scholarly journals Active Learning by Visual Programming: Pedagogical Perspectives of Instructivist and Constructivist Code Teachers and Their Implications on Actual Teaching Strategies and Students’ Programming Artifacts

2021 ◽  
pp. 073563312110177
Author(s):  
Avital Kesler ◽  
Tamar Shamir-Inbal ◽  
Ina Blau
Keyword(s):  
Teaching Strategies ◽  
Formal Education ◽  
Computational Thinking ◽  
Visual Programming ◽  
Pedagogical Practices ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Optimal Learning ◽  
Formal Curriculum ◽  
Folk Pedagogy

The integration of visual programming in early formal education has been found to promote computational thinking of students. Teachers' intuitive perspectives about optimal learning processes – "folk psychology" – impact their perspectives about teaching "folk pedagogy" and play a significant role in integrating educational technologies, such as visual programming, within the formal curriculum. This study was conducted based on the mixed method research paradigm. First, a folk pedagogy questionnaire was distributed to 89 teachers who integrate differing technologies in their classroom in order to identify the teachers' pedagogical perspectives: constructivist versus instructivist. Then, semi-structured interviews were conducted with 24 teachers who teach Scratch in order to gain a deeper understanding of their instructivist/constructivist perspectives and actual pedagogical practices and strategies. Finally, we analyzed 96 students' programming artifacts to explore differences, if any, in students' outcomes related to the pedagogical perspectives of their teachers. Findings revealed that pedagogical perspectives are reflected in teaching strategies and assessment practices employed in a visual programming environment. It is promising that teaching visual programming promoted constructivist pedagogy even among instructivist teachers and was consequently reflected in student perspectives and expressed in their programming artifacts. We discuss theoretical and educational implications of these findings.

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

2021 ◽  
Vol 4 (9) ◽  
pp. 23-35
Author(s):  
Iman Abbas
Keyword(s):  
Higher Education ◽  
English Language ◽  
Pedagogical Practices ◽  
Survey Analysis ◽  
Structured Interviews ◽  
Formal Curriculum ◽  
Positive Attitudes ◽  
Skills Learning

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

scholarly journals Effective Teaching Strategies to Eliminate Spelling Problems Among Saudi English Language Undergraduates

2019 ◽  
Vol 9 (5) ◽  
pp. 317
Author(s):  
Dheifallah Altamimi ◽  
Radzuwan Ab Rashid
Keyword(s):  
University Students ◽  
Effective Teaching ◽  
Teaching Strategies ◽  
English Language ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Efl Learners ◽  
Effective Teaching Strategies ◽  
English Spelling

Saudi university students who learn English as a foreign language face multiple difficulties during the process of learning especially while mastering writing skill and its component (spelling). This paper aims to explore the most recommended teaching strategies to eliminate the Saudi university students’ spelling errors. The research participants were 15 students in English Language Department at Tabuk University and 15 English language lecturers from the same department. Group structured interviews were designed for the lecturers and students. The findings reveal that, there are different effective teaching strategies to master English spelling such as, practicing spelling, lecturers’ pedagogical practices and Learners’ Engagement. This paper concludes that, the spelling problems of EFL learners could be addressed by a variety of intervention strategies such as, instructors should be introduced to a range of teaching methods such as simulation situations where they can experience problems arising from poor spelling and roleplaying .Students should also be encouraged to engage in the learning process by setting tasks like, learning the spelling of a few selected words, which they can test each other on in pairs class and so evaluate their own and their peer’s work. This paper hoped that, the findings revealed in this study will help the policymakers in taking necessary actions in improving the learning experience of Arab learners of English.

