EIKI Journal of Effective Teaching Methods
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The Teachers\u27 metaphors about "creative thinking": Teachers\u27 metaphors about "creative thinking"
No full textThe aim of this study is the 21st century, which has an important place in the cognitive, emotional, academic and social development of students. The aim is to reveal the metaphors produced by teachers, who are in the position of gaining creative thinking, one of the learning and innovation skills, about creative thinking. The research was carried out with 10 teachers working in different types and levels of public schools in the Efeler district of Aydın province in the 2022-2023 academic year. In the study, in which the phenomenological approach, one of the qualitative research designs, was used, the participants were asked a question in the semi-structured "creative thinking metaphor interview form" prepared by the researchers and the data obtained were analyzed by content analysis. The metaphors produced by the teachers in the study group about creative thinking were grouped into four categories: "generating original ideas", "problem solving", "rethinking" and "creating an original product".
 
The Use of differentiated Instruction in LSP Courses in Moroccan Higher Education
Get PDFDifferentiated instruction is an umbrella term that covers a wide range of instructional strategies that aim to level the playing field by addressing diverse learners’ needs. Equally, LSP pedagogy is predicated on the identification and acknowledgment of learners’ needs. Both approaches incorporate pedagogical practices derived from the principles of learner-centered teaching. The integration of differentiated instruction practices into LSP pedagogy can potentially result in more effective learning and learner satisfaction.This study sought to survey LSP instructors’ views and perceptions about the use of differentiated instruction in higher education. Data was collected using a questionnaire with closed-ended questions. Participants included twenty LSP instructors teaching English and French at a large polytechnic university in Morocco. The majority of the participants placed a high value on the use of differentiated instruction in LSP courses. A number of implementation barriers were identified. Although differentiated instruction is considered to be an effective instructional approach, institutional constraints may hinder its potential benefits
Examination of Special Education Teachers\u27 Opinions on the Problems They Experience and the Solution of the Problems: Special Education
No full textIn this study, the problems experienced by special education teachers according to their opinions, the source of the problems and their expectations were tried to be revealed. In this study, which was conducted to identify the problems and expectations of special education teachers who work in the country and have an important place, it is aimed to improve the quality of special education by developing solution proposals.
Eight school administrators, who work in schools of various types and levels in Aydın province, who were determined by criterion sampling and maximum diversity sampling, which are among the purposeful sampling methods, participated in this study, which is considered in the case study design, which is one of the qualitative research methods. The semi-structured interview form used in the research was shaped by the researchers as a result of the literature review. The data obtained by the face-to-face interview method were analyzed by content analysis. As a result of the analysis of the data, it was determined that special education teachers mostly experienced problems with school management, teaching process, student parents, physical space and other field teachers.
In this study, which is thought to make a significant contribution to increasing the quality of special education given in schools, within the framework of the data obtained, meeting the needs of teaching materials and equipment, providing seminars, courses and distance education services for parents, teachers and school administrators, and communication and communication of school administrators with other field teachers. Suggestions have been developed to carry out activities to increase interaction
The standard measurement in online learning: a rubric as a focus on teaching-learning practices to move up quality education
Get PDFThe main objective of this paper is to facilitate the 21st century’s quality assurance for learning and distance learning to measure learning outcomes and enable students to achieve skills and knowledge in global transformative education. Technologies in education have provided a common platform for transforming education into online learning practices throughout the global COVID-19 affliction. Accordingly, the transformation of modern technologies in education has opened up many challenges and reliability issues in teaching and learning processes. The paper highlights the rethinking of rubric perceptions, uses, and design in learning, including online learning, in an interactive way to promote quality education. The research methodology involved a systematic review of the literature and data analysis synthesized using both qualitative and quantitative techniques. Rubrics, as an influential assessment instrument in learning, have been applied along with standardizing the quality of students in higher education for almost three decades globally. This study is significant in focusing on the rubric, the practical instrument, which is helpful for great accomplishments and challenging skills, and creativity in tertiary education. Well-designed and carefully designed rubrics and e-rubrics help students become more rational judges of the quality of their work by identifying the essential criteria and targeting the goals and learning outcomes of education. Rubrics enhance students\u27 competency to communicate their ideas effectively, which correlates with the standard of sustainable quality education. Further examination of the rubric is needed to identify the challenges of reliability and authenticity in digital education
Harnessing AI to Power Constructivist Learning: An Evolution in Educational Methodologies
Get PDFThis article navigates the confluence of the age-old constructivist philosophy of education and modern Artificial Intelligence (AI) tools as a means of reconceptualizing teaching and learning methods. While constructivism champions active learning derived from personal experiences and prior knowledge, AI’s adaptive capacities seamlessly align with these principles, offering personalized, dynamic, and enriching learning avenues. By leveraging AI platforms such as ChatGPT, BARD, and Microsoft Bing, educators can elevate constructivist pedagogy, fostering enhanced student engagement, self-reflective metacognition, profound conceptual change, and an enriched learning experience. The article further emphasizes the preservation of humanistic values in the integration of AI, ensuring a balanced, ethical, and inclusive educational environment. This exploration sheds light on the transformative potential of inter-twining traditional educational philosophies with technological advancements, paving the way for a more responsive and effective learning paradigm
Challenges of experimental research in education
Get PDFTo modernize the national system of education, to enhance teachers’ excellence or even to change the direction of professional teaching activity, it is important to upgrade pedagogical science and provide its practical orientation. In this regard, there is a necessity to look differently at the role and methods of experimental research in education.
