Nurturing mathematical creativity for the concept of arithmetic mean in a technologically enhanced ‘personalised mathematics and mathematics inquiry’ learning environment

Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch019 ◽

2019 ◽

pp. 399-410

Author(s):

Ke Zhao

Keyword(s):

Learning Environment ◽

Language Learning ◽

Language Proficiency ◽

Learning Strategy ◽

Inquiry Learning ◽

Strategy Use ◽

Business English ◽

Language Learning Strategy ◽

Learning Strategy Use ◽

Collaborative Inquiry Learning

This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.

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My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

Journal of Education and Learning ◽

10.5539/jel.v6n3p107 ◽

2017 ◽

Vol 6 (3) ◽

pp. 107 ◽

Cited By ~ 2

Author(s):

Sreelekha Leelamma ◽

Uma Devi Indira

Keyword(s):

Learning Environment ◽

Secondary Students ◽

Instructional Strategy ◽

Environmental Science ◽

Inquiry Learning ◽

Cognitive Learning ◽

Control Group ◽

School Students ◽

Inquiry Based Learning ◽

Multiple Dimensions

This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the virtual world to extend their learning experiences. The effectiveness of this innovative approach is determined by comparing the learning effectiveness of an Experimental Group (EG) exposed to the experimental strategy and a Control Group (CG) taught the same content using the pedagogy prescribed by the state curriculum. The results show significant positive results in favor of the EG in multiple dimensions of cognitive learning prescribed by Bloom’s Taxonomy: Knowledge, Comprehension and Application.

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Fishy Fun under the Sun

Mathematics Teaching in the Middle School ◽

10.5951/mtms.9.2.0078 ◽

2003 ◽

Vol 9 (2) ◽

pp. 78-82

Author(s):

Deborah A. Moore ◽

Maria C. Schwarz

Keyword(s):

Middle School ◽

Middle School Students ◽

Cooperative Learning ◽

Learning Environment ◽

The Sun ◽

School Students ◽

Ratio And Proportion ◽

Hands On ◽

And Mathematics ◽

Integrate Science

MY FAVORITE SEQUENCE OF LESSONS involves fun and creative activities that are both interesting and accessible to middle school students. The activities described in this article give a teacher one week's worth of lessons that allow geometry and measurement as well as ratio and proportion to be addressed in a cooperative learning environment. These lessons integrate science and mathematics with hands-on exploration using manipulatives.

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Collaborative group engagement in a computer-supported inquiry learning environment

International Journal of Computer-Supported Collaborative Learning ◽

10.1007/s11412-015-9218-y ◽

2015 ◽

Vol 10 (3) ◽

pp. 273-307 ◽

Cited By ~ 47

Author(s):

Suparna Sinha ◽

Toni Kempler Rogat ◽

Karlyn R. Adams-Wiggins ◽

Cindy E. Hmelo-Silver

Keyword(s):

Learning Environment ◽

Inquiry Learning ◽

Collaborative Group ◽

Group Engagement

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Correlation Between Learning Environment at School and Mathematics Learning Outcomes for the Fourth Grade Student of Elementary Schools in Kebumen Sub-District in Academic Year of 2019/2020

Kalam Cendekia: Jurnal Ilmiah Kependidikan ◽

10.20961/jkc.v8i1.40401 ◽

2020 ◽

Vol 8 (1) ◽

Author(s):

Purwaka Atmaja ◽

Joharman Joharman ◽

Ratna Hidayah

Keyword(s):

Elementary Schools ◽

Learning Environment ◽

Learning Outcomes ◽

Mathematics Learning ◽

Fourth Grade ◽

Grade Student ◽

Significance Level ◽

Correlation Test ◽

And Mathematics ◽

Academic Year

Abstract. Correlation Between Learning Environment at School and Mathematics Learning Outcomes for the Fourth Grade Student of Elementary Schools in Kebumen Sub-District in Academic Year of 2019/2020. The research aims to examine positive correlation between learning environment at school and mathematics learning outcomes and to determine the contribution learning environment at school toward mathematics learning outcomes for the fourth grade students of elementary schools in Kebumen sub-district in academic year of 2019/2020. The research is a quantitative research with correlation method. The samples are obtained by cluster random sampling with Statistical Product and Serice Solution (SPSS) application. The samples are 349 students in twelve elementary schools in Kebumen Sub-District. The data collection techniques include questionnaire and test. Data analysis uses pearson product-moment correlation test with significance level 0.05 and adjusted R square. The correlation test finds sig = 0,000 (sig < 0,05). It means that there is positive and significant correlation between learning environment at school and mathematics learning outcomes. It shows the better learning environment at school, the higher mathematics learning outcomes. Learning environment at school contributes mathematic learning outcomes by 13,1% and the remaining 86.9% is influenced by other factors. The results of this study are in accordance with existing theories and are also supported by relevant research.Keywords: learning environment at school, mathematics learning outcomes

