scholarly journals A Study on Children’s Naive Conception of Sound and Lesson Design

2021 ◽  
Vol 62 (1) ◽  
pp. 37-48
Author(s):  
Masaaki ISHIKAWA ◽  
Rinnya ONOSE ◽  
Hiroyuki SATO
Keyword(s):  
Lesson Design ◽  
Naive Conception

Exploring teacher learning process in Chinese lesson study: a case of representing fractions on a number line

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xingfeng Huang ◽  
Rongjin Huang ◽  
Mun Yee Lai
Keyword(s):  
Germ Cell ◽  
Conceptual Understanding ◽  
Learning Process ◽  
Lesson Study ◽  
Number Line ◽  
Unique Contribution ◽  
Lesson Design ◽  
Content Type ◽  
Expansive Learning ◽  
Oriented Activity

PurposeThis paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study.Design/methodology/approachAn expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process.FindingsThe analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding.Originality/valueThis study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.

Teaching Philosophy and Enactivism

2021 ◽  
Vol 66 (2 supplement) ◽  
pp. 191-196
Author(s):  
Andrei Simionescu-Panait
Keyword(s):  
Mathematics Education ◽  
Multiple Solutions ◽  
Philosophy Of Education ◽  
Theoretical Models ◽  
Correct Solution ◽  
Classroom Design ◽  
Informational Efficiency ◽  
Lesson Design ◽  
Philosophical Education ◽  
History Of

"The paper presents a concise history of enactivism in education, especially in mathematics education. Cases described by Davis’s, Proulx and Simmt’s work showcase the idea that enactivism is a viable alternative to constructivism or to classical views both in terms of practical teaching and theoretical models related to the process of learning. The idea that the student should solve a fixed problem, discover the universally correct solution, and eventually store that correct solution to find many other universally correct solutions to other fixed problems reduces the student to a very simple mechanism aimed at informational efficiency. This problem is met by the enactivistic tradition that began with Varela and Maturana’s work, now updated to the aforementioned researchers. Contra the classical perspective, enactivism proposes the idea that the student collaboratively produces the problem, being able to see multiple solutions, and eventually becoming a performer of knowledge. The article takes these ideas developed in mathematics education and finds their use in philosophical education. The article especially focuses on the student’s problem of being unable to link a new philosophical text discussed in class with their intuition. The last part of the article offers a lesson design example. The philosophical design focuses on making the students explore their own thinking regarding the topic about to be discussed by using a philosophy text before introducing the text. Keywords: enactivism, phenomenology, philosophy of education, classroom design "

scholarly journals A Framework for Implementing OER-Based Lesson Design Activities for Pre-Service Teachers

2018 ◽  
Vol 19 (4) ◽  
Author(s):  
Dongho Kim
Keyword(s):  
Teacher Education ◽  
Distributed Cognition ◽  
Open Educational Resources ◽  
Teacher Education Programs ◽  
Unified Framework ◽  
Lesson Design ◽  
Web Resource ◽  
Design Activities ◽  
The Individual ◽  
Pedagogical Knowledge And Skills

The demand for qualified teachers with sufficient pedagogical knowledge and skills is high. However, existing teacher education programs do not provide adequate experiences through which to develop pre-service teachers’ professional foundations. This study recognized Open Educational Resources (OER) as a means by which to address the issue of enhancing teacher education. The purpose of this study was to propose a framework to be used to integrate OER into lesson design activities for pre-service teachers. In this study, a focused literature review investigated the frameworks of distributed cognition and example-based learning. This review process resulted in a unified framework that provides a description of how pre-service teachers learn with OER at both the individual and cognitive system levels. Four principles and 10 guidelines are provided to guide the implementation of OER-based lesson design activities in real settings. The new framework has the potential to enhance pre-service teachers’ Web resource-based professional development.

scholarly journals Actualizing hope and joy in K-12 curricula through Daisaku Ikeda’s human education

2021 ◽  
Vol 2 (1) ◽  
pp. 19-34
Author(s):  
Nai-Cheng Kuo ◽  
◽  
Amy Wood ◽  
Kyra Williams ◽  
◽  
...  
Keyword(s):  
School Districts ◽  
Lesson Design ◽  
Global Citizens ◽  
Life And Death ◽  
Starting Point ◽  
Local Contexts ◽  
Human Education ◽  
Children's Stories ◽  
K 12 ◽  
Teachers Perspectives

Abstract Purpose: Our study aims to create a framework grounded in Daisaku Ikeda’s philosophy of education for educators and researchers to implement and evaluate human education in the classroom. Research Methodology: We first synthesized the eighteen chapters by scholars involved in Ikeda studies, published in the book entitled: Hope and Joy in Education: Engaging Daisaku Ikeda across Curriculum and Context to discover the main themes in Ikeda’s human education. Based on these themes, we selected six children’s stories developed by Ikeda to design lessons. We then conducted surveys with ten K-12 teachers across disciplines and school districts to explore their perspectives toward humanity and their feedback on our lesson design. Results: Our finding indicates that creating hope and joy in education is inseparable from human revolution, value creation, happiness, the greater self, global citizens, as well as life and death. In addition, the participant’s responses to the survey questions help educators and researchers understand what K-12 teachers look for in order to implement lessons on humanity more efficiently and effectively. Limitations: By no means would we consider our lesson design exemplary or applicable in all different contexts. Instead, we consider these lessons a starting point to continue exploring a better way to teach humanity in school. Contribution: Seeing examples of lesson plans on humanity and learning from K-12 teachers’ perspectives provide an aspect for educators and researchers to use, extend, or expand the present study to bring hope and joy to students in their local contexts.

Teachers' Perceptions of Effective Preparation to Teach

1997 ◽  
Vol 80 (3) ◽  
pp. 955-961 ◽  
Author(s):  
John C. Houtz ◽  
Ilene K. Weinerman
Keyword(s):  
Delphi Technique ◽  
Professional Preparation ◽  
Experienced Teachers ◽  
Consensus Building ◽  
Management Skills ◽  
Lesson Design ◽  
Classroom Organization ◽  
Teachers Perceptions ◽  
Organization And Management ◽  
Perceived Importance

The Delphi Technique of survey and consensus-building was used to obtain ratings from experienced teachers to four questions related to their professional preparation. 13 teachers with varying amounts of experience completed four rounds of questioning over a 14-wk. period. The highest-rated responses indicated teachers' perceived importance of classroom organization and management skills, lesson design and delivery skills, and a “humanistic” orientation toward pupils. These perceptions were considered in relation to conclusions from research on effective teaching.

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