International Journal of Instruction
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Characterising Pre-Service Primary School Teachers’ Discursive Activity when Defining
No full textThis paper studies how pre-service primary school teachers construct and select mathematical definitions through the analysis of their discursive activity. Specifically, the theory of commognition (Sfard, 2008) is employed to determine whether the existence of different meta-rules always leads to the existence of a commognitive conflict. Moreover, we study the reasons that give rise to the commognitive conflicts found and whether they are resolved. To this end, we studied the discourse of 45 pre-service primary school teachers while they answered several questions on defining geometric solids. The data in this study consisted of audio recordings of their discussions and their written answers. In this paper, three vignettes showing different meta-rules are presented. In the first, discussions regarding the characteristics of a definition promoted the appearance of different meta-rules that existed in incommensurable discourses, which meant the existence of a commognitive conflict. This conflict highlights the fact that certain pre-service teachers confuse the processes of describing and defining. Both the second and third vignettes featured the appearance of two different meta-rules. However, in both cases, those meta-rules could coexist in the same discourse, and therefore a commognitive conflict could not be inferred
Developing an Educational and Cognitive Competence Model for Future Teacher’s for Independent Work – The Case of Indonesia
No full textTeacher’s training has become a multifaceted process comprising key competencies of which cognitive and educational competence holds paramount importance. The primary aim of teacher’s training is linked to determining the essence along with differentiating the key elements of the formation of the future teacher’s cognitive and educational competence. This study focuses on the development of a model of future teachers’ educational and cognitive competence in independent work. In pursuit of this objective, the researcher has incorporated a review-based design guided by the interpretivism paradigm involving the metasynthesis of extant academic literature. The researcher conducted a comprehensive review of the extant literature and seminal work to delineate the essential educational and cognitive competencies that must be demonstrated by the teachers to effectively perform their job roles. The article presents five educational and three cognitive competencies that must be mastered by the teachers for their educational and cognitive competence and to enhance their ability to work independently. The model is proposed to be used by the teaching and educational professionals as a competence-based criterion for the training and assessment of the teacher’s performance in Indonesia. The key limitations and strengths of the study were added together with important recommendations for relevant academics and practitioners
Development of Three Tier Open-Ended Instrument to Measure Chemistry Students’ Critical Thinking Disposition Using Rasch Analysis
No full textBeing able to assess students' critical thinking disposition is a prerequisite for measuring students' achievements before and after corresponding instruction. This study provides an instrument that teachers can use to identify students' critical thinking disposition regarding the acid-base chemistry concept. The critical thinking disposition in the acid-base-chemistry instrument (CTD-AB) has been utilized by the 3D+1I model (defining, designing, developing, and implementing). Participants were 31 students' vocational high school (16 females and 15 males). Data from the implementation was analyzed by Rasch analysis and Confirmatory Factor Analysis to assess the psychometrical quality of the instrument. Factor analysis confirmed the CTB-AB model. Rasch analysis shows that the CTD-AB is unidimensional and has an acceptable fit. CTD-AB has good item reliability and good internal consistency. The results of this study indicate that CTD-AB is a reliable and valid measurement tool that can be used to measure students' critical thinking disposition regarding the acid-base concept. Further research should reveal cross-validation of the CTD-AB in a bigger sample (N>100) and different educational settings
Development of Picture Storytelling Books to Enhance Morality and Word Reading Ability of Special Needs Students in Thailand