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STEM education through project-based inquiry learning: An Exploratory study on its impact among year 1 primary students

Jurnal Pendidikan Sains Dan Matematik Malaysia ◽

10.37134/jpsmm.vol7.no2.4.2017 ◽

2017 ◽

Vol 7 (2) ◽

pp. 43-51

Author(s):

Ong Eng Tek ◽

Norazura Safiee ◽

Zaharah Mat Jusoh ◽

Sabri Md Salleh ◽

Abdul Manas Hanafi Mohamed Noor

Keyword(s):

International Education ◽

Stem Education ◽

Teaching And Learning ◽

Inquiry Learning ◽

Primary Students ◽

Pedagogical Practice ◽

Education Standards ◽

The Government ◽

And Mathematics

Given the context of rising international education standards and the aspiration of better preparing Malaysia’s children for the needs of the 21st century, the Government of Malaysia has conceptualised the Malaysia Education Blueprint 2013-2025 which embodies 11 strategic and operational shifts. In Shift 1, it is emphasised that the quality of Science, Technology, Engineering, and Mathematics (STEM) Education will be enhanced. Accordingly, this paper describes the pedagogical practice of Project-based Inquiry Learning (PIL) which promotes STEM Education among Year 1 students in the move to progress in tandem with Shift 1. Specifically, using the context of a magnet which has been stipulated in the Primary School Standard Curriculum, Year 1 students experienced the STEM Education through the STEM Pedagogy in which they raised questions upon the presentation of a relevant stimulus (Inquiry Phase), explored the ways in which a train carriage or coach could be assembled by means of recycled materials and magnets (Exploration Phase), designed a train carriage (Design Phase), and ultimately reflected on their inventions (Reflection Phase). The cognitive and affective impacts though the use of this Project-based Inquiry Learning are presented. Implications for the teaching and learning of science are discussed within the context of STEM Education.

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Feedback Seeking Behaviour, Classroom Learning Environment and Mathematics Anxiety of Polytechnics Students in Malaysia

Journal of Contemporary Educational Research ◽

10.26689/jcer.v1i1.146 ◽

2017 ◽

Vol 1 (1) ◽

Cited By ~ 1

Author(s):

Ying-Leh Ling

Keyword(s):

Learning Environment ◽

Mathematics Anxiety ◽

Mediating Effect ◽

Classroom Learning Environment ◽

Feedback Seeking ◽

Classroom Learning ◽

Learning Mathematics ◽

Evaluation Anxiety ◽

And Mathematics ◽

The Relationship

The aim of this study was to investigate mediating effect of feedback seeking behaviour on the relationship between classroom learning environment and mathematics anxiety. The study sample consisted of 158 students from a selected polytechnic in Malaysia. Questionnaires were used in this study. The results showed that all the variables studied in this study had a mean score values between 4.50 to 5.60 Moreover, the findings also showed that classroom learning environment and feedback seeking behaviour has an influence towards mathematics anxiety. Specifically, based on the result of the data analysis, it can be concluded that feedback seeking behaviour acts as a full mediator towards the relationship between classroom learning environment (lecturer support and involvement) and mathematics anxiety (learning mathematics anxiety and mathematics evaluation anxiety). Findings suggest that the lecturer support and participation on an ongoing basis is very important in overcoming mathematics anxiety.

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THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS’ TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT

Journal of Baltic Science Education ◽

10.33225/jbse/14.13.19 ◽

2014 ◽

Vol 13 (1) ◽

pp. 19-31

Author(s):

Mario Mäeots ◽

Margus Pedaste

Keyword(s):

Learning Environment ◽

Science Learning ◽

Inquiry Learning ◽

Learning Approach ◽

Web Based ◽

Inquiry Skills ◽

Open Inquiry ◽

Effective Learning ◽

Web Based Learning

Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students’ transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students’ general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students’ general inquiry knowledge, and these are related with the level of transformative inquiry skills. Key words: computer-supported inquiry learning, general inquiry knowledge, inquiry learning, inquiry meta-processes, transformative and regulative inquiry processes.

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