scholarly journals Beyond the Early Adopters: Escape Rooms in Science Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Alice Veldkamp ◽  
Marie-Christine P. J. Knippels ◽  
Wouter R. van Joolingen
Keyword(s):  
Science Education ◽  
Degrees Of Freedom ◽  
Teaching Experience ◽  
Thinking Skills ◽  
Early Adopters ◽  
Multiple Data ◽  
Teachers And Students ◽  
Time Restriction ◽  
Multiple Skills ◽  
Restricted Games

Case studies report enthusiastically on the implementation of escape rooms in science education. This mixed-method study explores beyond the early adopting teacher, as the perceptions of 50 teachers and 270 students were investigated. Escape rooms are time restricted games where participants work together and accomplish a specific goal. The escape rooms’ usability for education in terms of goals, experiences during gameplay, outcomes, and boundary conditions are studied, using multiple data sources: online questionnaires, interviews, classroom observations and movie clips made by students about their experiences. The use of mixed methods and large samples on this topic is a novelty. Results show that teachers of different ages, gender and teaching experience were appealed in particular to the diversity of activities offered that call for multiple skills and teamwork. Students experienced the need to think hard using multiple thinking skills and enjoyed the feeling of autonomy and mastery during gameplay. This is interesting, as an escape room setup is very strict, with few degrees of freedom. According to teachers and students, escape rooms are suitable for processing, rehearsing and formative assessment of science knowledge and skills. However, the time restriction during gameplay appears to be an ambiguous factor in student learning.

scholarly journals Computer Science Education in Malaysia Schools: The Challenges of Enhancing Computational Thinking Skills

2019 ◽  
Vol 8 (6S3) ◽  
pp. 441-444
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Teaching And Learning ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Ministry Of Education ◽  
Experienced Teacher ◽  
Interview Method ◽  
Teachers And Students

The aim of this paper is to discuss the challenges of computational thinking in computer science subject at school in Ministry of Education Malaysia. The study focuses on teaching and learning of computational thinking skills and computer science at secondary school to cope with the expected situation towards Education 4.0. The contribution study addresses the problem of improving computational skills among students through computer science education. The survey was conducted using the interview method and involved 3 experienced teacher in computer science. Qualitative data were analyzed using thematic analyzed using thematic analysis to extract meaning to understand and explain the subject matter of the study. The findings show that there is a gap based on technology exposure between the generation of teachers and students, therefore computer science requires a module and teaching materials that feature the latest technology. The study also found that the existing curriculum was in line with the efforts of improving the student's computational thinking skills. Therefore, teacher training, modular facilities, and technological materials still need to be improved in parallel with the development of technological knowledge for the generation of students and towards education 4.0.

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
R. M. Price ◽  
C. J. Self ◽  
W. C. Young ◽  
E. R. Klein ◽  
S. Al-Noori ◽  
...  
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Teaching Experience ◽  
Evidence Based ◽  
Student Centered ◽  
Brief Training

The Science Teaching Experience Program-Working in Science Education (STEP-WISE) provides mentorship, practice, and feedback for research postdocs who are learning and applying inclusive, evidence-based pedagogies. The program is successful and sustainable for institutions. Its salient components are outlined here.

scholarly journals History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113-122
Author(s):  
Khairunnajwa binti Samsudin ◽  
Mohd Mahzan bin Awang ◽  
Anuar bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals A Scoping Review on Implementation of I-Think Maps and Its Effects on Higher Order Thinking Skills in Malaysian Schools

2021 ◽  
Vol 17 (2) ◽  
pp. 169
Author(s):  
Lina Mursyidah Hamzah ◽  
Wan Mazwati Wan Yusoff
Keyword(s):  
Scoping Review ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Measurement Scale ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Research Activities ◽  
Teachers And Students ◽  
The Impact

Abstract: Malaysian schools have been implementing i-Think program as a means to develop higher order thinking skills among primary and secondary school students since 2013. Thus, there is a need to assess the implementation of the i-Think program since it was made compulsory almost seven years ago. This paper reports a scoping review of research activities conducted on the implementation of the i-Think program in Malaysian schools to synthesize studies on the implementation of the i-Think program in the classrooms; teachers' and students’ acceptance of the program; examine its impact on HOTS and students’ achievement; and to identify and disseminate the gaps in the works of literature. Forty articles were reviewed and the results indicated that the data on how i-Think programs were implemented in classrooms were so small that no definite conclusions could be made. Results on both students' and teachers’ levels of knowledge on i-Think maps were mixed. Majority of studies showed that i-Think maps significantly enhanced students’ achievement. However, no study measured the impact of i-Think on HOTS despite researchers' claim that i-Think maps had stimulated students’ HOTS. Thus, future studies should focus on showing correlation between i-Think and HOTS by using a validated measurement scale to assess students’ HOTS, development of valid and reliable measurement scale to gather a large pool of data to illustrate more comprehensively the status of i-Think implementation in schools throughout Malaysia, support systems provided to teachers at school and district level, and identifying barriers that hinders teachers from implementing i-Think program. Keywords: HOTS, i-Think Maps, Malaysian schools, Scoping review.

