Is there ever a point in life when it is too late to learn? Researchers are continuously concerned about ways to intervene cognitive and communicative decline in older adults. In fact, many of the symptoms associated with aging seem to resemble early childhood development issues like limited mobility, and poor communication (Matteson, et al., 2007). With this in mind, there are a number of questions about the relationship between early development and later stages in the life span that merit consideration, such as what is the connection between these widely separated stages in life, and could it be possible to use these similarities and differences to raise awareness on the learning potential of older adults specifically? This study, therefore, emphasizes researching the effects of enhancing communicative and cognitive ability during later adulthood, as well as bringing awareness to families, staff, and administrators of elder care homes on methods that support older individuals. This idea gives rise to further queries, such as why the abilities of older adults fluctuate to varying degrees as they age. To answer these questions, a systematic review was conducted to explore the interplay between socio-emotional, environmental, physical health, and nutrition in the development and maintenance of language and cognitive skills. As such, the findings in this study indicated that learning in each of these developmental stages depends on many of the same characteristics. Awareness of these factors may help older adults address loneliness and social isolation in nursing and assisted living facilities. With the expanding focus on multigenerational learning, this work adds to a growing body of research that emphasizes learning across the life span
{"title":"RETHINKING LEARNING POTENTIALS: THE BENEFITS OF LEARNING ACROSS THE LIFE SPAN","authors":"Denise Calhoun, Reyna García Ramos","doi":"10.36315/2023v1end043","DOIUrl":"https://doi.org/10.36315/2023v1end043","url":null,"abstract":"Is there ever a point in life when it is too late to learn? Researchers are continuously concerned about ways to intervene cognitive and communicative decline in older adults. In fact, many of the symptoms associated with aging seem to resemble early childhood development issues like limited mobility, and poor communication (Matteson, et al., 2007). With this in mind, there are a number of questions about the relationship between early development and later stages in the life span that merit consideration, such as what is the connection between these widely separated stages in life, and could it be possible to use these similarities and differences to raise awareness on the learning potential of older adults specifically? This study, therefore, emphasizes researching the effects of enhancing communicative and cognitive ability during later adulthood, as well as bringing awareness to families, staff, and administrators of elder care homes on methods that support older individuals. This idea gives rise to further queries, such as why the abilities of older adults fluctuate to varying degrees as they age. To answer these questions, a systematic review was conducted to explore the interplay between socio-emotional, environmental, physical health, and nutrition in the development and maintenance of language and cognitive skills. As such, the findings in this study indicated that learning in each of these developmental stages depends on many of the same characteristics. Awareness of these factors may help older adults address loneliness and social isolation in nursing and assisted living facilities. With the expanding focus on multigenerational learning, this work adds to a growing body of research that emphasizes learning across the life span","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75416829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Embedded systems have been one of the most widely used areas of electrotechnology in recent decades. The common question is how to maximize the teaching efficiency of the technology area, where the IT technology and Electrotechnology areas are intersected. The departments of universities and future employer of absolvents are focused on different platforms of microcontrollers. That fact leads to finding an optimal teaching system. This article examines and proposes solutions for improving the teaching efficiency of the presence and distance education methods. The main challenge is to motivate students and increase their understanding of the microcomputer system. The article's secondary challenge is to offer a solution to the distance learning method, which has had a negative impact on students' knowledge levels. The article describes how to increase the effectiveness of distance learning using current software tools. The distance education methods are divided into two categories with a different way of education reaching.