No full textThis study aimed to 1) develop picture storytelling books for enhance morality and word reading ability of student with special needs. 2) examine the effectiveness of picture storytelling books. The subjects were 40 students of grade 1 to 3 who had a learning disabilities or mild intellectual disabilities. The students were selected by using purposive sampling and were studying in the second semester of the 2021 academic year at eight government schools with special education programs: 1. Rajaprajanugroh 46 School 2. Wat Samuha Pradit School 3. Watnonsaparam School 4. Anuban Saohai School 5. Wat Sathu Prachasan School 6. Anuban Saradaeng School 7. Watkhaojumpa School 8. Anuban Saraburi School. The research instruments were employed: 1) the word reading test, 2) the lesson plan for word reading, 3) the awareness of morality evaluation, 4) the students’ happiness questionnaire, and 5) the teachers’ satisfaction questionnaire. Descriptive statistics (i.e., percentage, dependent sample t-test) were used to analyze the data. The main findings can be summarized as follows: 1) The picture storytelling books: The content was related to eight types of morality, which included diligence, saving, honesty, being disciplined, Manners, cleanliness, harmony and kindness. The CVI scores of stories 1, 4, and 7 were 0.97-1.00 and stories 2, 3, 5, 6, and 8 were 1.00. 2) the word reading ability of the students who had learning disabilities was excellent and mild intellectual disabilities was below average; 3) the word reading ability of both groups was higher; 4) the students’ awareness of morality and happiness was high; and 5) the teachers were strongly satisfied with using the picture storytelling books
Fostering Critical and Creative Thinking through the Cooperative Learning Jigsaw and Group Investigation
No full textThe effects of cooperative learning on the promotion of critical thinking skills in college students are well documented, but not in conjunction with critical thinking dispositions. Since there are no studies on this topic in the Portuguese context, our aim is to verify whether cooperative learning using the Jigsaw and Group Investigation methods promote critical and creative thinking skills and dispositions in higher education. It was employed a quasi-experimental design with a pretest and posttest using the Critical and Creative Thinking Test (CCT) and the Critical Thinking Dispositions Scale (CTDS) with equivalent groups and a control group. The participants were 106 undergraduate students attending three different classes of the 3rd year of a university in northern Portugal. One class was Pre-service teaching and the others were Psychology undergraduates. The results demonstrate that only the intervention groups had significantly higher scores in the CCT posttest than in the pretest. Regarding dispositions, only the students having experienced the Jigsaw method improved. Implications and pedagogical suggestions are presented
Impact of the Digitization of Teaching on Undergraduate Students as the Result of the Covid-19 Pandemic and Transitioning to Online Learning
No full textThe novel coronavirus pandemic has disrupted everyday life infrastructure and greatly impacted educational systems worldwide in many ways. More specifically, Covid-19 confinement has significantly impacted students’ learning abilities and their academic performance as they adapt to remote learning. There are significant differences between online learning and a traditional face-to-face format. Pandemic induced remote-learning negatively impacted students’ access to education, most notably, low-income minority students. This research study aimed to examine the challenges students faced and the strategies they utilized to overcome them during the covid-19 transitioning to online learning. The investigation took place at the City College of New York, an urban, minority-serving institute. The number of research participants was 156 and our method of data collection comprised a survey made up of Likert-type and open-ended questions. Our findings suggest that students faced many challenges as a result of moving to online learning due to household distractions, technology issues, lack of socialization and interaction with peers and instructors, decreased motivation, increased feelings of isolation, and higher difficulty level of assignments and examinations. We should highlight that students found that online learning negatively impacted their mental health and increased their anxiety levels around science courses. However, students also reported positive aspects of transitioning to online learning
Methodological Establishment of the Research on the Exploration of Parenting Styles in Families Rearing Children Between 0-7 Years
No full textDuring the socialization process, educational influences on the child determine their personality development fundamentally, so getting to know the educational practices of parents’ is one of the central issues in educational science. The aims of our study, focusing on the parenting styles of parents raising children aged 0-7 living in Hungary, were: (1) to refine a quantitative research tool, (2) combine it with a qualitative tool and (3) to relate the results of two studies carried out with different methodologies. Prior to the questionnaire survey, as part of this research focus group interviews occurred, in which a total of 93 parents attended. The recorded opinions from the focus group interviews provided an opportunity to explore deeper connections. During the questionnaire data collection, a total of 980 parents were included in the study after representative sampling for type of settlement and age group. To explore their parenting style the modified version of the Child-rearing Practices Report (CRPR) was applied. After learning about the scale characteristics of parenting style, our attention was directed to the main characteristics of parenting style and the differentiating factors of parenting practice. Among the parents involved in the research caring, flexible child-rearing attitudes and practices were pronounced
