Journal of Classics Teaching最新文献

Ancient history education through project-based learning 通过项目式学习开展古代史教育

IF 0.3

Journal of Classics Teaching Pub Date : 2024-09-19 DOI: 10.1017/s2058631024000783

María-Pilar Molina-Torres

{"title":"Ancient history education through project-based learning","authors":"María-Pilar Molina-Torres","doi":"10.1017/s2058631024000783","DOIUrl":"https://doi.org/10.1017/s2058631024000783","url":null,"abstract":"<p>The effectiveness of teaching strategies and resources that promote meaningful content learning is most pronounced when active methods such as project-based learning (PBL) are used to teach Ancient History (Molina, 2020, 53). Therefore, this study focuses on a comprehensive assessment of the methodological and historical competences acquired by students enrolled in the secondary education teacher training programme at the University of Cordoba (Spain). The research, which is non-experimental and quantitative, uses a Likert-type scale and involves the participation of 201 Masters students who have completed the course ‘Learning and Teaching Social Sciences’. The results of the statistical analysis show a positive evaluation of PBL in terms of historical understanding and its effectiveness in improving historical awareness. It is crucial to emphasise the advantages of active and collaborative learning inherent in PBL. However, it is also imperative to acknowledge the challenges that students face in applying their methodological knowledge to the secondary school setting. The transition from theoretical understanding to practical implementation is a significant hurdle for many students aspiring to a career in education. These findings underline the importance of promoting the seamless integration of innovative pedagogical approaches into teacher training programmes in order to effectively address the specific challenges of teaching antiquity in an educational context. Finally, this research was made possible by the Ministry of Science and Innovation's ‘Prueba de Concepto’ project, funded by the European Union under grant number PDC2022-133123-I00, and also by the CLIOGEN project (GINDO-UB/187) on Ancient History.</p>","PeriodicalId":53809,"journal":{"name":"Journal of Classics Teaching","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142257172","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

Using the CSCP Classic Tales resources to improve literacy in Year 9 利用 CSCP 经典故事资源提高九年级学生的读写能力

IF 0.3

Journal of Classics Teaching Pub Date : 2024-09-18 DOI: 10.1017/s2058631024000771

Elizabeth Hayes

引用次数: 0

Writing in Latin: an experiment in composition among early-stage Latin learners 拉丁文写作：早期拉丁文学习者的作文实验

IF 0.3

Journal of Classics Teaching Pub Date : 2024-09-11 DOI: 10.1017/s2058631024000370

Jennifer Hreben

引用次数: 0

How can the reworking of Cicero's Pro Cluentio create an appreciation for his literature? Action research exploring methods to support first year A Level students encountering original Latin 如何通过对西塞罗的《Pro Cluentio》进行再创作来欣赏其文学作品？开展行动研究，探索帮助 A Level 一年级学生接触原始拉丁文的方法

IF 0.3

Journal of Classics Teaching Pub Date : 2024-09-05 DOI: 10.1017/s2058631024000382

Dayna Mistry

引用次数: 0

Telling Tales in Nature: Orchard Tales (L.) Robinson Pp. 60, Independently published, 2023. Paper £6.99. ISBN: 979-8852246370. 在大自然中讲故事：Orchard Tales (L.) Robinson Pp.60，独立出版，2023 年。纸张 6.99 英镑。ISBN：979-8852246370。

IF 0.3

Journal of Classics Teaching Pub Date : 2024-06-04 DOI: 10.1017/s2058631024000631

Alberto Regagliolo

引用次数: 0

Rome: The Game. Creating an online course as an interactive adventure game 罗马：罗马：游戏将在线课程制作成互动冒险游戏

IF 0.3

Journal of Classics Teaching Pub Date : 2024-06-03 DOI: 10.1017/s2058631024000394

Claudia Moser, Christian Thomas

引用次数: 0

Report on ‘Better arguments in Scottish classrooms’ 关于 "苏格兰课堂上更好的辩论 "的报告

IF 0.3

Journal of Classics Teaching Pub Date : 2024-05-31 DOI: 10.1017/s2058631024000709

Mary O'Reilly

{"title":"Report on ‘Better arguments in Scottish classrooms’","authors":"Mary O'Reilly","doi":"10.1017/s2058631024000709","DOIUrl":"https://doi.org/10.1017/s2058631024000709","url":null,"abstract":"This report describes a new project, ‘Better Arguments’, which seeks to teach learners in Scottish secondary schools about what constitutes a good argument, how to identify a bad argument and how to build their own ‘better’ arguments. The unit of lessons uses extracts from Cicero's Pro Caelio as a means of modelling both good and bad arguments, with the aim of equipping learners with a framework by which they can analyse and evaluate not only Cicero's arguments but arguments generally. By way of background, the report explains the current provision of Classics teaching within Scotland and the challenges facing those who are working to reinstate Latin and Classical Studies, particularly at National Qualification level. In this context, the ‘Better Arguments’ project is one strategy to increase the Classics provision in state schools. The report explains the rationale behind the design and content of the unit and then goes on to highlight the benefits of teaching this unit, especially the educational, cultural and social gains to be made. It identifies some of the potential challenges to the implementation of these lessons and offers some solutions to them. Finally, it considers the ways in which this project might be viewed as a starting point, with suggestions as to how the skills developed here might be further built upon through the use of other classical texts in future units of work.","PeriodicalId":53809,"journal":{"name":"Journal of Classics Teaching","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141190437","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 into the impact of vocabulary retrieval practice as a method of formative assessment in a Latin AS-level unseen translation context 调查词汇检索练习作为形成性评估方法在拉丁语 AS 级未见译文语境中的影响

