam Shareefa, Visal Moosa, Wong Chee Hoo

{"title":"An investigation of K–12 teachers' perception and use of differentiated instruction based on qualification, training, and experience","authors":"Mariyam Shareefa, Visal Moosa, Wong Chee Hoo","doi":"10.18488/61.v12i2.3683","DOIUrl":"https://doi.org/10.18488/61.v12i2.3683","url":null,"abstract":"The purposes of the current study are to examine the levels of teachers’ perception and implementation of differentiated instruction (DI) and investigate the difference between teachers’ perception and the implementation of DI based on their qualifications, training in teaching students with special educational needs (SEN) and teaching experience. By employing a cross-sectional design, this study administered a survey to select 262 K–12 teachers working in Maldivian schools. Descriptive statistics including cross-tabulation were used in this study as the method of data analysis. Findings revealed that, for both perception and implementation of DI, the majority of teachers (52.8% and 52.3%, respectively) scored higher than the average. With respect to teachers’ perception, the results indicate that the majority of those who have a master’s level qualification (47.1%) had a low level of perception, while the vast majority of those who had specialized SEN training (75.0%) had a higher level of perception. With regard to implementation, unlike teachers with a bachelor’s degree or diploma level qualifications, the majority of those who have a master’s level qualification had a higher level of implementation (57.1%). Moreover, teachers who had specialized in SEN training had a higher level of implementation (66.7%), while the majority of the most experienced teachers had a lower level of implementation (51.3%). These findings confirm the importance of teachers’ continuous professional development, especially those who teach in high key-stage classes.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":" 76","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384731","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

Development and validation of the inquiry-based nature of science and argumentation: A new instructional model on students’ scientific argumentation ability 科学与论证探究性的发展与验证：学生科学论证能力的新教学模式

International Journal of Education and Practice Pub Date : 2024-02-26 DOI: 10.18488/61.v12i2.3657

Diah Puji Lestari, Paidi, Suwarjo

{"title":"Development and validation of the inquiry-based nature of science and argumentation: A new instructional model on students’ scientific argumentation ability","authors":"Diah Puji Lestari, Paidi, Suwarjo","doi":"10.18488/61.v12i2.3657","DOIUrl":"https://doi.org/10.18488/61.v12i2.3657","url":null,"abstract":"One of the important goals of science education is to improve scientific argumentation ability which is part of the core practice of science. The main goals of this research are to develop and validate the inquiry-based nature of science and argumentation (IB-NOSA) instructional model which is designed to improve scientific argumentation ability. The research design in this study is Research and Development (R&D) using the steps proposed by Borg & Gall. The feasibility test of the IB-NOSA instructional model was assessed using the Focus Group Discussion (FGD) method, an assessment of the IB-NOSA model book, and an instrument test of scientific argumentation ability involving four experts. The practicality test was assessed by a lower secondary school science teacher. The data were analyzed using quantitative methods, and the validity and reliability indexes were calculated. The results of the study show that the IB-NOSA instructional model is feasible and practical. Meanwhile, the validation results of the scientific argumentation ability test instrument show that each item is in the range of 0.92 to 1. This indicates that each item is valid for further use. Therefore, it can be concluded that the IB-NOSA instructional model has feasibility and practicality for use in science learning and for developing the scientific argumentation ability of lower secondary school students.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"180 S451","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140428449","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

Effect of music engagement and movement on attentiveness and memory in children with down syndrome: A quasi-experimental research 音乐参与和运动对唐氏综合症儿童注意力和记忆力的影响：准实验研究

International Journal of Education and Practice Pub Date : 2024-01-31 DOI: 10.18488/61.v12i1.3626

Hanwei He, Poon Chiew Hwa, Cheong Ku Wing

{"title":"Effect of music engagement and movement on attentiveness and memory in children with down syndrome: A quasi-experimental research","authors":"Hanwei He, Poon Chiew Hwa, Cheong Ku Wing","doi":"10.18488/61.v12i1.3626","DOIUrl":"https://doi.org/10.18488/61.v12i1.3626","url":null,"abstract":"Children with Down syndrome (DS) could have problems with attentiveness and memory due to innate developmental deficits. Studies have found that music can help improve the attentiveness and memory of children with DS. Orff-Schulwerk, a creative and improvisational music pedagogy, is often used to support the development of children with special needs. However, no study has used Orff-Schulwerk-based music interventions to explore their influence on the attentiveness and memory of children with DS. Therefore, this research aimed to examine the effect of music engagement and movement (MEM) on attentiveness and memory in children with Down syndrome. This quasi-experimental study involved 8-week MEM activities based on Orff-Schulwerk as the music intervention. This study recruited 18 children with DS, aged 7–10 years. MEM was used to teach vocabulary to children with DS and measured their memory and attention in classes. The results demonstrated that the attentiveness and memory of the participants were significantly improved in the MEM classes compared with the control group. The results of the paired t-test also showed statistically significant differences in attentiveness (t = 9.88, p < 0.001) and memory (t = -10.92, p < 0.001) before and after the intervention. The results of this study supported that MEM could help improve attentiveness and memory in children with DS. Implications and future directions are also discussed.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"390 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140473098","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

Factors influencing students’ learning satisfaction and students’ learning outcomes in blended learning 影响混合式学习中学生学习满意度和学生学习成果的因素

International Journal of Education and Practice Pub Date : 2024-01-30 DOI: 10.18488/61.v12i1.3624

Wenxuan Ren, Rui Wang, Syamsul Nor Azlan Mohamad, Chaojin Mao, Hasmik Harutyunyan

{"title":"Factors influencing students’ learning satisfaction and students’ learning outcomes in blended learning","authors":"Wenxuan Ren, Rui Wang, Syamsul Nor Azlan Mohamad, Chaojin Mao, Hasmik Harutyunyan","doi":"10.18488/61.v12i1.3624","DOIUrl":"https://doi.org/10.18488/61.v12i1.3624","url":null,"abstract":"In China, there is a thriving trend of utilizing a unique form of blended learning that combines MOOCs (massive open online courses) and SPOC (Small Private Online Course). However, the evaluation methods used for these blended learning courses have not been adequately developed. The objective and accurate evaluation of blended learning poses a challenge. Therefore, it is imperative to conduct a preliminary study to examine the relationships between various factors, such as the quality of the teaching environment, the quality of teachers' offline teaching, the quality of teachers' online teaching, and their impacts on students' learning satisfaction and learning outcomes in a blended learning setting. This study aims to analyze the factors in blended learning by employing structural equation modeling and interviews with 275 students. The findings of this research contribute to the advancement of student learning evaluation in blended learning by incorporating the evaluation of the teaching environment, the quality of teachers' online teaching, the quality of teachers' offline teaching, student satisfaction, and students' learning outcomes. Furthermore, this study offers a comprehensive analysis of the influence of the teaching environment on the aforementioned factors in blended learning, thereby providing a rationale and robust empirical evidence for the Chinese government's sustained investment in information technology infrastructure in higher education.","PeriodicalId":505988,"journal":{"name":"International Journal of Education and Practice","volume":"169 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483587","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