Teaching Beliefs as a Dominant Factor Affecting English Instructors’ Choice of Techniques to Teach Young Language Learners
No full textTo help their children obtain higher scores in English and prepare them for a better future, many Vietnamese parents are likely to send them to a commercial English language center (CELC) for private lessons. Accordingly, the quality of CELC instructors’ teaching receives remarkable attention. It is crucial to explore what factors affect their teaching instructions as well as their choice of instructional strategies. This qualitative study used Grounded Theory to gauge a deep understanding of factors affecting 21 CELC teachers’ choices of teaching techniques which directly decide whether their teaching is good or bad. The data from 21 semi-structured interviews revealed that factors, including teaching conditions, teachers’ sense of technique’s effectiveness, teaching experience, time allotted, formal and informal professional training and development, and stakeholders’ influence, significantly affected their choice of teaching techniques used in the classroom. Additionally, the Grounded Theory study indicated that teaching beliefs were more influential, even above other factors. These beliefs can be tentatively classified into (i) conviction of the effectiveness of the teaching technique, (ii) pressure from stakeholders to use a particular teaching technique, and (iii) contextual factors that may affect the selection of techniques. The article discusses the findings in light of the theory of planned behavior and Vietnamese educational and socio-cultural values. It has implications for teacher training and teacher professional development
In-class and Out-of-class Anxiety when English is Used as Lingua Academia
No full textLittle research has investigated the constructs of in-class and out-of-class language anxiety in Thai universities where English is used as a lingua academia – medium of instruction in a content class and language of communication out of class. This paper reports the level of language anxiety experienced by students enrolled in full English-medium-instruction engineering programs, establishes the relationship between and among the two anxiety constructs, year level and specific and general English language proficiency, and elicits factors of in-class and out-of-class anxiety. Descriptive statistics was used to compute the extent of anxiety engineering students experienced in and out of class. Meanwhile, correlational statistics were used to explore the relationships between and among year level, language proficiency, in-class anxiety, and out-of-class anxiety. Finally, factor analysis was used to elicit factors. Data have shown that engineering students feel anxiety when English is used both in and out of class. They feel pressured to prepare well for the English-medium class in the classroom. Outside the classroom, they feel very anxious when the interlocutor seems unwilling to communicate. In addition, some significant relationships were found between variables. Factors in in-class anxiety were fear of failure, cognitive processing anxiety, lack of preparation, lack of confidence, fear of speaking, dislike of the English-medium class, negative peer evaluation, and feeling of discomfort. Meanwhile, out-of-class anxiety has three factors, including language processing difficulty, accentedness of speech, and fear of being corrected. Pedagogical implications were discussed to help alleviate students’ feelings of anxiety in in-class and out-of-class settings
National vs International Course Book Analysis: An English as a Foreign Language Case in the Slovak Context
No full textEven though the learning of English is no longer compulsory in the Slovak education system, it remains the dominant foreign language in most schools. It is usually taught from the third grade of primary school but is often taught from first grade and even in kindergartens. Research indicates that course books are heavily relied upon by those teachers teaching English, giving them a critical position in the process of language learning. However, most of the course books used are those produced for international markets and not those written with the specific needs of Slovak learners in mind. This paper analyses three English language course books for primary school learners and discusses their suitability for the needs of Slovak primary school learners. The research tools for collecting and processing data were qualitative document analysis, categorisation and comparative analysis (Flick, 2009). Data collected from the chosen course books were assigned and compared in the following categories: linguistic, sociolinguistic, pragmatic and non-verbal competences. Conclusions are drawn from the findings that English language course books should target the needs of specific learners and that national course books meet the needs of Slovak learners better in all four of the addressed categories