Model Pembinaan Remaja Putus Sekolah Terlantar di Provinsi Lampung (Studi Pada Uptd Pelayanan Sosial Bina Remaja (PSBR) Raden Intan Lampung

2020 ◽  
Vol 2 (2) ◽  
pp. 231-241
Author(s):  
Maulita Daniar Anom ◽  
◽  
Novita Tresiana ◽  
Intan Fitri Meutia ◽  
◽  
...  
Keyword(s):  
Youth Development ◽  
Formal Education ◽  
Social Protection ◽  
Development Program ◽  
Rehabilitation Program ◽  
Drop Out ◽  
Structured Interviews ◽  
Youth Development Program ◽  
Coaching Activities ◽  
Out Of School

Education is a mandatory thing that must be obtained for every child. However, not all children are able to get education due to several factors, one of which is the economic condition of the family which causes them to drop out of school. Guidance for neglected drop-out teenagers is an action that is taken to overcome one of the social problems, which is neglected teenagers who have dropped out of school with the purpose of directing their personality, abilities and skills through non-formal education. This research was conducted at UPTD PSBR Raden Intan Lampung. The purpose of this research is to describe and analyze how the models and coaching programs are carried out to overcome neglected dropout teenagers.The method used in this research is descriptive with a qualitative approach with the use of data collection techniques, such as: structured interviews, documentation and observation. The data analysis technique used in this study was data reduction, data presentation and drawing conclusions, and for data validity techniques are the extension of observations and triangulation. Based on the research results, it shows that the model that is used as a reference in the implementation of coaching activities for neglected dropouts teenagers is the Youth Development Program (YDP) Model which has 3 approaches, that are: Institutional Based, Family Based and Community. The conclusion of this research is based on the analysis, namely the Youth Development Program (YDP) Model which is the reference applied through 4 programs by the UPTD PSBR Raden Intan Lampung, that are Social Rehabilitation Program, Social Security Program, Social Empowerment Program and the last Social Protection Program with the hope that this effort can solve the problem of neglected dropouts teenagers, especially in Lampung Province.

Impact and Challenges of Centres for Education and Community Action in Cameroon’s North West Region

2018 ◽  
Vol 8 (2) ◽  
pp. 51-74
Author(s):  
Fonteh Athanasius Amungwa
Keyword(s):  
Rural Development ◽  
Economic Crisis ◽  
Formal Education ◽  
Community Education ◽  
Sampling Technique ◽  
Community Action ◽  
Structured Interviews ◽  
North West ◽  
West Region ◽  
The Impact

This paper examines the impact of community education and challenges facing Centres for Education and Community Action as a rural development strategy in Cameroon. The study was conducted in the North-West Region of Cameroon, employing field observations, semi-structured interviews with key informants using a convenient sampling technique and through elaborate review of documents. These research instruments were blended into what is termed triangulation and the data collected was analysed descriptively. The main focus of qualitative analysis is to understand the ways in which people act and the accounts that people give for their actions. This paper posits that extreme dependence on the provision of Western formal education cannot solve the problems of a rapidly changing society like Cameroon, which is facing a long-term economic crisis and persistent unemployment issues of graduates. Consequently, education should be redefined in the context of the prevailing economic crisis to make it responsive to the aspirations of rural communities. Findings showed that community education had contributed towards rural development immensely but has suffered many challenges due to neglect of the field in the policy agenda. This paper recommends the integration of community education with formal education to facilitate group and community betterment in particular and rural transformation in general.

Individuals' waste separation practice in a relationship with social bonds: a case study of Hanoi, Vietnam

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Thi Kim Nhung Nguyen
Keyword(s):  
Social Bonds ◽  
Small Sample Size ◽  
Influential Factors ◽  
Small Sample ◽  
Household Waste ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Content Type ◽  
Sociological Approach ◽  
Waste Separation

