International Journal of Instruction
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Pedagogical Innovation: An Analysis of Teaching Practice in Mathematics Professionals to Improve Students Learning
No full textThe aim of this research was to examine the teaching practice of professionals of the Secondary Specialization in Mathematics Didactics (SSMD) in secondary education, using a qualitative research design, cross-sectional type. Furthermore, we selected 11 teachers that finished their first education cycle in SSMD as sample. Two data collection instruments; observation technique and interview were used in this study. These instruments were used to collect information on the planning of learning sessions; description of learning session; critical reflection of learning session, intervention to overcome deficiencies; and commitment to improvements. The results showed many failures in the planning process of learning sessions, as well as in the execution and subsequent reflection, intervention and commitments to overcome them; these were consequences of the work of non-specialized professionals. Also, more than 50% of the teachers observed did not start with motivation that awaken the interest of the students based on situation in the environment, an organization in teams without established criteria, the use of inadequate didactic materials and the lack of strategies applied
Scientific Problem-Based Creativity Learning Model for Enhancing Students’ Creative Traits and Developing Scientific Creative Process
No full textScientific creativity in chemistry is unique and differs from that in other sciences. Previous studies have found low levels of students' scientific creativity and limited research on scientific creativity in chemistry education, especially concerning colloid systems, a topic closely related to everyday life. The research used a quasi-experimental design, employing instruments namely the chemistry scientific creativity test and Think Aloud Protocol. Data were analyzed using descriptive statistics and inferential statistics. Qualitative data were analyzed through thematic analysis to explore students’ creative processes. Results showed that SPBCL significantly improved students' creative traits (p < 0.001). Moreover, SPBCL fostered the development of students’ creative processes. This study emphasizes adopting SPBCL to nurture students' scientific creativity. The findings contribute to chemistry education by highlighting scientific creativity and equipping students with the essential skills needed for chemistry and beyond
Exploring Student Teachers’ Competence in Organizing Experiential Activities at High Schools
No full textThis study aims to elucidate the current state of student teachers’ competence in organizing experiential activities using participants from selected Vietnamese teacher education universities. The mixed methods approach, using surveys and interviews, was employed to collect relevant data, which was mainly quantitative in nature. The study involved surveying 773 sophomores and juniors as well as 30 lecturers teaching courses in educational studies. In addition, 22 students and eight lecturers from three universities specializing in teacher education - one from each of the three regions of Vietnam (the North, Central, and South) - were interviewed. The findings show that in general, most students demonstrate a good level of competence in organizing experiential activities and perform best in developing plans for such activities according to specific themes. The research also reveals that student teachers’ lowest level of competence involves assessing the results of organizing experiential activities. In addition, statistically significant differences exist between male and female students, those from rural and urban areas, those from various universities, and those with different academic performances. It is hoped that the research results will provide teacher education universities in similar contexts to the ones selected herein with information for improving training activities, ensuring enhanced conditions to develop student teachers’ competence in organizing experiential activities
Comparing Critical Thinking Skills of Future Arts and Humanities Teachers in China and Kazakhstan
No full textThis study examines the critical thinking abilities of aspiring teachers in the arts and humanities disciplines across two culturally distinct contexts: China and Kazakhstan. The research was conducted in 27 universities in Beijing, China, and 13 universities in Kazakhstan, involving a total of 636 teacher candidates (331 females and 305 males) aged between 20 and 60. A mixed-method research design was adopted, incorporating descriptive, analytical, and correlational approaches. Critical thinking was assessed using a researcher-developed instrument based on seven domains: Sensibility, Consciousness, Empathy, Adoption, Assumptions, Creativity, and Common Sense. The main objectives were to explore differences in critical thinking levels by age, gender, and cultural background; to compare low- and high-critical thinkers; and to identify which cognitive domains are most closely associated with strong critical thinking in each country. The main findings concluded that individual factors, including age, professional knowledge, and experience, were significantly related to critical thinking skills. The older participants scored higher on all domains of critical thinking. There were no statistically significant differences by sex or cultural background, so critical thinking appears to be a skill that any person can cultivate, regardless of demographic variables. These insights underscore the importance of targeted professional development in fostering critical thinking among future educators
Teachers’ Perceptions of Curriculum Alignment, Professional Development, and Teaching Practices
No full textThis study explores teachers’ perceptions of curriculum alignment, teaching methods, and professional development programs at Rawdah High School in Beirut. Utilising a quantitative research design, data were collected through a selfadministered questionnaire completed by 80 teachers across various disciplines. The study aims to evaluate the relevance of the curriculum to intended learning outcomes, the effectiveness of teaching methods, and the impact of professional development on student learning and achievement. Results indicate that while most teachers find the curriculum well-aligned with educational goals and teaching practices moderately effective, professional development received the lowest satisfaction score, highlighting significant room for improvement. Additionally, administrative support and resource availability emerged as crucial factors for fostering an effective learning environment. These findings provide actionable insights for school leaders to enhance educational practices, align professional development with contemporary educational challenges, and contribute to ongoing discussions on educational reform in Lebanon. The study also lays the groundwork for further regional research in this area