IF 0.3

Journal of Classics Teaching Pub Date : 2024-05-28 DOI: 10.1017/s2058631024000692

Caitlin Casselman

{"title":"An investigation into the impact of vocabulary retrieval practice as a method of formative assessment in a Latin AS-level unseen translation context","authors":"Caitlin Casselman","doi":"10.1017/s2058631024000692","DOIUrl":"https://doi.org/10.1017/s2058631024000692","url":null,"abstract":"Unseen translation forms a central part of assessment and teaching both in the Latin GCSE and A Level. Developing skills for the unseen translation presents several challenges for the classroom teacher; unseens can be introduced using a scaffolded approach, yet pupils must learn to develop independence for the examination. Unseens can often take an entire lesson, or more to translate, precluding the opportunity for meaningful, immediate feedback. Furthermore, classes of mixed- ability students often suffer from staggered completion rates and unequal attention being divided among students. Within the curriculum, unseen classes can additionally suffer from feeling severed from the specification as passages contain unfamiliar material, the content is discrete from the set texts, and lack of an overarching framework for approaching unseens can make them feel irrelevant to pupils. Therefore, striking a balance between productive support for in-class unseen translation practice and nurturing pupil confidence requires a clear strategy. This article investigates the effect of two methods of formative assessment used in preparation for an unseen translation lesson with a year 12 class. Reflecting on the results of the investigation, this article discusses the opportunities different tasks may afford the Latin teacher for developing a vocabulary curriculum that supports long-term retention of vocabulary, increases the efficiency of unseen classes, and allows the unseen passage to be received as part of a wider framework of learning.","PeriodicalId":53809,"journal":{"name":"Journal of Classics Teaching","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141167555","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

Revered and reviled. An outline of the public debate regarding classical language education 尊敬与谩骂。关于古典语言教育的公开辩论概述

IF 0.3

Journal of Classics Teaching Pub Date : 2024-05-27 DOI: 10.1017/s2058631024000424

Alexandra Vereeck, Evelien Bracke, Katja De Herdt, Mark Janse

{"title":"Revered and reviled. An outline of the public debate regarding classical language education","authors":"Alexandra Vereeck, Evelien Bracke, Katja De Herdt, Mark Janse","doi":"10.1017/s2058631024000424","DOIUrl":"https://doi.org/10.1017/s2058631024000424","url":null,"abstract":"The value of classical language education is subject to a fierce dispute, waged continuously and internationally. While some dismiss Classics as useless or elitist, others herald its extraordinary formative value and the many benefits that await pupils. This article aims to give a novel overview of the public debate regarding classical language education, which is defined as follows: the controversy about the instruction of Latin and/or Ancient Greek at the secondary educational level, as it emerges from Western traditional media in the twentieth and twenty-first centuries. The reader is provided with historical insight into this debate that many classicists find themselves in the middle of, as well as with a logical and coherent framework of the various arguments pro and contra. The arguments are embedded in the history of classical language education, classified into categories, analysed and discussed at length. The classification of arguments hinges on the two main lines of criticism towards the study of classical languages, which are inspired by egalitarianism and utilitarianism respectively. As a backdrop to the analysis, we rely on the sociolinguistic theory of language ideology. The general conclusions of this paper are that the value of classical language education is indeed a highly ideologically charged matter, and that the surrounding public debate has known a remarkably high level of continuity.","PeriodicalId":53809,"journal":{"name":"Journal of Classics Teaching","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141167465","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

Treading water: new data on the impact of AI ethics information sessions in classics and ancient language pedagogy 踩水：关于人工智能伦理信息会议在古典和古代语言教学法中的影响的新数据

IF 0.3

Journal of Classics Teaching Pub Date : 2024-05-24 DOI: 10.1017/s2058631024000412

Edward A. S. Ross, Jackie Baines

{"title":"Treading water: new data on the impact of AI ethics information sessions in classics and ancient language pedagogy","authors":"Edward A. S. Ross, Jackie Baines","doi":"10.1017/s2058631024000412","DOIUrl":"https://doi.org/10.1017/s2058631024000412","url":null,"abstract":"\u0000 Over 2023, many universities and policy organisations in the higher education (HE) sector are working to create guiding principles and guidelines for the use of generative artificial intelligence (AI) in HE Teaching and Learning (T&L). Despite these guidelines, students remain unsure if and how they should use AI. This article discusses the AI information sessions held over the Autumn 2023 term in the Department of Classics at the University of Reading, which aimed to provide students with the knowledge and tools to make informed judgements about using AI in their studies. These sessions discussed the benefits and drawbacks of generative AI, highlighting training data, content policy, environmental impact, and examples of potential uses. Staff and student participants were surveyed before and after these information sessions to gather their opinions surrounding AI use. Although at least 60% of participants had previously used generative AI, 80% of participants were apprehensive of or against using generative AI tools for learning purposes following the AI information sessions. By providing staff and students with the ethical considerations surrounding generative AI, they can make an informed judgement about using AI in their work without misplaced faith or excessive fear.","PeriodicalId":53809,"journal":{"name":"Journal of Classics Teaching","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141099618","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