{"title":"MAXIMIZING THE EFFICIENCY OF PRESENCE-DISTANCE EDUCATION MICROCOMPUTERS SYSTEMS","authors":"Robert Plsicík, Peter Klčo, Michal Praženica","doi":"10.36315/2023v1end065","DOIUrl":"https://doi.org/10.36315/2023v1end065","url":null,"abstract":"Embedded systems have been one of the most widely used areas of electrotechnology in recent decades. The common question is how to maximize the teaching efficiency of the technology area, where the IT technology and Electrotechnology areas are intersected. The departments of universities and future employer of absolvents are focused on different platforms of microcontrollers. That fact leads to finding an optimal teaching system. This article examines and proposes solutions for improving the teaching efficiency of the presence and distance education methods. The main challenge is to motivate students and increase their understanding of the microcomputer system. The article's secondary challenge is to offer a solution to the distance learning method, which has had a negative impact on students' knowledge levels. The article describes how to increase the effectiveness of distance learning using current software tools. The distance education methods are divided into two categories with a different way of education reaching.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75925997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The marketisation of education, globalisation, and the requirement for continuous economic growth, have positioned creativity and innovation as essential components of 21st century education. Creative approaches to learning have been shown to support well-being and promote a culture of continuous improvement which in turn, support the development of prosperous and sustainable, digital economies (OECD, 2019). In terms of teacher education then, creativity and innovation are now regarded as core skills for all teachers (Henriksen et al., 2021). If these skills are seen as being fundamental to societal development, they must therefore be nurtured as a key component of professional learning for teachers. Using a mixed methods approach, this study aims to explore ways in which creative and innovative mindsets can be fostered in student teachers as part of their initial teacher education. Questionnaires and focus groups were used to collect data. Firstly, a first-year cohort of Primary and Post Primary student teachers (n= 118 ) attended an introduction to design thinking and creative problem-solving, 3-hour workshop with the objective of enhancing their creative problem-solving and innovative skills in preparation for school placement. Secondly, a collaborative podcast project with students and lecturers was developed to enhance students’ learning experiences and foster creativity. Thirdly, following their school placement, further data were collected to address the extent to which the participants implemented some of the workshop initiatives during their placement. Preliminary findings suggest that the revised approach to teaching and learning can encourage creative, critical thinking and increase student confidence as they develop their competence and practice as teachers. In addition, the data suggest that students favour the more andragogical approach employed in the workshops and podcast development as opposed to traditional, pedagogical modes of teaching and learning. The research provides a strong platform to embed a culture of critical thinking, creativity, collaboration and communication, and in doing so, establish and build collaborative partnerships between education, business and community.
教育市场化、全球化和持续经济增长的要求，使创造力和创新成为21世纪教育的重要组成部分。创新的学习方法已被证明可以促进福祉，促进持续改进的文化，从而支持繁荣和可持续的数字经济的发展(经合组织，2019年)。就当时的教师教育而言，创造力和创新现在被视为所有教师的核心技能(Henriksen et al.， 2021)。如果这些技能被视为社会发展的基础，那么它们必须作为教师专业学习的关键组成部分加以培养。本研究采用混合方法的方法，旨在探索如何培养学生教师的创造性和创新思维，作为他们最初教师教育的一部分。使用问卷调查和焦点小组收集数据。首先，118名一年级的小学和小学后的实习教师参加了一个介绍设计思维和创造性解决问题的3小时工作坊，目的是提高他们的创造性解决问题和创新技能，为学校安置做准备。其次，我们与学生和讲师合作开发了一个播客项目，以提高学生的学习经验和培养创造力。第三，在他们的学校安置之后，收集了进一步的数据，以解决参与者在安置期间实施一些讲习班倡议的程度。初步研究结果表明，修订后的教学方法可以鼓励创造性和批判性思维，并在学生发展能力和作为教师的实践中增强他们的信心。此外，数据表明，与传统的教学模式相比，学生们更喜欢在研讨会和播客开发中采用更理性的方法。该研究提供了一个强大的平台，以嵌入批判性思维，创造力，协作和沟通的文化，并在此过程中，建立和建立教育，商业和社区之间的合作伙伴关系。
{"title":"WHAT INFLUENCE DID A DESIGN THINKING, CREATIVE PROBLEM-SOLVING WORKSHOP HAVE ON BEGINNER STUDENT TEACHERS?","authors":"Karen McGivern","doi":"10.36315/2023v1end033","DOIUrl":"https://doi.org/10.36315/2023v1end033","url":null,"abstract":"The marketisation of education, globalisation, and the requirement for continuous economic growth, have positioned creativity and innovation as essential components of 21st century education. Creative approaches to learning have been shown to support well-being and promote a culture of continuous improvement which in turn, support the development of prosperous and sustainable, digital economies (OECD, 2019). In terms of teacher education then, creativity and innovation are now regarded as core skills for all teachers (Henriksen et al., 2021). If these skills are seen as being fundamental to societal development, they must therefore be nurtured as a key component of professional learning for teachers. Using a mixed methods approach, this study aims to explore ways in which creative and innovative mindsets can be fostered in student teachers as part of