The Effects 0f 4C-ID Model Approach on Acquisition and Transfer of Knowledge About Electric Circuits

This paper reports the first results of an experimental research, carried out in a private school with 9th grade students, where the 4C/ID-model was used for teaching and learning electric circuits. The authors describe the principles and features of the instructional model, that is suitability for the teaching and learning of complex knowledge and skills and yet their permeability to develop digital educational resources and learning environments. The authors analyse the preliminary experimental results in terms of students' performance (both reproduction and learning transfer), mental effort and instructional efficiency. They also suggest clues to future research.

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Supporting Wiki-Based Knowledge Exchange Processes

10.31234/osf.io/peq96 ◽

2017 ◽

Author(s):

Sven Heimbuch

Keyword(s):

Knowledge Exchange ◽

Experimental Studies ◽

Future Research ◽

Collaboration Scripts ◽

Group Awareness ◽

Exchange Processes ◽

First Results ◽

Complex Knowledge ◽

Collaborative Knowledge ◽

Quantitative And Qualitative Methods

Complex knowledge exchange processes in collaborative knowledge building settings within wikis can be either supported by providing guidance in form of cognitive group awareness information or by explicitly guiding learners with collaboration scripts. My Ph.D. project comprises a series of three experimental studies to determine which kind of support is most beneficial for varying types of learners working with wikis. For this research different fields of CSCL are integrated and both quantitative and qualitative methods are applied to provide comprehensive analyses in order to provide opportunities for other related research. Presenting and discussing aspects of my research and first results could be beneficial for my future research.

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"Let's Talk about Talks" - Supporting Knowledge Exchange Processes on Wiki Discussion Pages

10.31234/osf.io/8zgxj ◽

2017 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Knowledge Building ◽

Knowledge Exchange ◽

Experimental Studies ◽

Future Research ◽

Computer Supported Collaborative Learning ◽

Collaboration Scripts ◽

Exchange Processes ◽

First Results ◽

Complex Knowledge ◽

Collaborative Knowledge

Complex knowledge exchange processes in collaborative knowledge building settings within wikis can be either supported by providing guidance in form of cognitive group awareness information or by explicitly guiding learners with the help of collaboration scripts. Potentials of analyzing and supporting discussants' knowledge building processes focused on the level of talk pages have still been rarely researched. Our research project comprises a series of three experimental studies and one qualitative study to determine which kind of support is most beneficial for varying types of learners working with wikis. For this research different fields of computer-supported collaborative learning are integrated and both quantitative and qualitative methods are applied to provide comprehensive analyses in order to provide opportunities for other related research. Presenting and discussing aspects of our research and first results could be beneficial for future research. Our findings suggest that wiki talk page users can benefit from additional structuring aids.

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Formação para o Uso das Novas Tecnologias no Contexto Escolar

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2016v17n5p414-419 ◽

2016 ◽

Vol 17 (5) ◽

pp. 414

Author(s):

Alessandra Dedéco Furtado Rossetto ◽

Alessandra Dutra

Keyword(s):

Elementary School ◽

Learning Process ◽

Private School ◽

Teaching And Learning ◽

Field Research ◽

Teachers Perceptions ◽

Autonomy Development ◽

9Th Grade ◽

Use Of Technology ◽

Technological Tool

A escola da atualidade requer mudanças na postura dos envolvidos no processo de ensino e aprendizagem. Essas mudanças podem favorecer a qualidade das aulas, bem como as estratégias de ensino, as quais darão suporte ao desenvolvimento da reflexão e criticidade tanto do professor, quanto do aluno. Baseando-se nessas considerações, o presente estudo busca apresentar resultados de uma assessoria pedagógica direta para docentes do Ensino Fundamental de uma escola particular, localizada na cidade de Londrina-PR, no que se refere à formação docente e ao uso das Tecnologias no contexto escolar, especificamente, a ferramenta Webquest; auxiliar na elaboração de uma proposta de trabalho, empregando conteúdos de ambas as disciplinas; acompanhar a aplicação da Webquest junto aos alunos do 9º ano do Ensino Fundamental e apresentar os resultados da formação pedagógica, bem como as percepções dos professores, após a aplicação da Webquest. A abordagem teórica é baseada nos postulados de Abar e Barbosa; Moran; e Soares. Os tipos de pesquisa selecionados para o estudo são a bibliográfica, a de campo, a pesquisa-ação e a analítica. Os resultados mostraram que os professores compreenderam que a Webquest, enquanto ferramenta tecnológica contribui para o processo de ensino e aprendizagem, oferece aos alunos possibilidades de serem protagonistas de seu aprendizado e possibilita o desenvolvimento da iniciativa e autonomia. Palavras-chave: Assessoria Pedagógica. Ensino e Aprendizagem. Formação de Professores. Mediação Pedagógica. AbstractThe current school requires attitude changes concerningthose involved in the teaching and learning process. Such changes may favor the lessons and teaching strategies quality, which will support the development of reflection and critical of both the Teacher and the student. Based on these considerations, this study aims at presenting the results of a direct educational assistance to elementary school Teachers from a private school in Londrina city, regarding the Teacher’s training and the use of technology in schools, specifically the Webquest tool; assisting in the preparation of a proposal for a work employing content of both subjects; monitoring the Webquest implementation to the students from the 9th grade from elementary school and present the pedagogical training results as well as the Teachers’ perceptions after the Webquest’s application. The theoretical approach is based on assumptions of Abar and Barbosa; Moran; and Soares. The types of research selected for the study are the literature, the field research and the analytics. The results showed that Teachers understood that the Webquest as technological tool contributes to the teaching and learning process, and gives the students opportunities to be protagonists of their learning and enabling the initiative and autonomy development. Keywords: Pedagogical Advisory. Pedagogical mediation. Teaching and learning. Teacher’s training