Artificial Intelligence and Safe Digital Learning for Children with Special Needs
No full textGiven that children with special needs in Egypt practise using artificial intelligence (AI) without learning the principles and standards for the safe ethical use of this technology—for which they have not received training—and that there are no standards for AI in Egyptian curricula, the goal of this study was to create a digital program that addresses some of the standards for the safe use of digital learning for AI. This exposes individuals to the risks and drawbacks of this use, which exacerbates their existing difficulties and essentially impacts their specific needs. It was therefore highly motivated to conduct this study through a sensory activities program that was implemented through one of the AI applications, Magic School, whose tools addressed some principles and standards for the safe use of AI, represented in two principles: the principle of privacy and the principle of security and safety. This was done considering the group's nature and capabilities, the challenges they face in school and in life in general, and the need to avoid the risks of this use without awareness or knowledge. The success of the activities included in the program was statistically indicated with satisfactory statistical significance in the study sample's children's acquisition of the standards required for learning the principles of the principle of privacy, the principle of security, and the principle of safety for the safe use of artificial intelligence. This was achieved by creating an achievement test for scenarios pertaining to the security of the creative use of AI on the network, which allowed for the monitoring and analysis of the students' responses
Exploring Factors Influencing Students’ Affective Engagement with Systems Thinking
No full textIncreasing complexity in today’s world requires skills to analyze ideas, identify connections, and view concepts holistically. Systems thinking addresses this need by focusing on the interactions and relationships among various elements. However, developing this skill requires explicit and scaffolded activities for effective learning. To explore how this can be achieved, a descriptive survey was conducted to determine whether significant differences exist in students' affective learning of systems thinking based on gender, academic grade, and birth order. These factors were examined as they relate to emotional responses, engagement, and motivation, which are critical to developing students’ ability to apply systems thinking effectively. The study involved 380 junior high school students from a public high school in the Philippines. Findings revealed significant differences in how male and female students applied systems thinking. Students with higher academic grades showed greater appreciation for its application, while birth order had minimal influence on perspectives regarding systems thinking capabilities. These findings highlight the importance of strategies that consider individual differences, such as gender-related variations and cognitive diversity, in enhancing systems thinking development. By incorporating these insights, educators can design targeted interventions, and researchers can develop strategies to foster systems thinking skills essential for addressing real-world challenges
Mathematical Self-Efficacy Mediating the Relationship Between Motivation, Anxiety, and Achievement
No full textEarlier studies on mathematical self-efficacy, motivation, anxiety, and mathematics achievement have shown significant controversies; however, mathematics achievement is highly important. This study adopts a quantitative research method, with a sample of 5,464 15-year-old secondary school students from 175 schools in Hong Kong. The aim is to explore the mediating role of mathematical self-efficacy in the relationship between motivation, anxiety, and mathematical achievement, and to analyze the moderating effects of gender and grade on this relationship.This study found that mathematics self-efficacy played a negative role between mathematics anxiety and mathematics performance, and played a completely positive role between mathematics motivation and mathematics performance. For Hong Kong secondary school students around 15 years old, there were significant differences in mathematics motivation and selfefficacy among students of different grades. As the grade increased, students' mathematics motivation and self-efficacy gradually increased. However, gender did not show a significant moderating effect on this. This study provides a new perspective for understanding the complex relationships among these variables, offers a theoretical basis for personalized education and tiered intervention strategies, and contributes to promoting adolescents' mental health and improving mathematics instruction
Basel Private Schools in Switzerland Offer Attractive and Alternative Educational Opportunities
No full textBasel offers a diverse educational landscape, critical for a multinational city like Basel, Switzerland. Following 11 years of compulsory schooling (kindergarten, primary, and secondary), students choose between vocational training or Gymnasium for academic studies. Beyond public options, Basel-Stadt boasts numerous private schools, complementing the state system with varied pedagogical approaches. Many of these international schools adopt curricula like the International Baccalaureate and offer multilingual instruction (English, German, French), catering to families of global employees. These private institutions play a significant role, with some even having transfer agreements with authorities, allowing students to move to state secondary schools without examinations, provided their curriculum is comparable. This ensures comprehensive educational opportunities for all children in Basel
The Role of Knowledge Management in Achieving the Sustainability of Universities: A Comparative Study
No full textThe objective of this research is to examine the role that knowledge management plays in optimizing the sustainability of Saudi universities. A questionnaire containing 57 sentences was created to accomplish the research purpose, and it was distributed over two axes of establishing university sustainability. A sample consisting of 214 academic and leadership staff members from Saudi Universities was asked to answer the questionnaire. The study employed descriptive and differential approaches to meet its goals, and data was gathered using a survey. The study has two axes; the first axis is knowledge management, which includes thirty-eight phrases covering four different dimensions. The second axis includes nineteen phrases covering the sustainable development domain. The total role of knowledge management received an average score of 2.6, which reflects its great impact on achieving sustainability in Saudi universities