Bridging the Knowledge Gap in Collaborative Research—in Dialogues We Trust

By building upon the prior work exploring the nature of practicing and knowing in collaborative research (CR), this article argues that focusing on how trust evolves in collaborative dialogue could enhance the learning potential in CR projects. Drawing from 42 workshops within a CR project, we analyze how dialogue and learning practices develop trust. We use the dialogical framework developed by Walton and Krabbe (1995) to identify and classify 107 dialogues. From our data, we identify three distinct dialogical patterns (educating, inquiring and practicing). These three dialogical patterns are related to four learning practices that are conceptualized as knowledge sharing, knowledge gapping, knowledge bettering and knowledge speculating. Combined, these dialogical patterns and learning practices develop collaborative trust in CR projects. We propose that these results represent an emerging conceptual language that addresses the development of trust in managing CR projects. This conceptual language can both improve managerial practice in the CR context and inspire future theory building.

A Methodological Approach to Analyzing Digital Game-Based FL Use and Learning

The potential of digital gaming to facilitate foreign language (FL) learning has been established in many empirical investigations; however, the pedagogical implications of these investigations remain rather limited. A potential reason for this limitation is that the FL learning potential of digital games is embedded in the gaming ecology and shaped by different forces in that ecology. However, to date most empirical studies in the field have focused primarily on the linguistic behavior of gamers rather than the gaming ecology. A potential reason for this is the lack of a robust methodological approach to examining game-based language use as an ecological, multidimensional activity. To address this research gap, this chapter proposes the diamond reconstruction model, a dynamic, multidimensional, and ecology-sensitive approach to de- and re-constructing game-based FL use. Grounded in theories of gameplay, and informed by a conceptual model of game-based FL use, the model reconstructs gameplay episodes by gathering detail-rich data on social, cognitive, and virtual dimensions.

Developing Pre-Service Teachers' STEM Skills With Raspberry Pi Activities

The aim of this study was to explore the development of pre-service primary school teachers' STEM skills with Raspberry Pi activities. Data were collected from 16 pre-service teachers through semi-constructed interviews, reports, and a questionnaire. The results of the qualitative analysis showed that the participants developed the STEM skills mentioned in the literature such as confidence, computing, problem-solving, creativity, technological skills, and enhanced the learning potential of robotics. Moreover, the ready-to-use Python codes on Raspberry Pi platform could be an effective strategy for pre-service teachers with lack of programming to provide solutions on real-world problems. In addition, the participants successfully connected the Raspberry Pi, sensor kits, and Python scripts with real-world problems. This equipment motivated them to transpose a real-world problem to school knowledge. According to the results the combination of Raspberry Pi, sensors, and Python helped the participants upskill in computing.

Helping students to get better grades in mathematics at the elementary level

The current study is conducted to explore the learning potential of students at the elementary level by using the scaffolding technique. The study aimed to measure the efficiency of the scaffolding teaching method provided to the students at the elementary level. As it was an experimental study, so, no population was defined. The sample was selected from Gov. Girls Higher Secondary SchoolModel Town A, Bahawalpur, Punjab, Pakistan. All 6th classes of this school were included to analyze the effect of scaffolding as an intervention. Retention of learning after 3 months, the provision of scaffolding in comparison to the traditional method was assessed. After the posttest, there was a retention test as the final test from all four groups. Solomon's four-group design was used for this experiment in which there were 40 students in each group and 160 total participants. In the current study, Pretest, posttest, and after 3months retention test was conducted as research tools. To analyze the data, SPSS version 20 one-sample t-test were used to analyze the data. The Data revealed that scaffolding was proved to be a better strategy compared to the control group. Even the results of retention of learning skills were higher than the control group. Students showed good understanding, remembering, and better-solving processes in experimental groups. Study recommended that scaffolding teaching needs a highly structured supervised environment and may be conducted in controlled conditions. It is recommended that in teacher education, the prospective teachers may be prepared in the principles, procedures, and rules of scaffolding. A due consideration may be given to teaching strategies in all teacher education programs in the country as it is an innovative and progressive way of teaching.

Learning Potentials of Job Shadowing in Teacher Education

This article dealt with the topic of practical training of students in teacher training programmes. Workplace learning represents an important contact between students and the world of work and can have several positive effects. In the text, we presented job shadowing as a possible learning activity that can complement other forms of practical training. The aim of the study was to identify the learning potential of this activity and how it should be structured to achieve this potential. Data were collected from 19 participants, and the qualitative analysis of the text (students' reflections) showed that students gain valuable experience through job shadowing, which helps them to overcome their fears and enables them to enter the workplace with more confidence. In addition to the results of the analysis, the text also provides practical guidance on how the activity should be planned so that students can learn through it.