Accordingly, modern educator must fulfill the requirements of modern society; he/she be creative and learned, be able to analyze the experience and see prospects that means to be a researcher.
The existing views on experimental research are developed under conditions of functioning of stable or standard programme in the unified state school. But currently, institutional diversity and a wide range of teaching methods can be considered the most significant features of educational system.
These features suggest that pedagogical staff at the institution can design and implement their own educational technologies. Consequently, we observe a sharp increase in number of teaching approaches and methods within the educational process that leads to the explosive growth of pedagogical phenomena
Digital Games and Second Language Learning among Tertiary-level EFL Learners: A Critical Review
Get PDFDespite the increased interest in the possibilities of digital games in second language education, their use in higher education is a relatively uncharted territory. This review was carried out to examine how digital game-based language learning is used, and what its effects are on language learners at tertiary level in English as a Foreign Language (EFL) contexts. Twenty-seven studies were short-listed from academic literature and were analysed for research methodology, theoretical frameworks, research foci, game types and specifications, research results, and pedagogical implications. The research revealed six types of digital games, each with its own affordances that could enhance language learning. It was also found that these games increased vocabulary uptake and long-term lexical retention, enhanced L2 reading and listening comprehension, fostered writing ability and communicative competence, and increased motivation and willingness to communicate in the L2. Therefore, it may be deduced that digital games can be employed as a beneficial tool for the development of L2 competence and for the enrichment of the language learning experience. Suggestions for further research and educational implications have been provided
Review the Role of Holistic Learning in Cultivating Global Citizenship Skills
Get PDFThis research paper provides a comprehensive review of the role of holistic learning in cultivating global citizenship skills. The paper explores the impact of holistic learning approaches on the development of intercultural competence, social justice awareness, environmental stewardship, and civic engagement among students. Through a thorough literature review, the paper examines the theoretical perspectives, practical applications, and empirical evidence supporting the integration of holistic learning in global citizenship education. The findings consistently demonstrate that holistic learning approaches, such as project-based learning, experiential learning, and integrated curriculum, offer unique benefits in fostering global citizenship skills. By providing students with real-world experiences, interdisciplinary perspectives, and hands-on activities, holistic learning engages students in active learning, critical thinking, and reflection. It promotes intercultural understanding, empathy, effective communication, social justice awareness, environmental stewardship, and a sense of civic responsibility. The paper compares and contrasts holistic learning approaches with other educational approaches, highlighting the distinctiveness and added value of holistic learning in providing a comprehensive and immersive educational experience for global citizenship education. In summary, this research paper contributes to the understanding of how holistic learning can effectively cultivate global citizenship skills, enabling individuals to become responsible and active global citizens in an interconnected world
Promoting Safe Spaces: Creating Inclusive Educational Environments for Transgender Students
Get PDFThe goal is to create a unified education system that values all children, regardless of their caste, class, gender, sexualities, race, community backgrounds, ethnic backgrounds and abilities. The movement towards integrating children with disabilities into the regular classrooms started in the second half of the twentieth century. However, transgender students still face discrimination due to their gender and sexual identities. The Right to Education Act, 2009 guarantees universal education for all, and the Constitution of India mandates an inclusive society for all, including transgender persons. In recent years, the perception of the society towards transgender persons has changed, and transgender persons can lead a better quality of life if they have equal opportunities and access to social development services. Inclusive classrooms are important for trans, non-binary and Two-Spirit students, as they foster essential learning outcomes such as critical thinking and effective group work skills. This article will throw light on the identification of transgender students in schools, students are managing conflict situations in the schools, ensuring safety and security of transgender students in schools and some suggestive practices for teachers and school administrators
Overcoming of communication barriers in the classroom
Get PDFThe main objective of the article is to analyze communication barriers in the classroom and to develop the algorithm to overcome them. The minor objectives of the research are: to present different classification of communication barriers and to distinguish the barriers that are typical for the educational process; to conduct open-closed survey and to outline the most frequent communication barriers; to describe teaching strategies and techniques that contribute to overcoming communication barriers. To solve the research problem we applied theoretical and empirical methods. theoretical methods included literature review and generalization of results. Empirical methods concerned pedagogical experiment and methods of mathematical analysis. To study the answers of respondents we used open-close survey through written forms. The pedagogical experiment embraced 127 students and 59 teachers of different institutions throughout the country. It was conducted in three stages: targeting, diagnostical, content, and analytical. The research showed two groups of methods are effective to overcome communication barriers in the classroom: methods of psychological influence and methods of active pedagogical interaction. The methods of psychological influence are the following persuasion, suggestion, imitation, suggestion. Methods of active pedagogical interaction include: discussion, role-playing games, psycho-pedagogical training (sensitive training), special situations