scholarly journals INTEGRATING VISUALIZATIONS IN SCIENCE TEACHING: TEACHERS’ DIFFICULTIES AND PEDAGOGICAL APPROACHES

2013 ◽  
Vol 57 (1) ◽  
pp. 48-60
Author(s):  
Celeste Ferreira ◽  
Mónica Baptista ◽  
Agnaldo Arroio
Keyword(s):  
Teaching And Learning ◽  
Science Classroom ◽  
Structured Interview ◽  
Final Report ◽  
Science Content ◽  
Learning Sequences ◽  
Oral Communications ◽  
Barriers To Use ◽  
Teaching Learning ◽  
Pedagogical Approaches

This study is a qualitative research where it tries to finding out and analyze the teacher’s pedagogical approaches and difficulties to introduce visualizations in science classroom. The use of visualizations in classroom has increased substantially, especially since the development of Information and Communication Technology (ICT). Fourteen in-service teachers were investigated across a teachers’ training course to seek their difficulties and pedagogical approaches for integrating these tools in teaching and learning sequences (TLS). During the training teachers were invited to build in group (five groups) teaching learning sequences about some science content using visualizations. The methodology is qualitative and a case study design was adopted. It was analysed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers’ groups and a final report about the TLS application in classroom. These teachers present mainly pedagogical difficulties in order to select the suitable resource and to realize the full potentialities of these resources and sometimes the role of the teacher towards students and resources in the classroom. The technical barriers were the lack of school computers and appropriated software. The results suggest that these teachers are using mostly constructivist approaches to incorporate the visualizations in classroom trying to take advantage of the interactivity that some of these tools allow. Two groups fall more in transmission view, using this resources mostly to present information and the rest tried to use this resources to build inquiry tasks. They chose above of all multimedia tools to enhance particular concepts and skills and sometimes to innovate presentations. Some difficulties related to pedagogical approaches and technical barriers to use these resources are discussed. Key words: approaches, difficulties, visualizations, teacher pedagogical education.

scholarly journals Assessing the Pedagogical Approaches of Social Studies Tutors Instructional Delivery in the Colleges of Education in the Eastern and Greater Accra Regions of Ghana

2020 ◽  
Vol 10 (4) ◽  
pp. 15
Author(s):  
Pearl Adiza Babah ◽  
Lawrence Odumah ◽  
Ronald Osei Mensah ◽  
Clarke Ebow Yalley ◽  
Michael Sakyi-Darko
Keyword(s):  
Social Studies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Structured Interview ◽  
Colleges Of Education ◽  
Instructional Process ◽  
Social Studies Teacher ◽  
Teaching Learning ◽  
Pedagogical Approaches

The purpose of the study is to assessing the pedagogical approaches of Social Studies Tutors instruction delivery in the Colleges of Education in the Eastern and Greater Accra regions of Ghana. The research design that was used for the study was a blend of quantitative and qualitative methods in a descriptive survey manner. The stratified sampling technique was used in this study. In all, a sample size of four hundred and eighty (480) Social Studies teacher trainees were chosen for the study. The data collection tools used were semi-structured interview guide and questionnaire. The study revealed that most of the tutors used appropriate pedagogical approaches to the effective teaching and learning of Social Studies. Again, the study revealed that majority of respondents agreed that the pedagogical content knowledge of Social Studies teachers and teachers’ teaching-learning strategies significantly enhanced the Social Studies instructional process in the classroom. It is recommended that Teacher training institutions, teacher education division, and universities in Ghana should give appropriate training to teachers in their subject areas to improve upon their pedagogical skills and knowledge.

scholarly journals Views and Attitudes of Intercultural Awareness in Chinese Teaching and Learning in Shanxi Provincial Universities Context

2017 ◽  
Vol 8 (2) ◽  
pp. 418 ◽  
Author(s):  
Junqing Wang
Keyword(s):  
Intercultural Communication ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Target Language ◽  
Intercultural Awareness ◽  
Overseas Students ◽  
Positive Learning Environment ◽  
Teaching Learning ◽  
Chinese Teaching