Crosscutting Concepts in Science Support Literacy and Writing

2019 ◽  
pp. 262-275
Author(s):  
Diana Loyd O'Neal
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Research Problem ◽  
Thinking Skills ◽  
Content Areas ◽  
Higher Level Thinking ◽  
Teachers And Students ◽  
Primary Focus ◽  
Literacy And Writing ◽  
Crosscutting Concepts

The purpose of the chapter is to guide teachers in development of authentic and engaging lessons through multidisciplinary integration. As cross-curricular lessons are implemented, collaborative support between science, math, ELA, social studies, and related arts classes builds excitement for teachers and students. Students are challenged to take ownership of learning using higher-level thinking skills, creativity in design, and practicing 21st century skills such as collaboration, research, problem solving, and innovation. The chapter provides examples of integrative ideas and suggestions on how to begin developing multidisciplinary lessons. Although the primary focus relates to the crosscutting concepts in science with ELA expectations, the resources provided also include integrations for other content areas as well. The goal of the chapter is to provide models for the development of inquiry-based, authentic, and engaging opportunities for students to develop higher conceptual understanding and offer methods for applying their learning to real-world concepts.

Teachers' and Students' Role in the Learner-Centered Classrooms

2021 ◽  
pp. 800-813
Author(s):  
Angelina Popyeni Amushigamo
Keyword(s):  
Learning Environments ◽  
Subject Matter ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learner Centered ◽  
Transmission Of Information ◽  
Teachers And Students ◽  
The Subject ◽  
Role Of Teachers

Prior to Namibia's independence in 1990, the role of the teacher in an educational environment has been defined as the transmission of information to students, and the teacher was regarded as the all-knowing person in the classroom, who slavishly followed the textbook in transmitting the subject matter to the students. In some cases, the teacher did not understand the subject matter that he/she transmitted to students. Therefore, there was no explanation of what was being taught. Students had to sit passively and listen to the teacher; learn by memorization (rote learning), and recall the transmitted information. This study explored perceptions of the role of teachers and students in learner-centered classrooms in a primary school in Namibia. Learner-centered teachers create learning environments that promote students' active engagement with learning and develop critical thinking skills.

The i2Flex Transformation of a Commemorative Event to a Service-Learning Experience

2021 ◽  
pp. 589-615
Author(s):  
Christina Bakoyannis ◽  
Sevasti Koniossis
Keyword(s):  
Middle School ◽  
Service Learning ◽  
United Nations ◽  
Learning Experience ◽  
School Setting ◽  
Thinking Skills ◽  
School Students ◽  
Advisory Program ◽  
Teachers And Students

The American Community Schools (ACS) Athens Middle School was able to transform a one-day commemorative event known as United Nations Day into long-term service-learning using i2Flex principles and methodologies. The i2Flex blended learning component enabled teachers and students to overcome time limitations and empowered students to take ownership of their service. Utilizing i2Flex strategies can prove meaningful for long term student character development, innovation, and critical thinking skills required in the 21st century. The United Nations Sustainable Development Goals (UN SDGs or Global Goals) guided the development of the Moodle course shell and a lasting service-learning experience for middle school students. The authors also discuss how the transformation of United Nations Day into authentic service-learning shaped an advisory program in the middle school and what implications it can further have in a school setting.

Teachers’ and Students’ Support for Corporal Punishment—A Practice Outlawed by the Government of Kenya

2019 ◽  
pp. 088626051987794
Author(s):  
Fredrick N. Matofari
Keyword(s):  
Corporal Punishment ◽  
Teaching Experience ◽  
School Grade ◽  
Professional Qualification ◽  
Female Teachers ◽  
Years Of Teaching Experience ◽  
Teachers And Students ◽  
The Government ◽  
Male To Female ◽  
Survey Questionnaires

Application of corporal punishment (CP) in Kenyan schools continues to be controversial in that CP is banned but esteemed by parents, some teachers, and even students. This investigation sought to establish and describe participants’ degrees of support for the application of CP in schools in Eldoret Municipality. Randomly selected samples of 86 teachers and 192 students were investigated for their support of CP through survey questionnaires. Data analysis was undertaken using nonparametric and descriptive statistics. Teacher support for CP was found to be undifferentiated by gender, teaching experience, and professional qualification. Teachers with less than 12 years of teaching experience were more pro-CP in attitude compared with their older colleagues. A higher ratio of male-to-female teachers is associated with a greater tendency to apply CP in the schools investigated. Differences in support for CP among students were found by gender, age, and school grade. The findings have implications for school discipline and success of the government ban.

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