Modified teaching-learning-based optimization algorithm for multi-objective optimization problems

When solving multi-objective optimization problems, an important issue is how to promote convergence and distribution simultaneously. To address the above issue, a novel optimization algorithm, named as multi-objective modified teaching-learning-based optimization (MOMTLBO), is proposed. Firstly, a grouping teaching strategy based on pareto dominance relationship is proposed to strengthen the convergence efficiency. Afterward, a diversified learning strategy is presented to enhance the distribution. Meanwhile, differential operations are incorporated to the proposed algorithm. By the above process, the search ability of the algorithm can be encouraged. Additionally, a set of well-known benchmark test functions including ten complex problems proposed for CEC2009 is used to verify the performance of the proposed algorithm. The results show that MOMTLBO exhibits competitive performance against other comparison algorithms. Finally, the proposed algorithm is applied to the aerodynamic optimization of airfoils.

Microteaching: An Opportunity for Meaningful Professional Development

Microteaching is a way of doing professional development for teachers wanting to incorporate new evidence-based and high-leverage practices into their instructional toolboxes. Given how much work is required in teaching and the limited time professionals have available, microteaching is an accessible process that supports instructional improvement by practicing evidence-based and high leverage strategies. Professionals, working with a small group of peers, engage a four-phase process that includes planning, enactment of a strategy, as well as individual and group reflection. Professionals use the opportunity to explore a teaching strategy that is responsive to student needs in the context of critical friends. Having an opportunity to try it out before introducing it in the classroom can be a valuable way to work out bugs, discover aspects that need development, and build a sense of efficacy. Microteaching is a way to support collegial growth by seeing into each other’s classroom practice.

Analysis of Literary Situation and Reconstruction of the Writing Subject in Literary Education by Educational Psychology

Educational psychology focuses on the laws of change in the knowledge, skills, and individual psychology of the educatees in the process of education and teaching. Writing teaching is a key and difficult point in literature teaching. Nowadays, it is common for students to be afraid and tired of writing in school literature education. In view of these problems, the present work optimizes the teaching mode of writing from the perspective of reconstructing the writing subject. Through literature research and interdisciplinary analysis, a questionnaire is designed to analyze the literary situation and the reconstruction of writing subjects in literary education. The questionnaire is aimed at three aspects, namely the hidden educational effect of teachers’ personality charm, the influencing factors of students’ psychology and students’ learning effect, and the influencing factors of psychology of the communication between teachers and students and teachers’ teaching effect. Then, the changes of students’ performance in literary class in these three aspects before and after using the teaching strategy of writing subject reconstruction are analyzed. Finally, the changes of students’ grades in the literary course are investigated. In this experiment, a total of 400 questionnaires were distributed, and a total of 389 questionnaires were collected. The survey results show that the number of students who feel the classroom atmosphere is active increases by 10%, the number of students who listen carefully and take notes increases by 7%, and 45% of students have improved their grades. Besides, after the implementation of the teaching strategy, most students change their attitude to the literature course, become more active, and significantly improve their motivation for learning. This study has a certain reference value for the analysis of literary situations and the reconstruction of writing subjects in literary education from the perspective of educational psychology.

Construction and practice of a comprehensive nursing skills course with simulation in an RN-BSN program in China: a quasi-experimental study

Background Simulation has been widely used in the teaching of pre-licensed nursing students and has shown positive results. However, there is limited evidence regarding the application of a comprehensive nursing course with simulation for Associated Degree in Nursing (ADN)-prepared nurses with different work experience times. Therefore, this study aimed to evaluate the satisfaction, self-confidence, and perceptions of scenario simulation among Chinese nurses in a comprehensive nursing skills course in an RN-BSN program. Methods A single-group post-test approach was used in the current study. Participants that completed a comprehensive nursing skills course with simulation in an RN-BSN program were enrolled. Results The mean satisfaction, self-confidence, educational practice, and simulation designs scores were rated highly. Self-confidence (p = 0.002), active learning (p = 0.020), collaboration (p = 0.030), support (p = 0.008), and problem-solving (p = 0.007) were significantly higher among students with more work experience compared to those with less experience. Then, four themes were analyzed: enthusiasm for learning, ability to experience different feelings during role-play, hybrid teaching format, and simulation fidelity. Conclusions Results demonstrated that a comprehensive nursing skills course with simulation might improve Chinese ADN-prepared nurses’ satisfaction and self-confidence in learning. Nurses with work experience gave a high rate to the scenario simulation, demonstrating that simulation can be widely applicable for students with different characteristics. Finally, the teaching strategy in the present study can be applied to more RN-BSN programs.

The Effectiveness of Differentiated Teaching Strategy in Developing Reading Comprehension Skills of Fourth Grade Students in the United Arab Emirates

The aim of this study is to investigate the effectiveness of the differentiated teaching strategy in developing reading comprehension skills of fourth grade students in the United Arab Emirates. The study sample consisted of (49) male and female students, who were randomly distributed into an experimental group (23 students), and a control group (26 students). The experimental group was taught using the Differentiated Teaching strategy, and the control group was taught using the traditional method. To conduct the study and answer its questions, the researchers used the quasi-experimental approach and constructed a reading comprehension test. After the completion of the study, the post-test of reading comprehension skills was implemented; scores of the two groups were obtained; and the data were analyzed using the appropriate statistical methods. The results revealed that there were statistically significant differences in the post-test at the four levels (literal, deductive, critical, and creative) and reading skills in general between the scores of the two study groups in favor of the experimental group. This indicates that the Differentiated Teaching strategy had a positive impact on developing students' reading comprehension skills. In light of the results, a number of recommendations were drafted and presented.