The perceptions of academic staffs and overseas students to the significance of intercultural awareness in Chinese teaching/learning as foreign language were studied to provide suggestions for enhancing their intercultural communication competence in the context of Shanxi Provincial universities. The participants of 273 students and 52 staffs took part in the questionnaire and 25 of them accepted semi-structured interview. The combination of qualitative and quantitative analysis indicated a significant correlation between intercultural experience, length of Chinese teaching/learning and the enthusiasm in target language involved programs, regardless of age or gender. The attitudes to cultural diversity, misunderstanding even conflicts unavoidably existed in these universities influenced target language and culture mastery. This study suggested the promotion of intercultural awareness among staffs as well as students was important to help international students take advantage of opportunities available at campus or beyond to improve their effective intercultural communication. And much more intercultural strategies, including more positive learning environment, appropriated curriculum, further exploration, concentrated on improving target language proficiency and extending cultural experience in Chinese classes should be implemented to motivate students’ intercultural enthusiasm and competence.

scholarly journals The role of language in scaffolding content & language integration in CLIL science classrooms

2019 ◽  
Vol 7 (2) ◽  
pp. 315-328 ◽  
Author(s):  
Kok-Sing Tang
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Science Classroom ◽  
Classroom Interaction ◽  
Science Classrooms ◽  
Cognitive Linguistic ◽  
Text Genre ◽  
Teaching Learning ◽  
Integrated Or

Abstract This commentary to the special issue “Teaching, Learning and Scaffolding in CLIL Science Classrooms” synthesizes the contributions from the authors by addressing two overarching questions. First, what is the role of language in mediating science teaching and learning in a CLIL science classroom? Second, to what extent can content and language be integrated or separated in CLIL instruction and assessment? In addressing the first question, I distil three major perspectives of how the authors conceive the role of language as a scaffolding tool. These roles are: (a) providing the discursive means and structure for classroom interaction to occur, (b) enabling students’ construction of knowledge through cognitive and/or linguistic processes, and (c) providing the semantic relationships for science meaning-making. These three perspectives roughly correspond to the discursive, cognitive-linguistic, and semiotic roles of language respectively. In addition, two other roles – epistemic and affective, though not emphasized in this issue, are also discussed. In addressing the second question, I raise a dilemma concerning the integration of content and language. While there are clear political and theoretical arguments calling for an inseparable integration, there is also a common practice to separate content and language as distinct entities for various pedagogical and analytical purposes. In revolving this conundrum, I suggest a way forward is to consider the differences in the various roles of language (discursive/cognitive/linguistic vs. semiotic/epistemic/affective) or the levels of language involved (lexicogrammar vs. text/genre).

scholarly journals Pedagogical Approach for Effective Teaching of English Language in Nigerian Secondary Schools

2020 ◽  
Vol 1 (2) ◽  
pp. 12-17
Author(s):  
Yemi Oparinde ◽  
Ogechi Emmanuel ◽  
Ogundele Michael Olarewaju
Keyword(s):  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Pedagogical Approach ◽  
Factors Affecting ◽  
Teaching Learning ◽  
Effective Use ◽  
Effective Teaching And Learning ◽  
Pedagogical Approaches

This paper examined the pedagogical approaches to the teacher  learning of English language in Nigerian secondary  schools. However, the paper identified the concepts and types of pedagogical approaches. The factors affecting pedagogical approach for effective teaching and learning of English language. It was therefore concluded that the most effective pedagogical approach for the teaching-learning process of English language is the use of child centredness approach, activity oriented prorgamme it was therefore recommended that teachers should be curriculum. It was noted that  effective use of pedagogical approach enhances effective teaching learning of English language especially in Nigerian secondary schools.

scholarly journals Use of Digital Content in Ensuring Integrity for Teaching and Learning English at the Secondary Level of Education: Perspective of Bangladesh

