Student-teacher interaction in CLIL and non-CLIL elementary education

This study analyzes interaction in a primary school science classroom. We compare the verbal scaffolding strategies used by a teacher during lessons from the same instructional unit taught in CLIL (English) and regular (Spanish) contexts. Results show that although there was no difference in the amount of information (‘content’) made available to students through the interactions, different verbal strategies were used (precision, justification and recall were more frequent in Spanish and exemplification in English) and that students were more active in engaging with science knowledge in the Spanish context. We discuss these findings in relation to the level of abstraction the teacher supported in interacting about science in the regular session, with implications for supporting children in learning both content and language in CLIL contexts.

English Teaching Based-Strategy LMS Moodle and Google Classroom

Teaching English Foreign Language (TEFL) has shifted complex for developing countries, especially Indonesia. Pandemic conditions bound conventional face-to-face teaching. A virtual classroom is another way of implementing the learning and teaching process. The purpose study investigates and describes the selection of English teaching based-strategy LMS Moodle and Google Classroom, particularly the testing and feedback feature. The qualitative research approached grounded theory. The entire data was collected by the questioner using purposeful sampling. The testing teaching strategies LMS Moodle discovered multiple-choice, short answer, essay, true/false statement, and missing word. Even though testing teaching strategies, Google Classroom was found multiple-choice, short answer, and essay. The selection of assessments is one of the benchmarks for English lecturers' readiness to teach using Moodle and Google classroom media. The testing variety is capable of encouraging students to perform well in e-learning. Feedback selection classifications were discovered, formal feedback, formative feedback, and summative feedback. Formal feedback is designed and regularly scheduled for the process. Formal feedback is designed and regularly scheduled for the process. The formative feedback is to observe student learning to provide continuous feedback. The summative testing evaluates student learning at the end of an instructional unit by comparing it against some patterns

Eco-Solutioning: The Design and Evaluation of a Curricular Unit to Foster Students’ Creation of Solutions to Address Local Socio-Scientific Issues

The global pandemic and climate change have led to unprecedented environmental, social, and economic challenges with interdisciplinary STEM foundations. Even as STEM learning has never been more important, very few pre-college programs prepare students to address these challenges by emphasizing socio-scientific issue (SSI) problem solving and the engineering design of solutions to address local phenomena. The paper discusses the design and evaluation of a pre-college, SSI curricular unit where students expand their learning by creating solutions to increase biodiversity within local urban neighborhoods. The learning approach, which we call eco-solutioning, builds from current vision and policy documents in STEM education emphasizing phenomenon-centric instructional materials, science investigations, and engineering design. The paper outlines design principles for creating an eco-solutioning instructional unit that guides young students to: collect and analyze data on local organisms, use an engineering design approach to craft solutions to increase local biodiversity, and present their solutions to local city planners and community members. Two cycles of research studies evaluated student learning using paired t-tests. Results demonstrated significant pre-post learning outcomes in both research cycles. A third research cycle in the form of a summer extension program supported students as they implemented their local solutions. Conclusions highlight design principles for the successful creation of SSI curricular units centered on local environmental issues of interest to students, teachers, and stakeholders.

Designing an instructional unit on “argumentative essay” for prep year students: An action research in a state university in Turkey

Writing is one of the productive skills for language learners. This study was conducted to design a unit for language students who were enrolled in the School of Foreign Languages in one of the most prestigious Turkish state universities located in Istanbul. These learners had been taught different academic essay types in this educational institution for which the researcher designed an instructional unit on “Argumentative Essay Writing”, which was highly needed for the learners taking English-medium-instruction to pursue their academic studies. For the purpose of this study, one prep class was chosen to implement the designed unit so that the efficiency could be evaluated in the end. As for the data collection tools, interviews were arranged with three students in the class where the design was implemented. Three junior students in different departments who had previously had a prep school experience before they took their departmental courses in their faculties were also interviewed as well as the instructors who gave the “academic writing” course by teaching the essay types for several years in this research context. Additionally, the writing tasks given to the students of the class where the research was conducted as well as their mid-term papers were also included in the data. All through these stages, observation protocols were also used by the “on-site” researcher. Results showed that an efficient and applicable unit for an “Argumentative Essay” is possible considering the students’ needs, entry characteristics, goals and objectives, instructional strategy, assessment, implementation and evaluation of the whole process.

On the Importance of Written Communication Skills and Student Awareness

Students often experience significant challenges in adopting discipline-specific terminology and conforming to related writing expectations that are embedded in course materials, assignments, and discussions. Further, although written communication skills are desired by employers and broadly recognized as critical to business success, students commonly underestimate the essential role of these skills in their careers. Additional research was needed in terms of what types of resources might improve both student writing and related awareness regarding the value of written communication skills. This chapter summarizes a study that examined an intervention in the form of a supplemental (in-course), self-paced, instructional unit designed to address the above-described challenge.

Impact of Socioscientific Issues on Middle School Students' Character and Values for Global Citizenship

This chapter demonstrates the impact of an animal cloning socioscientific issues instructional unit on a group of middle school students' abilities to use their ecological worldview, social and moral compassion, and sense of socioscientific accountability to determine the permissibility of animal cloning. Seventy-seven 7th grade students at a public middle school in the Southeastern region of the United States participated in this investigation. Results from a non-parametric two-tailed Wilcoxon test indicated the students' social and moral compassion (Z = -2.505, p = .012) and socioscientific accountability scores (Z = -2.381, p = .017). In contrast, the results did not demonstrate a statistically significant difference between students' pre and post ecological worldview (Z = -1.185, p = .236). Qualitative analyses of the data revealed several interesting trends and themes discussed in the chapter. The findings from this investigation support the use of SSI as key pedagogical strategies in promoting character and values for global citizens among middle school students.

Developing Instructional Materials of Drama for English Language and Letter Students SMA Al-Miftah Palengaan-Pamekasan

The purpose of developing instructional unit to get: (1) instrcutional unit for Drama teaching materials students of SMA AL-MIFTAH Palengaan Pamekasan, (2) determine the validity/feasibility of the product. The expert assessment include: 1) assessing the learning content expert product Drama courses teaching materials with excellent qualification with a score of 92,5%, guide teacher 89,58%, guide students 83%; 2) instructional design expert assess product materials Drama courses 85%, guide teacher 87,5%, guide students 87,5%; 3) media expert assess learning materials product Drama courses 97,5%, guide lecture 100%, guide students 97,5%. The result of the expert review as basis of further improvement of the products can be tested to get input from the users. The test includes: 1) an individual trial for four students with s score 88,7% and guide students 89,8%; 2) test for the small group of eight students, assess product of material s 90,4% and guide students 84.3%; 3) test for large group for 25 students evaluate teaching materials product 90,7% and guide students 84,3%. It can be concluded that product development is considered fit for using as a learning resource for language and letters department students of SMA AL-MIFTAH Palengaan Pamekasan.

Ensino de Design Visual de Aplicativos Móveis no Ensino Fundamental

Computing in K-12 is typically taught through practicalprogramming activities in which students create software artifactssuch as mobile applications. This approach, however, may notcover other important competencies such as user interface design,which are essential for software development. Within this context,this article presents an instructional unit that incorporates theteaching of UI design competencies into computing education.The instructional unit was developed in a systematic wayfollowing an instructional design process, and applied andevaluated in a Brazilian public middle school. First resultsindicate that dynamics can have a positive impact on motivation,user experience, and provide a significant contribution to thestudents’ learning.