their initial teacher education. Questionnaires and focus groups were used to collect data. Firstly, a first-year cohort of Primary and Post Primary student teachers (n= 118 ) attended an introduction to design thinking and creative problem-solving, 3-hour workshop with the objective of enhancing their creative problem-solving and innovative skills in preparation for school placement. Secondly, a collaborative podcast project with students and lecturers was developed to enhance students’ learning experiences and foster creativity. Thirdly, following their school placement, further data were collected to address the extent to which the participants implemented some of the workshop initiatives during their placement. Preliminary findings suggest that the revised approach to teaching and learning can encourage creative, critical thinking and increase student confidence as they develop their competence and practice as teachers. In addition, the data suggest that students favour the more andragogical approach employed in the workshops and podcast development as opposed to traditional, pedagogical modes of teaching and learning. The research provides a strong platform to embed a culture of critical thinking, creativity, collaboration and communication, and in doing so, establish and build collaborative partnerships between education, business and community.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78998199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jelena Blašković Glaleković, Svetlana Novaković, Zlata Tomljenović
The work in combined classrooms is very specific and demanding for primary education teachers because one teacher simultaneously performs lessons for more than one class. According to the official data from the Ministry of Education in Croatia, there are 148,233 students in the first four classes, wherein 9,879 (6,7%) students in composite classrooms classes. In combined, i.e. split-year classes, students are heterogeneous with regard to their age and abilities. Due to the nature of instruction that is complex, teachers need to be creative in the teaching methodology as well as in organizing overall lessons. Artistic subjects (music and visual arts) represent specific educational fields, and they are taught by class teachers in the first four grades of primary school. The goal of this work was to examine how primary education teachers conduct combined instruction in the artistic fields of music and visual arts with regard to age-diverse class composition. Besides, the advantages and drawbacks of such work and challenges teachers are faced with were also investigated. The research was conducted in 2023. Teachers working in two-, three-and four-year combinations participated in the study. The qualitative research method was applied, i.e. participants were interviewed in order to gain specific information, that is, a more in-depth insight into the work in combined classrooms within artistic fields. In their interview, female teachers underlined the beauty and challenge of such work with regard to peer mentoring, tolerance and mutual appreciation. The drawbacks of working in combined classes are connected to the organisation of teaching (planned and effective time use).
{"title":"ARTS EDUCATION IN COMBINED PRIMARY CLASSES IN THE REPUBLIC OF CROATIA","authors":"Jelena Blašković Glaleković, Svetlana Novaković, Zlata Tomljenović","doi":"10.36315/2023v1end051","DOIUrl":"https://doi.org/10.36315/2023v1end051","url":null,"abstract":"The work in combined classrooms is very specific and demanding for primary education teachers because one teacher simultaneously performs lessons for more than one class. According to the official data from the Ministry of Education in Croatia, there are 148,233 students in the first four classes, wherein 9,879 (6,7%) students in composite classrooms classes. In combined, i.e. split-year classes, students are heterogeneous with regard to their age and abilities. Due to the nature of instruction that is complex, teachers need to be creative in the teaching methodology as well as in organizing overall lessons. Artistic subjects (music and visual arts) represent specific educational fields, and they are taught by class teachers in the first four grades of primary school. The goal of this work was to examine how primary education teachers conduct combined instruction in the artistic fields of music and visual arts with regard to age-diverse class composition. Besides, the advantages and drawbacks of such work and challenges teachers are faced with were also investigated. The research was conducted in 2023. Teachers working in two-, three-and four-year combinations participated in the study. The qualitative research method was applied, i.e. participants were interviewed in order to gain specific information, that is, a more in-depth insight into the work in combined classrooms within artistic fields. In their interview, female teachers underlined the beauty and challenge of such work with regard to peer mentoring, tolerance and mutual appreciation. The drawbacks of working in combined classes are connected to the organisation of teaching (planned and effective time use).","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79433953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"WRITTEN REFLECTION AS A “MOVEMENT” IN A QUALITY SERVICE-LEARNING PROCESS","authors":"","doi":"10.36315/2023v1end140","DOIUrl":"https://doi.org/10.36315/2023v1end140","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"170 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73601345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Age-appropriate entrepreneurial competence increases the well-being of the individual and society because diverse abilities and competences must be applied in entrepreneurship. Entrepreneurship is defined through the entrepreneurial process, which begins with the recognition and action of an entrepreneurial opportunity and ends with the implementation of a new idea. In the development of entrepreneurship competence, the assessment of the development of cognitive and social skills is difficult and novel in the field due to the abundance of entrepreneurship sub-competences and their different starting points. The purpose of the study is to create and validate a test to assess the knowledge and attitudes of basic school students about entrepreneurship. 19 Estonian basic schools of different locations and sizes participated in the test. The test was taken by 616 students who were divided into 3rd grade (N=326) and 6th grade (N=290) students. The test contains special types of tasks, e.g., multiple-choice tasks, each answer of which provides information about the learner's knowledge or attitude about at least one entrepreneurial sub-competency. There were three tasks in the test to measure each sub-competency. The tasks (N=34) were divided into multiple-choice situational tasks and self-directed tasks. The entrepreneurial sub-competences were: (1) self-efficacy, (2) motivation and risk-taking, (3) economic and financial literacy, (4) planning and management skills, (5) sustainable thinking, (6) community initiative, (7) environmental awareness and ethical thinking, (8) teamwork, (9) valuing ideas and opportunities, (10) vision and creativity. As a result, the tasks measuring sub-competences were divided into three categories: ideas and opportunities, resources and into action. As the main results of the study, the responses of the 3rd and 6th grade students differed, and it was found that the 3rd grade students achieved the best results on the tasks categorized according to the self-efficacy dimension and the lowest results in tasks measuring economic mindset competences. In contrast, 6th graders achieved the best results in tasks assessing ideas and opportunities and the worst results resources mobilization in tasks. As a result of the study, a test was prepared and validated, which enables the evaluation of sub-competences in entrepreneurship. As a result of the purposeful assessment of the sub-competences of entrepreneurial competence, there is an opportunity to develop entrepreneurial competence in the 3rd and 6th grades.
{"title":"ASSESSMENT OF THE SUB-COMPETENCES OF ENTREPRENEURIAL COMPETENCE IN THE BASIC SCHOOL","authors":"Külli Hiiemäe-Metsar, Krista Uibu, M. Raudsaar","doi":"10.36315/2023v1end107","DOIUrl":"https://doi.org/10.36315/2023v1end107","url":null,"abstract":"Age-appropriate entrepreneurial competence increases the well-being of the individual and society because diverse abilities and competences must be applied in entrepreneurship. Entrepreneurship is defined through the entrepreneurial process, which begins with the recognition and action of an entrepreneurial opportunity and ends with the implementation of a new idea. In the development of entrepreneurship competence, the assessment of the development of cognitive and social skills is difficult and novel in the field due to the abundance of entrepreneurship sub-competences and their different starting points. The purpose of the study is to create and validate a test to assess the knowledge and attitudes of basic school students about entrepreneurship. 19 Estonian basic schools of different locations and sizes participated in the test. The test was taken by 616 students who were divided into 3rd grade (N=326) and 6th grade (N=290) students. The test contains special types of tasks, e.g., multiple-choice tasks, each answer of which provides information about the learner's knowledge or attitude about at least one entrepreneurial sub-competency. There were three tasks in the test to measure each sub-competency. The tasks (N=34) were divided into multiple-choice situational tasks and self-directed tasks. The entrepreneurial sub-competences were: (1) self-efficacy, (2) motivation and risk-taking, (3) economic and financial literacy, (4) planning and management skills, (5) sustainable thinking, (6) community initiative, (7) environmental awareness and ethical thinking, (8) teamwork, (9) valuing ideas and opportunities, (10) vision and creativity. As a result, the tasks measuring sub-competences were divided into three categories: ideas and opportunities, resources and into action. As the main results of the study, the responses of the 3rd and 6th grade students differed, and it was found that the 3rd grade students achieved the best results on the tasks categorized according to the self-efficacy dimension and the lowest results in tasks measuring economic mindset competences. In contrast, 6th graders achieved the best results in tasks assessing ideas and opportunities and the worst results resources mobilization in tasks. As a result of the study, a test was prepared and validated, which enables the evaluation of sub-competences in entrepreneurship. As a result of the purposeful assessment of the sub-competences of entrepreneurial competence, there is an opportunity to develop entrepreneurial competence in the 3rd and 6th grades.