2020 ◽  
Author(s):  
Rahul Chandra Shaha ◽  
Md. Sakhawat Hossain ◽  
Md. Asaduzzaman
Keyword(s):  
Teaching And Learning ◽  
Structured Interview ◽  
Study Data ◽  
Digital Content ◽  
Negative Attitudes ◽  
Analysis Process ◽  
Actual Use ◽  
Teaching Learning ◽  
Content Specialists ◽  
Learning English

The use of digital content (DC) in teaching and learning English has become a buzzword. Infusing DC into the English teaching-learning process is really important as it caters the needs of the contemporary learners. At the same time, the availability of DC allows learners to adopt many unfair means by copy-pasting. So, it is important to ensure the integrity for teaching and learning in today’s world. This study focused on exploring the actual use of DC in ensuring integrity for teaching and learning English at grade IX–X of Bangladesh and finding out the challenges of using DC in ensuring integrity. A mixed method design (Creswell, 2012) has been employed to conduct the study. To accomplish the study, data has been collected from teachers, students and content specialists by using semi-structured interview schedule, semistructured questionnaire, FGD and classroom observation checklist. The data was analysed in mixed approaches using simple statistics and thematic analysis process and presented through tables and graphs. The result and detailed analysis of the study have brought out that most of the teachers use free plagiarism software for tracing out unethical writings in English for ensuring integrity in English subject. This study also brings into light that lack of necessary equipment (there is no plagiarism deduct software in the observed school) and teachers’ negative attitudes toward using DC are the prevalent challenges of using DC in ensuring integrity for teaching and learning English. In this circumstance, the study suggests that schools should be provided with new equipment such as plagiarism deducts software strategically and equitably for frequent and successful trace out, and teachers should get training on how to use DC effectively in ensuring integrity.

scholarly journals A AVALIAÇÃO E O ERRO NO PROCESSO DE ENSINO-APRENDIZAGEM NA FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DE MATEMÁTICA

2020 ◽  
Vol 5 (1) ◽  
pp. 544-562
Author(s):  
Marcelo Orlando Sales Pessim ◽  
Eliana Alves Pereira Leite
Keyword(s):  
Continuing Education ◽  
Mathematics Teachers ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Initial Training ◽  
Field Approach ◽  
Teaching Learning ◽  
State Schools

Resumo: Teve-se por objetivo analisar como a avaliação e o erro no processo de ensino-aprendizagem têm sido abordados na formação inicial e continuada de professores de matemática. Metodologicamente a pesquisa é de abordagem qualitativa e de campo. Participaram 5 professores de matemática que atuam nos anos finais do Ensino Fundamental e Médio de escolas estaduais de Ouro Preto do Oeste/RO. Para tanto, utilizou-se questionário, entrevista semiestruturada e procedeu-se a análise documental de Projetos Pedagógicos do Curso (PPCs) de Licenciatura em Matemática da Universidade Federal de Rondônia (UNIR), Campus de Ji-Paraná. Verificou-se que somente 2 professores participaram de algum tipo de estudo sobre avaliação e erro no processo de ensino-aprendizagem na formação inicial, e 4 professores tiveram acesso à discussão da referida temática na formação continuada. Nos PPCs, dos ciclos de 2000-2005 e 2006-2016, não foram encontrados elementos que se referem ao erro, no entanto, no segundo PPC, identificou-se em um componente curricular, mais especificamente em uma unidade, a discussão sobre a avaliação como um dos conteúdos programáticos. Espera-se que os resultados propiciem reflexões sobre a importância de ser oportunizado ao professor de matemática conhecimento acerca da avaliação na formação inicial e continuada.Palavras-chave: O erro; Ensino-aprendizagem; Formação inicial; Formação Continuada; Professor de matemática. Abstract: This article’s aim was to analyze how evaluation and error in the teaching-learning process has been addressed in the initial and continuing education of mathematics teachers. Methodologically the research has a qualitative and field approach. Five mathematics teachers who work in the final years of elementary and high school from state schools in Ouro Preto do Oeste/RO participated. For this purpose, a questionnaire, semi-structured interview was used and the documental analysis of Pedagogical Projects of the Course (PPCs) of the Mathematics Degree at the Federal University of Rondônia (UNIR), Campus of Ji-Paraná was carried out. It was found that only two teachers participated in some type of study on evaluation and error in the teaching-learning process in the initial training, and four teachers had access to the discussion of that theme in continuing education. In the PPCs, from the 2000-2005 and 2006-2016 cycles, no elements were found that refer to the error, however, in the second PPC, the discussion of evaluation as a component was identified in a curricular component more specifically in a unit programmatic content. It is expected that the results will provide reflections on the importance of giving mathematics teacher knowledge about the assessment in initial and continuing education.Keywords: The mistake; Teaching and learning; Initial formation; Continuing Education; Mathematics teacher.

