Teacher-student classroom interactions among science students of different sex and cultural background

1999 ◽  
Vol 29 (4) ◽  
pp. 445-455 ◽  
Author(s):  
Tony Rickards ◽  
Darrell Fisher
Keyword(s):  
Cultural Background ◽  
Classroom Interactions ◽  
Science Students ◽  
Teacher Student

Development and Evaluation of Fishbone-Based Advanced Computational Thinking (FACT) Pedagogy: A Teacher-Student Collaborative Learning Environment in Engineering and Science Education

2020 ◽  
pp. 234763112097017
Author(s):  
B. Gopinath ◽  
R. Santhi
Keyword(s):  
Computational Thinking ◽  
Science Students ◽  
X Ray ◽  
Science Courses ◽  
Complex Concept ◽  
Student Community ◽  
Teacher Student ◽  
Fishbone Diagram ◽  
Collaborative Learning Environment ◽  
Teaching Learning

In this article, Fishbone-based advanced computational thinking (FACT) pedagogy is proposed by fusing fishbone pedagogy and computational thinking pedagogy for enhancing teaching-learning process while teaching engineering and science courses, for engineering and science students respectively. The proposed FACT pedagogy has been implemented using the concept of X-ray machine in biomedical instrumentation course and biomolecules, in biochemistry course. Using fishbone approach, various components of X-ray machine in biomedical course and the components of biomolecules in biochemistry course are visually explained as ribs and riblets of a fishbone diagram, without coining the keywords X-ray and biomolecules in an engineering institution and science institution respectively. Finally, the targeted concept is arrived and explained. Similarly, the same concepts of X-ray and biomolecules are coined among students and they are asked to divide or decompose the concepts into sub-concepts separately. To implement and evaluate the proposed pedagogy, an engineering institution and a science institution have been selected and evaluation results have been published in this article. In this pedagogical approach, the same complex concept is taught as a backward thinking by the teacher using fishbone pedagogy and forward thinking by the students using computational thinking pedagogy. This combined approach helps students to understand any complex concept in science courses. Also, it helps the teachers to easily convey and embed the same among the student community while teaching science courses.

scholarly journals LAS INTERACCIONES EN EL AULA DE MATEMÁTICA CUANDO SE UTILIZA EL APRENDIZAJE COOPERATIVO COMO METODOLOGÍA. THE INTERACTIONS IN THE MATHEMATICS CLASSROOM WHEN COOPERATIVE LEARNING IS USED AS A METHODOLOGY

2014 ◽  
Vol 5 (1) ◽  
pp. 176-204
Author(s):  
Zuleyka Suárez Valdés-Ayala
Keyword(s):  
Cooperative Learning ◽  
Mathematics Classroom ◽  
Classroom Interactions ◽  
Methodological Innovation ◽  
Teacher Student ◽  
Teaching Of Mathematics ◽  
Phd Thesis ◽  
Aprendizaje Cooperativo

En este artículo se expone la discusión de resultados de la tesis doctoral titulada: “El aprendizaje cooperativo: Un estudio sobre las interacciones entre docente y estudiantes ante una innovación metodológica en la enseñanza de la matemática” así como las conclusiones y recomendaciones que de esta surgieron. Para esto se mencionan previamente algunos aspectos teóricos básicos para poder fundamentar los hallazgos encontrados.Palabras claves: aprendizaje cooperativo, aula, interacciones, docente, estudiante.AbstractIn this article the discussion of results of the PhD thesis is as follows: "Cooperative learning: A study of the interactions between teacher and students with a methodological innovation in the teaching of mathematics" and the conclusions and recommendations that emerged from this. It is necessary first to mention some basic theoretical aspects in order to support the findings.Keywords: cooperative learning, classroom, interactions, teacher, student.

ELF interactions in English-medium engineering classrooms

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 418-427
Author(s):  
Kari Sahan
Keyword(s):  
Language Use ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Observation Data ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Communicative Strategy

Abstract At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

scholarly journals El cine como recurso pedagógico para promover el engagement en la educación superior

2021 ◽  
Vol 12 (29) ◽  
pp. e11934
Author(s):  
Sara Dias-Trindade ◽  
José António Moreira ◽  
Rosa Maria Rigo
Keyword(s):  
Student Satisfaction ◽  
Cognitive Engagement ◽  
Cultural Background ◽  
Educación Superior ◽  
Educational Context ◽  
Qualitative Investigation ◽  
Self Perception ◽  
Educacion Superior ◽  
Teacher Student