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"109 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85707708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The starting point of every lesson to be presented is a lesson plan. The lesson plan maps out the route that the teacher intends to take in the classroom. At teacher education institutions, student teachers are capacitated to master the skills of lesson planning and the skill of lesson presentation. The aim of this study was to investigate why there is no synergy between the student teachers’ lesson plans and lesson presentations during teaching practice. Students map out their teaching on a lesson plan, but what they do in the classroom is not a reflection of the lesson plan itself. As a result, the researchers sought to investigate the reasons for this lack of synergy between the lesson plan and the actual lesson presentation. This qualitative research was conducted through semi-structured interviews. A sample of 20 B.Ed. degree student teachers who are in their third year of study were purposefully selected. The findings revealed that most students do not have high regard for lesson planning. The assessment rubric used to evaluate student teachers’ teaching competence during teaching practice does not point out any aspects of the lesson plan. Again, student teachers are unsure of how to implement some of the aspects of the lesson plan template, among others identification of prior learning, values, and attitudes, assessment strategies, and expanded opportunities. The study highlighted the need to put more emphasis on the importance of the lesson plan and implementation thereof. It was also recommended that more marks be allocated for the lesson plan on the assessment rubric.
{"title":"SYNERGY BETWEEN THE LESSON PLAN AND LESSON PRESENTATION: PRACTICE WHAT YOU PLAN!","authors":"Mokete Letuka, P. Mollo","doi":"10.36315/2023v1end030","DOIUrl":"https://doi.org/10.36315/2023v1end030","url":null,"abstract":"The starting point of every lesson to be presented is a lesson plan. The lesson plan maps out the route that the teacher intends to take in the classroom. At teacher education institutions, student teachers are capacitated to master the skills of lesson planning and the skill of lesson presentation. The aim of this study was to investigate why there is no synergy between the student teachers’ lesson plans and lesson presentations during teaching practice. Students map out their teaching on a lesson plan, but what they do in the classroom is not a reflection of the lesson plan itself. As a result, the researchers sought to investigate the reasons for this lack of synergy between the lesson plan and the actual lesson presentation. This qualitative research was conducted through semi-structured interviews. A sample of 20 B.Ed. degree student teachers who are in their third year of study were purposefully selected. The findings revealed that most students do not have high regard for lesson planning. The assessment rubric used to evaluate student teachers’ teaching competence during teaching practice does not point out any aspects of the lesson plan. Again, student teachers are unsure of how to implement some of the aspects of the lesson plan template, among others identification of prior learning, values, and attitudes, assessment strategies, and expanded opportunities. The study highlighted the need to put more emphasis on the importance of the lesson plan and implementation thereof. It was also recommended that more marks be allocated for the lesson plan on the assessment rubric.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82088694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is considerable evidence that working collaboratively in small groups has learning benefits (Laal and Ghodsi, 2012) and that children’s participation in such activities mediates learning (Webb et al., 2014). Despite a growing interest in inclusion in education, personality has been overlooked as a possible source of exclusion. In this study we identified children who self-reported low levels of extraversion and/or high levels of neuroticism (tendency to worry) as personality traits and then observed them working in small group collaborative learning situations. Using social network analysis (SNA) as a way of understanding the group interactions, we employed a novel measure of degree centrality (influence) and coupled this with a qualitative analysis of the nature of the group interactions, establishing a genuinely mixed methods social network analysis (Froehlich et al., 2020). Findings suggest that low levels of extraversion and/or high levels of neuroticism can be, but are not always associated with lower levels of participation and that a range of other factors, notably the personality traits of the other children, affect participation. These findings could be used to suggest ways that teachers could employ more personality-sensitive pedagogies.