scholarly journals Identification of a framework for implementing ICT in Sri Lankan secondary education system

2021 ◽  
Vol 15 (2) ◽  
pp. 242-250
Author(s):  
Tharinda Nishantha Vidanagama ◽  
Shashikala Lakshani Karunathilake
Keyword(s):  
Secondary Education ◽  
Education System ◽  
Teaching And Learning ◽  
Research Work ◽  
Implementation Process ◽  
Information And Communications Technology ◽  
Learning System ◽  
Sri Lankan ◽  
Barriers To Use ◽  
Teaching Learning

This research work was focused on finding the affected indicators on the barriers to use Information and Communications Technology (ICT) in Sri Lankan Secondary Education System. It also explores a framework to implement ICT in schools overcoming these barriers. In particular, it examined the viewpoint of teachers and principals on the integration of ICT into the schools’ policy in the Western Province of Sri Lanka. Interviews were conducted for 60 secondary school principals and a questionnaire base survey was conducted for 500 teachers of several schools selected from the above pool. What materialized from the analysis showed that, infrastructure facilities, any policies related to the school, Planning and usage of ICT in teaching and learning, Current views held by principals as well as teachers regarding their ICT competencies, Teacher’s fluency of ICT, the perceived viewpoint of teachers and principals regarding the influence and subsequent function of ICT in education has an influence on the magnitude of ICT usage in schools. According to the analyzed data, a framework was designed to make readiness and maintain smooth Teaching Learning system in secondary schools. Finally, the research has collected feedback from involved parties during the implementation process to evaluate competency of the suggested framework.

scholarly journals A Função do Coordenador Pedagógico e sua Mediação no Espaço Escolar

2017 ◽  
Vol 18 (2) ◽  
pp. 103
Author(s):  
Edenar Souza Monteiro ◽  
Claudia Botelho da Silva
Keyword(s):  
School Environment ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Structured Interview ◽  
Research Issue ◽  
Childhood Education ◽  
Teaching Learning ◽  
Supporting Teachers ◽  
The Coordinator

