Utilizing Playdoh in the Classroom to Construct a 3D Model Depicting Cellular Movements and Tissue Remodeling during Human Gastrulation, Early Organogenesis, and Embryonic Folding

In classroom studies of mammalian embryology, students must fully grasp the cellular and tissue remodeling needed to initiate gastrulation to ensure comprehension of forthcoming developmental processes such as tissue specification and organogenesis. However, quickly and completely communicating three-dimensional concepts such as gastrulation, neurulation, and embryonic folding through common two-dimensional tools such as PowerPoint is challenging for students because this method lacks the spatial orientation needed to fully understand development.

PERCEPTION OF FORCED DISTANCE LEARNING BY IT STUDENTS: THE INFLUENCE OF GENDER AND JUNGIAN PERSONALITY TYPES

Learning in a pandemic situation has shown an increased role and need for research and implementation of personalized learning, and therefore the factors necessary to take into account when forming such an approach. The purpose of this study was, firstly, to find out how students of technical specialties perceive the fact to refuse from classroom studies, and, secondly, to determine the influence of person’s individual characteristics on attitude towards distance learning. The research results showed that a significant part of full-time IT students (about 70%) reacted positively to the advantages of distance learning and that the attitude towards this form of education is to some extent determined by gender, as well as a manifestation of Introversion-Extraversion and Thinking-Feeling.

Theory and Methodology in International Comparative Classroom Studies

This anthology is addressed to researchers, students and professionals within education and special needs education as well as related fields such as psychology, health sciences and other fields within the social sciences and humanities. Part One contains two articles; one is an introduction to the anthology, while the other gives the reader insight into the history of educational ideas from the beginning of elementary education “for all and everyone” in 1739 to current efforts being made to implement the principles of the inclusive school. Part Two contains seven articles that mainly provide perspectives from cultural-historical and didactic-curricular theories, focusing on certain aspects of practice such as communication and care as well as teaching, learning and development. Why does it take such a long time to realise the principle of inclusion? Amongst the many and legitimate assumptions, there is an increasing awareness of ethical issues. Part Three addresses these issues by paying specific attention to Bulgarian-French scholar Julia Kristeva’s social critique and her introduction of an ethical-political programme where our shared human sense of vulnerability is at the centre of civic solidarity and inclusion. Part Four is devoted to methodological considerations and choices. Small-scale research projects are in focus, particularly classroom studies related to international comparative analysis. Various qualitative approaches are investigated, including case studies and “mixed methods”. Action research has in particular attracted interest from classroom researchers and is therefore outlined and discussed in several articles. This is the second of three anthologies related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.

Pedagogical technologies of machine translation skills forming on the example of bachelor students specializing in mechatronics and robotics at Don State Technical University

In this paper the authors took into consideration professional training of specialists who can use technical documentation in a foreign language. The definition of machine translation, its value, main advantages and disadvantages were examined. This research showed the importance of machine translation and the need to train students of technical specialties in MT skills. The model of a special program for training students and its theoretical and practical parts were described. Based on the results of the error analysis, the error types were categorized into 3 categories. The results of the tests were analysed and shown in the tables. A significant decrease in the number of errors was noted. Based on the findings, pedagogical implications were discussed regarding how teachers can successfully and effectively incorporate MT into the classroom studies.

Towards a replication culture in phonetic research: Speech production research in the classroom

Our understanding of human sound systems is increasingly shaped by experimental studies. What we can learn from a single study, however, is limited. It is of critical importance to evaluate and substantiate existing findings in the literature by directly replicating published studies. Our publication system, however, does not reward direct replications in the same way as it rewards novel discoveries. Consequently, there is a lack of incentives for researchers to spend resources on conducting replication studies, a situation that is particularly true for speech production experiments, which often require resourceful data collection procedures and recording environments. In order to sidestep this issue, we propose to run direct replication studies with our students in the classroom. This proposal offers an easy and inexpensive way to conduct large-scale replication studies and has valuable pedagogical advantages for our students. To illustrate the feasibility of this approach, we report on two classroom-based replication studies on incomplete neutralization, a speech phenomenon that has sparked many methodological debates in the past. We show that in our classroom studies, we not only replicated incomplete neutralization effects, but our studies yielded effect magnitudes comparable to laboratory experiments and meta analytical estimates. We discuss potential challenges to this approach and outline possible ways to help us substantiate our scientific record.

Individualized Student Feedback: Are Templates the Solution?

Management educators understand the importance of providing feedback to students, but are they capable of providing effective feedback? Several laboratory and classroom studies have examined different types of feedback and their effectiveness, but we recommend examining normative feedback practices among instructors. This article presents a brief review of best practices for constructing instructor-delivered student feedback and considers the problems that instructors face when providing such feedback. We suggest that management instructors utilize template feedback, a semi-individualized approach, in order to reduce grading time. We discuss how future research should examine whether instructors understand the complexities of feedback, how feedback affects student performance, and whether a semi-individualized approach is an effective method of delivering feedback.