The use of cinema in an educational context adds opportunities in an upward spiral, bringing out senses and meanings for new and exciting learnings. This article aims to analyze whether the use of cinema in an educational context promotes emotional, physical and cognitive engagement. Methodologically, the study combines a qualitative investigation, supported by the assumptions of Bardin (2010). The results reveal that the students consider that the use of cinema can provide: 1) levels of emotional, physical and cognitive engagement facilitated and enhanced, 2) sharing of more optimized knowledge, 3) expansion of vocabulary and cultural background, 4) affinity with the challenge and research, 5) appreciation of the opinion of peers, 6) improvement in self-perception, motivation and interest in deepening themes focused on the discipline, 7) immediate and optimized feedback, culminating in teacher-student satisfaction.

scholarly journals Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Eddie Denessen ◽  
Annelies Keller ◽  
Linda van den Bergh ◽  
Paul van den Broek
Keyword(s):  
Mathematics Achievement ◽  
Teacher Expectations ◽  
Classroom Interactions ◽  
High Expectation ◽  
Student Interactions ◽  
Teacher Expectation ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
And Mathematics

Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably. This study investigated how differential teacher-student interactions are related to students’ mathematics achievement and teachers’ expectations. In eight fourth-grade classrooms in the Netherlands, interactions between teachers and students (N = 152) were observed in maths lessons. Data regarding teachers’ expectations about their students and mathematics achievement tests scores were collected. Analyses indicated that there were relations between teacher expectations and teachers’ classroom interactions. Teachers gave more direct turns and more directive feedback to their low-expectation students, who were also the students who performed low in maths. After controlling for actual achievement, it appeared that students for whom the expectations were lower than could be expected based on their performance received more direct turns and directive task-related feedback. These results point to the existence of teacher expectation effects.

scholarly journals TEACHER-STUDENTS CLASSROOM INTERACTIONS OF PUBLIC SENIOR SECONDARY SCHOOLS III IN KATSINA METROPOLIS, NIGERIA

2021 ◽  
Vol 4 (2) ◽  
pp. 90-103
Author(s):  
Bello Ibrahim ◽  
Hannatu Isa Dodo ◽  
A'isha Aliyu Garba
Keyword(s):  
Public Schools ◽  
Classroom Interactions ◽  
Target Language ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teacher Students ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Observation Scheme

Abstract: The paper investigates the teacher-student interactions during English lessons at SS III Public Schools of Katsina Metropolis. The reason that triggered the research was the mass failure of students especially at Senior Secondary Examinations. The paper used the constructivist theory as a theoretical framework.  It also used teachers’ and students’ questionnaires, a Target Language Observation Scheme (TALOS) and audio recorded lessons in the schools observed as instruments for data collection. Six schools were examined out of twelve.  A total number of 6 teachers and 132 students were selected as the sample of the study.  All six teachers were observed, and the lessons were recorded at different times. Simple Frequency Counts and Percentages were the basis used for the analysis of the data collected.  The findings revealed that teacher-student interactions need to be improved as teachers gave room for the students to participate in the interactions but unfortunately, they remained idle in the class. For this reason, most of the class activities were solely performed by the teachers. Keywords: Teacher-students, Classroom, Interactions, Target Language Observation Scheme

scholarly journals Overview of Sport History in Iran: Prehistory, Ancient and Modernization

2021 ◽  
Author(s):  
Hamid Ghasemi ◽  
Nazanin Rasekh ◽  
Leila Izadparast
Keyword(s):  
21St Century ◽  
Cultural Background ◽  
International Olympic Committee ◽  
Science Students ◽  
Ancient History ◽  
Sports Industry ◽  
Sports Science ◽  
Modern Era ◽  
Sports Activities ◽  
Movement Activities

The article reviews Iranian sports in three periods: prehistoric, ancient, and modern. In prehistoric times, remaining cases have shown the existence of movement activities based on recreational and religious ceremonies. In the period of ancient history, documents such as Hasanlu Golden Cup and Arjan Cup, and in the continuation of architectures leftover from different eras, refer to the prosperity of sports activities with different approaches. Among all kinds of activities, Iranian zoorkhaneh sport has a significant cultural background and effect. Modern sports entered Iran through embassies, oil contractors, Western-educated students, and military representatives in other countries (in the modern era). Iran became a member of the International Olympic Committee in 1947 and won its first Olympic medal in 1948. Entering the 21st century, the sports industry in Iran began to grow and the number of clubs, sports careers, and sports science students in universities increased significantly. The growing dimension of attention and interest in sports among Iranians shows that sports will be one of the main areas in Iran's development in the future.

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