有相当多的证据表明，在小组中协作工作具有学习益处(Laal和Ghodsi, 2012)，儿童参与此类活动会促进学习(Webb et al.， 2014)。尽管人们对教育中的包容性越来越感兴趣，但个性作为一种可能的排斥来源却被忽视了。在这项研究中，我们确定了自我报告的低水平外向和/或高水平神经质(倾向于担心)的儿童作为人格特征，然后观察他们在小组合作学习情境中的工作。使用社会网络分析(SNA)作为理解群体互动的一种方式，我们采用了一种新的程度中心(影响力)衡量标准，并将其与群体互动性质的定性分析相结合，建立了真正的混合方法社会网络分析(Froehlich et al.， 2020)。研究结果表明，低水平的外向性和/或高水平的神经质可能与低水平的参与有关，但并不总是与低水平的参与有关，还有一系列其他因素，尤其是其他孩子的个性特征，会影响参与。这些发现可以用来建议教师采用更注重个性的教学法。
{"title":"PERSONALITY-SENSITIVE PEDAGOGIES: A MIXED METHODS ANALYSIS OF SMALL GROUP INTERACTIONS AMONG 9-10 YEAR OLDS","authors":"Marcus Witt, Ben Knight","doi":"10.36315/2023v1end076","DOIUrl":"https://doi.org/10.36315/2023v1end076","url":null,"abstract":"There is considerable evidence that working collaboratively in small groups has learning benefits (Laal and Ghodsi, 2012) and that children’s participation in such activities mediates learning (Webb et al., 2014). Despite a growing interest in inclusion in education, personality has been overlooked as a possible source of exclusion. In this study we identified children who self-reported low levels of extraversion and/or high levels of neuroticism (tendency to worry) as personality traits and then observed them working in small group collaborative learning situations. Using social network analysis (SNA) as a way of understanding the group interactions, we employed a novel measure of degree centrality (influence) and coupled this with a qualitative analysis of the nature of the group interactions, establishing a genuinely mixed methods social network analysis (Froehlich et al., 2020). Findings suggest that low levels of extraversion and/or high levels of neuroticism can be, but are not always associated with lower levels of participation and that a range of other factors, notably the personality traits of the other children, affect participation. These findings could be used to suggest ways that teachers could employ more personality-sensitive pedagogies.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87106659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hua Fan, Tianchi Yang, Jianming Liu, Zonglin Li, Xinkai Guo, Yan Sun
.
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{"title":"EXPLORATION OF THE TEACHING METHOD OF THE COURSE \"CIRCUIT ANALYSIS AND ANALOG CIRCUITS\"","authors":"Hua Fan, Tianchi Yang, Jianming Liu, Zonglin Li, Xinkai Guo, Yan Sun","doi":"10.36315/2023v1end089","DOIUrl":"https://doi.org/10.36315/2023v1end089","url":null,"abstract":".","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"2010 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86275461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to draw attention to, analyze and discuss the following issues: (1) What mathematics should teacher education include, in order for student teachers to gain knowledge of a teaching practice that ensures the progression in students' mathematics development, and (2) How can the subject-specific content in an algebra course for student teachers be designed through an interaction between formal concepts in mathematics and the content of practical mathematics teaching with focus on algebra. An analysis of these issues is carried out within a theoretical framework of didactics of mathematics, related to a research context. This article is based on two research projects, MIL (Mathematics in teacher education) and SKUM (Student teachers’ knowledge and perceptions of mathematics) as well as ongoing research work with a focus on the quality of student teacher education in mathematics and the didactics of mathematics in the K–3 and 4–6 programs at Södertörn University.
{"title":"PRE-SERVICE TEACHERS’ KNOWLEDGE OF MATHEMATICS: A FRAMEWORK FOR SUSTAINABLE DEVELOPMENT OF STUDENT KNOWLEDGE","authors":"N. Karlsson, W. Kilborn","doi":"10.36315/2023v1end042","DOIUrl":"https://doi.org/10.36315/2023v1end042","url":null,"abstract":"The purpose of this article is to draw attention to, analyze and discuss the following issues: (1) What mathematics should teacher education include, in order for student teachers to gain knowledge of a teaching practice that ensures the progression in students' mathematics development, and (2) How can the subject-specific content in an algebra course for student teachers be designed through an interaction between formal concepts in mathematics and the content of practical mathematics teaching with focus on algebra. An analysis of these issues is carried out within a theoretical framework of didactics of mathematics, related to a research context. This article is based on two research projects, MIL (Mathematics in teacher education) and SKUM (Student teachers’ knowledge and perceptions of mathematics) as well as ongoing research work with a focus on the quality of student teacher education in mathematics and the didactics of mathematics in the K–3 and 4–6 programs at Södertörn University.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85160444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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