A Procedural Problem in Laboratory Teaching: Experiment and Explain, or Vice-Versa?

AbstractThis correlational study investigated the factors affecting cyberloafing behavior in an educational environment, specifically that of a computer laboratory teaching setting. A total of 272 students selected using convenience sampling responded to a questionnaire that collected data about cyberloafing behavior and student demographics, personality type, sense of belonging, motivation, locus of control and teacher evaluation (respect, activities, communication, motivation) as well as computer lab teaching settings and norms. The results indicated that students in computer lab teaching settings cyberloaf mainly for socialization, followed by personal business and news follow-up. Males cyberloaf more frequently than females, especially for personal business and news follow-up. As students’ internet skills increase, so does their cyberloafing, particularly for personal business and socialization. A lack of instructor norms in computer lab lectures and student amotivation are also associated with increases in cyberloafing for personal business, whereas instructors’ respect for students and negative attitudes towards cyberloafing are associated with decreases in cyberloafing for socialization. This paper discusses the study findings in detail and makes recommendations for additional research.

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Roman Numerals in Spanish Primary Education

Journal of Classics Teaching ◽

10.1017/s2058631021000398 ◽

2021 ◽

pp. 1-5

Author(s):

Alberto Regagliolo

Keyword(s):

Primary School ◽

Primary Education ◽

Ad Hoc ◽

Learning Experience ◽

Teaching Experiment ◽

Modern Age ◽

Latin Language ◽

Concrete Objects ◽

Positive Results

Abstract This article illustrates the importance of teaching Roman numerals, a component of a Latin language programme, as part of a Maths curriculum in a Spanish primary school. The aim is to contextualise the topic with concrete examples, supported by ancient Roman objects such as the milestone. The author discusses the relevance of a more integrated cross-curricular lesson to teach Roman numerals so that students better understand their use and make comparisons between ancient Roman and more modern traditions and culture, and to understand Roman influences on the modern age. Lastly, the author describes a teaching experiment in a Spanish primary school using some ad hoc materials to fulfil the aim of the study. The study outlines the positive results of integrating Roman numerals within the Maths lesson and shows that the students gained a richer and more valuable learning experience as they made reference to the concrete objects.

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Raising Awareness for IT Security in Higher Education - A Teaching Experiment on SQL Injection for Non-Computer Science Majors

Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2 ◽

10.1145/3456565.3460035 ◽

2021 ◽

Author(s):

Vivien Weinfurter ◽

Amrei Sophia Kirmaier ◽

Philipp Brune ◽

Bianca Bergande

Keyword(s):

Higher Education ◽

Computer Science ◽

Teaching Experiment ◽

It Security ◽

Science Majors ◽

Sql Injection ◽

Raising Awareness ◽

Computer Science Majors

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A Proposed Instructional Theory for Integer Addition and Subtraction

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.43.4.0428 ◽

2012 ◽

Vol 43 (4) ◽

pp. 428-464 ◽

Cited By ~ 49

Author(s):

Michelle Stephan ◽

Didem Akyuz

Keyword(s):

Number Line ◽

Teaching Experiment ◽

Learning Trajectory ◽

Realistic Mathematics Education ◽

Instructional Theory ◽

Education Theory ◽

Addition And Subtraction ◽

Support Students ◽

Grade Classroom ◽

Viable Model

This article presents the results of a 7th-grade classroom teaching experiment that supported students' understanding of integer addition and subtraction. The experiment was conducted to test and revise a hypothetical learning trajectory so as to propose a potential instructional theory for integer addition and subtraction. The instructional sequence, which was based on a financial context, was designed using the Realistic Mathematics Education theory. Additionally, an empty, vertical number line (VNL) is posited as a potentially viable model to support students' organizing their addition and subtraction strategies. Particular emphasis is placed on the mathematical practices that were established in this setting. These practices indicate that students can successfully draw on their experiences with assets, debts, and net worths to create meaning for integer addition and subtraction.

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