PurposeThe paper aims to ascertain whether residents in Nguyen Du ward still sort their waste at source following the end of the 3R project that ended in 2009. Additionally, this paper aims to explore the relationship between waste separation practices and social bonds.Design/methodology/approachThe Travis Hirschi theory of social control was applied, together with the mixed method research design which included a structured questionnaire survey. Twelve semi-structured interviews were also conducted with residents and the data processed by SPSS software, using Chi-Square test, Independent-Samples t-test and Pearson's correlation analysis.FindingsA proportion of respondents has continued practicing waste separation since the 3R project ended. The study also indicated that the greater the involvement in family and neighborhood activities the more the participants were likely to practice waste separation.Research limitations/implicationsThe small sample size limits the extent to which the most influential factors can be determined and therefore the degree to which the findings can be generalized.Practical implicationsThe study includes implications for rerunning the waste separation programs for households as together with community campaigns to improve individuals' attachment and commitment and thus their participation in pro-environmental behaviors.Originality/valueTo the author’s knowledge, this is the first study to take a sociological approach to investigate factors affecting household waste separation, which has attracted little attention in previous studies. Useful information is also provided to local authorities for a policy-making process to implement effective domestic waste policies.

Teaching Strategies Guidelines to Foster the Computational Thinking Ability in Higher Education

2021 ◽  
Author(s):  
Virawan Amnouychokanant ◽  
Surapon Boonlue ◽  
Saranya Chuathong ◽  
Kuntida Thamwipat
Keyword(s):  
Higher Education ◽  
Teaching Strategies ◽  
Computational Thinking ◽  
Thinking Ability

Teaching Literature among Pre-Service Teachers: Challenges and Solutions

2021 ◽  
Vol 8 (1) ◽  
pp. 95-103
Author(s):  
Ain Suraya Harun ◽  
Norhanim Abdul Samat
Keyword(s):  
Time Management ◽  
Public University ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Teacher Trainees ◽  
The Subject ◽  
The University

Teacher trainees should be prepared to teach and exposed to the approaches, models, and techniques of literature teaching. Being ready can also boost their confidence to teach literature so that the lessons can be delivered smoothly.  These teachers are so new to teaching that they might face difficulties when teaching English, specifically literature. There are teaching techniques, strategies and approaches that those pre-service teachers can investigate to understand better how to apply in their teaching. Additionally, their lack of exposure towards literature teaching can also affect the performance of teaching. This paper seeks to investigate pre-service teachers’ readiness to teach literature in schools and the challenges faced by them while teaching literature. It also attempts to offer suggestions to improve better literature teaching. This mixed method research study used questionnaires distributed to 22 TESL pre-service teachers from a public university in Johor. Additionally, semi-structured interviews were conducted with two lecturers who have vast experiences in supervising pre-service teachers at schools. Results show that a majority of fourth year TESL students are ready to teach literature with the training and courses provided by the university. Also, among the challenges that they faced are time management and their students’ feelings on the subject. This study hopes to provide insights to training teachers on literature teaching.

Domestic Property Violence: A Distinct and Damaging Form of Parent Abuse

2015 ◽  
Vol 33 (4) ◽  
pp. 617-636 ◽  
Author(s):  
Latesha Murphy-Edwards ◽  
Kate van Heugten
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Meaning Making ◽  
Medium Size ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Parent Abuse ◽  
Making Sense ◽  
Qualitative Phase ◽  
Interpretative Framework ◽  
Property Violence

This article reports on the qualitative phase of mixed method research conducted in a medium-size city in New Zealand, which examined 14 parents’ experiences of child- and youth-perpetrated domestic property violence (DPV). The research used semi-structured interviews and interpretative phenomenological analysis, enabling parents’ perceptions of the causes and impacts of this form of family violence to be explored in depth. Three superordinate themes were identified in the analysis: damage done, the various impacts of DPV; staying safe and sane; and making sense of DPV, parents’ perspectives. An ecological meaning-making theory emerged from the data and provided an overarching interpretative framework for considering the themes both separately and together. The findings showed that DPV is a distinct form of parent abuse and one that can have serious impacts of a financial, emotional, and relational nature. The theoretical and practical implications of the findings are discussed along with ideas for further research into this problem.

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

Sign in / Sign up

Export Citation Format

Share Document