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Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

European Journal of Interdisciplinary Studies ◽

10.26417/ejis.v1i3.p160-169 ◽

2015 ◽

Vol 1 (3) ◽

pp. 160 ◽

Cited By ~ 1

Author(s):

Eriselda Vrapi ◽

Xhevdet Zekaj

Keyword(s):

Elementary School ◽

Teaching And Learning ◽

English Language ◽

English Language Teaching ◽

Main Hypothesis ◽

Communicative Skills ◽

English Curriculum ◽

9Th Grade ◽

8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

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Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽

2019 ◽

Keyword(s):

Mobile Technology ◽

Private School ◽

Technology Use ◽

Case Study Research ◽

Educational Experience ◽

Mobile Technologies ◽

Future Research ◽

Content Creation ◽

Use Of Technology ◽

Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

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PSIV-34 Program Chair Poster Pick: Validating adapted scales to measure individual and situational interest in animal science undergraduates

Journal of Animal Science ◽

10.1093/jas/skaa278.818 ◽

2020 ◽

Vol 98 (Supplement_4) ◽

pp. 469-470

Author(s):

MaryGrace Erickson ◽

Danielle Marks ◽

Elizabeth Karcher ◽

Michel Wattiaux

Keyword(s):

Teaching And Learning ◽

Bifactor Model ◽

Situational Interest ◽

Future Research ◽

Validity And Reliability ◽

Animal Science ◽

Confirmatory Factor Analyses ◽

Introductory Course ◽

Item Functioning ◽

Animal Sciences

Abstract Efforts to improve the quality of teaching and learning in animal science are forestalled by the lack of psychometric scales validated in our disciplinary context. Researchers have used instruments validated outside of animal science reliably, but this approach has questionable validity. The objective of our research was to adapt and validate scales to measure the motivational variables individual interest (II) and situational interest (SI) in introductory animal sciences students. A total of 254 introductory course students in two consecutive semesters rated their interest in animal sciences on unidimensional II (8-item) and 3-factor SI (11-item) scales previously validated for psychology undergraduates. After adapting instruments with wording specific to animal sciences, we conducted a series of confirmatory factor analyses. First, we discovered and removed two problematic items from the unidimensional II scale, offered theory-based explanations for differential item functioning in animal sciences students, and validated a revised II scale (λ = 0.74 - 0.94, CFI = 0.995, RMSEA = 0.027). Next, we confirmed the validity and reliability of the SI scale and its three subscales (λ = 0.83 - 0.96, CFI = 0.979, RMSEA = 0.048). Finally, to explore the dimensionality of SI in our population, we fitted a bifactor model and computed ancillary indices. Results supported the reliability and empirical validity of the bifactor model as an alternative conceptualization of SI (CFI = 0.986, RMSEA = 0.044). and indicated that the SI scale is mostly unidimensional (ω H = 0.923). This suggests that total SI scores can be used as a composite measure but that subscale scores are substantially contaminated by the general SI factor and should not be interpreted as unique. We present the finalized scales, recommendations for their use in animal sciences classrooms, and suggestions for future research.

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A data acquisition setup for data driven acoustic design

Building Acoustics ◽

10.1177/1351010x20986901 ◽

2021 ◽

pp. 1351010X2098690

Author(s):

Romana Rust ◽

Achilleas Xydis ◽

Kurt Heutschi ◽

Nathanael Perraudin ◽

Gonzalo Casas ◽

...