Esta pesquisa teve como objetivo investigar a função do coordenador pedagógico salientando a importância da mediação no espaço escolar. O estudo realizado em uma Escola Municipal de Educação Infantil localizada em Cuiabá-MT. Participaram desta pesquisa cinco professores e um coordenador, que atuam na Educação infantil. Os instrumentos utilizados para a coleta de dados foram: pesquisa bibliográfica, observação, entrevista semiestruturada. Destarte, o problema da pesquisa se concentrou em investigar em que medida o trabalho do coordenador pedagógico, como mediador no espaço escolar, contribui para a prática docente? Os resultados apontaram que o trabalho desenvolvido pela coordenação pedagógica, permeado pela mediação e diálogo na escola, contribui para a reflexão e tomada de consciência dos professores resultando na melhoria do ensino-aprendizagem. Verificou-se, também, que o coordenador como multiplicador e mediador de conhecimentos é o profissional que transita no pedagógico subsidiando os professores que por sua vez, desenvolve a sua prática, em sala de aula, promovendo uma dinâmica de interação articuladora.Palavras-chave: Coordenador Pedagógico. Ensino e Aprendizagem. Mediação.AbstractThis study aimed to investigate the role of the pedagogical coordinator highlighting the importance of the school environment mediation. The study was carried out in a Municipal Elementary School located in Cuiabá city in MT state. Five teachers and one coordinator who work in childhood education took place in this survey. The following data collection tools were used: bibliographic research, observation, semi-structured interview. Thus, the research issue focused on the following investigative question: To what extent does the pedagogical coordinator work, as the school environment mediator, contribute to the teaching practice? The results showed that the work developed by the pedagogical coordination, permeated by mediation and dialogue in the school, contributes to the teachers’ reflection and awareness resulting in the improvement of the teaching-learning process. It was also found out that the coordinator as a knowledge multiplier and mediator is the professional who wanders along pedagogical field supporting teachers who in turn, develop their practice in the classroom, promoting a dynamic and articulating interaction.Keywords: Pedagogical Coordinator. Teaching and Learning. Mediation.

scholarly journals Diminuarea dificultāṭilor de predare-învāțare în sistemul on-line

2021 ◽  
Vol 7 (1) ◽  
pp. 51-56
Author(s):  
Oana Preda
Keyword(s):  
Teaching And Learning ◽  
Autism Spectrum ◽  
Learning System ◽  
Structured Learning ◽  
Motivation For Learning ◽  
Learning Sequences ◽  
Integrated Curricula ◽  
Assessment Techniques ◽  
On Line ◽  
Teaching Learning

The COVID-19 pandemic that resulted in a shift towards on-line teaching and learning resulted in countless difficulties concerning the access to efficient education, especially in the case of children from families with a lesser-endowed socio-economic and cultural background, or children with learning problems, with ADHD or various disabilities (visual or healing impairment, intellectual disabilities, autism spectrum disorders, etc.). Moreover, even pupils who actually have technical access to the new teaching-learning system run the risk of losing their motivation for learning. The efficient activity of and the results obtained by many teachers whose approach has been successful have shown the efficiency of integrated curricula whose teaching tasks are structured in learning sequences and whose testing patterns are personalized. By putting into practice, the principle of cognitive motivation development through an interactive process of teaching and learning that relies on structured learning sequences and employs personalized assessment techniques, reaching formative pedagogical objectives becomes possible even in the on-line teaching-learning system.

scholarly journals Pre-Service Teachers’ Perceptions with Regard to Teaching-Learning Processes

2018 ◽  
Vol 7 (3) ◽  
pp. 188
Author(s):  
Faysal Ozdas
Keyword(s):  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Structured Interview ◽  
School Experience ◽  
Study Group ◽  
Teachers Perceptions ◽  
Data Collection Instrument ◽  
Teaching Learning ◽  
Academic Year

Teaching-learning process has a great important medium where pre-service teachers develop experiences and competences. Pre-service teachers are introduced to this process in a professional sense through the school experience course in teacher training. In this process, it is crucial to identify the encountered difficulties and matters. For this purpose, the perceptions of 48 pre-service teachers attending Pedagogical Formation Training at Mardin Artuklu University and taking the school experience course were got. The study group of the current research consists of the 48 pre-service teachers taking the school experience course in 2014-2015 academic year. The qualitative research method based on the data collection instrument involving two questions in the semi-structured interview form was used. The content analysis was conducted to analyze the data. According to the findings, it was revealed that the pre-service teachers observe or encounter 219 matters with regard to teaching and learning process in the school experience course. It was identified that the most encountered reasons are teacher, school, student related reasons and other ones, respectively. The pre-service teachers developed 229 suggestions to overcome these matters. The findings of this research were compared with the ones in the literature. In this regard, teaching-learning process was discussed.

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