Teaching Clinical Skills During Pandemic Times

Clinical simulation is a teaching strategy that replicates medical situations in controlled environments. The COVID-19 pandemic created disruptions for healthcare simulation centers. As a response, the Universidad Anáhuac designed online clinical simulation practices and assessments. The pre-intervention survey showed skeptical medical students (59.15%) to continue this learning format. The intervention included neurology, cardiology, and gynecology topics supported by five faculty members and staff. Instruments were examination checklists to evaluate the clinical competence based on a 100 score and the Debriefing Assessment for Simulation in Healthcare (DASH) with a 1 (extremely ineffective) to 7 (extremely effective) score. Students received individual training by Zoom, including simulation practices, debriefing, and assessment. Even though it seemed impossible to address clinical skills by distance, simulation practices continued with online resources. Collaborative participation between faculty, students, and staff facilitated learning during the COVID-19 conditions.

Higher apprenticeship as educational strategy after the pandemic

This article analyzes strengths and weaknesses of the higher apprenticeship programme carried out by the University of Bergamo within the bachelor’s degree in educational sciences since the academic year 2017/2018. Starting from the voices of apprentices and tutors, a qualitative research tries to find out whether higher apprenticeship may be a good teaching strategy to enhance the principle of alternation between theory and practice in tertiary education. L’apprendistato di terzo livello come strategia formativa per le società dopo il Covid. L’articolo esplora punti di forza e criticità dei percorsi di apprendistato di terzo livello avviati dall’Università di Bergamo a partire dall’a.a. 2017/2018 nell’ambito del corso di laurea triennale in Scienze dell’educazione. La ricerca qualitativa consente, grazie alle testimonianze di apprendisti e tutor, di descrivere situazioni ed episodi di apprendimento e di mettere in evidenza come l’apprendistato di terzo livello, almeno potenzialmente, possa costituire un’ottima strategia didattica per realizzare il principio dell’alternanza formativa negli studi terziari.

Students Mistakes Analysis of the Tenth- Grade in Interpretation Verbal Expressions into Algebraic Equations and Quantities: تحليل أخطاء طلبة الصّف العاشر الأساسي في ترجمة التعابير اللفظية إلى معادلات ومقادير جبرية

The study aims to detecting the mistakes of the tenth- grade student's interpretation verbal expressions into algebraic equations and quantities and vice versa, identify and analyze common students’ mistakes. The researcher used the descriptive approach and applied the study to a sample that formed of (100) female students of the tenth grade from Fatima Bint Al Khattab Secondary School, that affiliated to the Directorate of Education for First Zarqa District. A test was prepared - in two models, each model included 3 paragraphs - in phrasing of algebraic equations and quantities and vice versa into verbal expressions and vice versa, and it was applied to two divisions of the tenth- grade. The results have indicated to a classification of students' most common mistakes at the level of all test items, which were arranged in descending order: Common mistakes in interpretation the verbal phrases of addition, subtraction or multiplication into algebraic symbols: repeated by (39%) within the six test paragraphs, followed by mistakes in mathematical concepts, repeated by (29%), followed by the mistake: Confusion between an equation and an algebraic expression, repeated by (25%). The study also found, through checking the percentages of common mistakes, that the students were unimproved in an interpretation the verbal formulation within a story or phrase into algebraic symbols, or formulating equations or algebraic expressions in a verbal phrase, in a story or a life’s situation. In light of the results, several recommendations were suggested, the most important were as following: Application and execution of the teachers for the teaching strategy by using common students’ mistakes, and the committees based on curriculum development and design should take into account the selection of appropriate words for each age group, when phrasing verbal mistakes, and to ensure that they are linguistically and orthographically correct. Based on the development and design of curricula, choosing appropriate words for each age group, when formulating verbal mistakes, and ensuring that they are linguistically and orthographically correct. It was also proposed to hold training courses for teachers, in order to train them on the use of the developed programs to address common students' mistakes in mathematics, such as Drive program and Roll Space program.

Application of Cooperative Learning Techniques to Academic Performance of 11th Class Civics Students

In comparison to traditional learning approaches, Cooperative Learning (CL) is a modern teaching strategy for improving academic performance. Educational institutions in the developed states, as compared to that of developing states, make effective use of CL techniques to enhance students academic achievements. This research is an attempt in that direction which is conducted on a sample of 70 male students of class 11th in the subject of Civics in Government Post Graduate College, Mardan. The 70 students were divided into two equal groups named experimental and control groups where the learning techniques, i.e., traditional and CL, were implemented. The impacts of both the learning methods on students� academic performance were investigated. It showed a significant difference in academic achievements of male students taught through the traditional methods and CL techniques. The findings also showed that CL has very positive impacts on students social and academic behaviors, increases their interest in learning.