Keyword(s):

Data Acquisition ◽

Interdisciplinary Approach ◽

Computational Design ◽

Surface Structures ◽

Future Research ◽

Data Set ◽

Process Measures ◽

First Results ◽

Spatio Temporal ◽

Automated Data Acquisition

In this paper, we present a novel interdisciplinary approach to study the relationship between diffusive surface structures and their acoustic performance. Using computational design, surface structures are iteratively generated and 3D printed at 1:10 model scale. They originate from different fabrication typologies and are designed to have acoustic diffusion and absorption effects. An automated robotic process measures the impulse responses of these surfaces by positioning a microphone and a speaker at multiple locations. The collected data serves two purposes: first, as an exploratory catalogue of different spatio-temporal-acoustic scenarios and second, as data set for predicting the acoustic response of digitally designed surface geometries using machine learning. In this paper, we present the automated data acquisition setup, the data processing and the computational generation of diffusive surface structures. We describe first results of comparative studies of measured surface panels and conclude with steps of future research.

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Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽

10.1177/21582440211026951 ◽

2021 ◽

Vol 11 (3) ◽

pp. 215824402110269

Author(s):

Guangbao Fang ◽

Philip Wing Keung Chan ◽

Penelope Kalogeropoulos

Keyword(s):

Professional Development ◽

Teaching And Learning ◽

Secondary School Teachers ◽

New Technology ◽

Development Program ◽

Future Research ◽

Information And Communication ◽

Using Data ◽

Teachers Professional Development ◽

Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

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Coping Styles: A Better Understanding of Stress and Anxiety in Individuals With Autism Spectrum Conditions Through Sport and Exercise Models

Psychological Thought ◽

10.5964/psyct.v7i2.115 ◽

2014 ◽

Vol 7 (2) ◽

pp. 134-143 ◽

Cited By ~ 3

Author(s):

Irina Roncaglia

Keyword(s):

Teaching And Learning ◽

Coping Styles ◽

Autism Spectrum ◽

Autism Spectrum Conditions ◽

Future Research ◽

Performance Psychology ◽

Psychology Literature ◽

Sport And Exercise ◽

And Coping ◽

Different Sources

The aim of this paper is to present an understanding of the coping mechanisms and coping styles adopted by individuals on the Autism Spectrum Conditions (ASC) by looking to draw parallels with sports performance psychology and how different sources of stress and anxiety can lead to the adoption of different coping styles. Firstly, an overview of current understanding of what constitute a stressor and how this can affect an individual is presented from sport and exercise psychology literature. Secondly, a model of coping styles is illustrated with the aim to shed light at how different perceptions of levels of stress and anxiety are managed both on an individual and group level. Thirdly, within the context of this understanding, some examples about how to support individuals on the ASC will be illustrated. Finally, implications for future research and reflection will be presented by highlighting the importance of teaching and learning coping and tolerance skills as part of a comprehensive and holistic psycho-educational program.

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“A child with autism only has one childhood”: main themes and questions for research from the “Digital Bubbles” seminar series

Journal of Enabling Technologies ◽

10.1108/jet-07-2017-0023 ◽

2017 ◽

Vol 11 (3) ◽

pp. 113-119 ◽

Cited By ~ 2

Author(s):

Sarah Parsons ◽

Nicola Yuill ◽

Mark Brosnan ◽

Judith Good

Keyword(s):

Teaching And Learning ◽

Social Research ◽

Responsible Innovation ◽

Future Research ◽

Content Type ◽

Community Stakeholders ◽

Autistic People ◽

Seminar Series ◽

The Uk ◽

Main Ideas

Purpose The purpose of this paper is to present an overview of the main messages and key questions for further research arising from the seven-seminar series entitled, “Innovative technologies for autism: critical reflections on digital bubbles”, funded by the Economic and Social Research Council in the UK. Design/methodology/approach A synthesis of the main ideas is presented, drawing on the presentations, discussions, participant feedback, and short papers from across the seminar series, which took place between November 2014-2016. Findings There were many positive examples where technologies were positioned and used as facilitative “bridges” between ideas, communities, understanding, and experiences. Researchers and community stakeholders also emphasised the importance of taking different perspectives and working in stronger partnerships with each other. Four overarching research questions were developed from these themes to provide a roadmap for future research, relating to: responsible innovation, technology-enabled social interaction, learning and pedagogy, and engagement. Originality/value The findings and methodologies produced by the Digital Bubbles seminar series, available on the project website (http://digitalbubbles.org.uk/) and in a series of short papers, provide a rich repository of state-of-the-art thinking in the field of autism and technology that is being utilised nationally and internationally in teaching and learning. This paper suggests some valuable future research directions and highlights the importance of establishing and maintaining multi-disciplinary research teams, with autistic people and their families at their core.

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