Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training

This research is predicated on the hypothesis that a fieldtrip project adhering to a CLIL (Content and Language Integrated Learning) philosophy can be effective in promoting learning of both social and linguistic competencies. The main objective was to evaluate the didactic efficacy of a bilingual urban itinerary with teachers in training (from bilingual and non-bilingual groups) to develop geohistorical, didactic and linguistic competencies. Procedural and consolidated learning was assessed, via a dossier of activities and a statistically validated pretest-posttest. High development values were obtained in procedural tasks (average = 8.8/10), as well as a high increase in consolidated acquisition (average = +24.5% students). The greatest growth was observed in language skills (+ 26.4%). The assessed knowledge after the itinerary was significantly higher than before, for all competencies. However, there was no statistically significant difference between students belonging to bilingual or monolingual groups. Students positively valued these results. It is concluded that a local didactic fieldtrip is an effective CLIL strategy to develop social and linguistic competencies, and yet it is rarely discussed in the scientific literature and curricula. Received: 3 March 2021Accepted: 5 October 2021

RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND OPPORTUNITY TO LEARN WITH DIFFERENT TYPES OF MATHEMATICAL TASKS

We investigated how the opportunity to learn (OTL) with different types of mathematics tasks are related to mathematical literacy and the role of perceived control in the relationship between OTL and mathematical literacy. The structural equation modeling was applied to the data of 1,649 Korean students from the PISA 2012 database. OTL with the four different types of tasks – algebraic word problems, procedural tasks, pure mathematics reasoning, and applied mathematics reasoning – were measured via student survey on how often they have encountered each type of task in their mathematics lessons and tests. The results showed that OTL with the procedural tasks was likely to increase mathematical literacy directly and indirectly through internal perceived control. Engaging in the applied reasoning tasks is positively related to external perceived control, but negatively to mathematical literacy.

Augmented Reality Procedure Assistance System for Operator Training and Simulation

This study explores the design, implementation, and evaluation of an Augmented Reality (AR) prototype that assists novice operators in performing procedural tasks in simulator environments. The prototype uses an optical see-through head-mounted display (OST HMD) in conjunction with a simulator display to supplement sequences of interactive visual and attention-guiding cues to the operator’s field of view. We used a 2x2 within-subject design to test two conditions: with/without AR-cues, each condition had a voice assistant and two procedural tasks (preflight and landing). An experiment examined twenty-six novice operators. The results demonstrated that augmented reality had benefits in terms of improved situation awareness and accuracy, however, it yielded longer task completion time by creating a speed-accuracy trade-off effect in favour of accuracy. No significant effect on mental workload is found. The results suggest that augmented reality systems have the potential to be used by a wider audience of operators.