EIKI Journal of Effective Teaching Methods
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Practical Pedagogy as an Infinite Solution for All Generations’ Developmental Challenges
Get PDFTheory of education since pre-literate times to contemporary philosophies of education has always emphasized the relevance of practical teaching for sustainable citizenship, communal development and survival. Practical pedagogy is seen by Realists, Pragmatists, Naturalists and Progressivists not only as an essential aspect of schooling but life itself. Practical education is for all times, for, it connects people with reality, above all it is an interdisciplinary learning experience. It is widely accepted that practical pedagogy not only enables skills acquisitions but also leads to greater conceptual understanding. However, whilst there has been much research into relevance of, and factors that affect, practical teaching and learning, there has been limited research into whether teachers really implement practical pedagogy approaches. This study through qualitative theoretical data gathering and analysis provide the present position on practical pedagogy in the current Zimbabwe education system. Findings reveal a wide gap between practice and theory. This gap is attributed to resource constraints and lack of practical teaching knowledge. Other factors include negative teacher attitudes with prioritisation of theory and a limited interest. Zimbabwe curriculum seem not to place central emphasis on pragmatic world view. These factors lead to sustainable development challenges. Given the above findings, it can be recommended that, current Zimbabwe education system should undertake a broadly based audit of existing practice. Zimbabwe education system should be reviewed to explore reduction of theory inclination to allow learners more time on pragmatic knowledge exploration. The study concluded that there is a need to re-examine the aims of Zimbabwe education in order to reaffirm the relevance of practical intelligence for economic and social development. Such a re-examination could draw upon the traditions and practices that underpin many innovative initiatives, past, present and future
The empirical analysis in determining the critical determinants of using technology in utilising online learning platforms for improving academic achievements using Anova analysis
Get PDFThe goal of this study is to identify and investigate the elements that may influence the levels of achievement and contentment experienced by students enrolled in online classes. There is a body of research that has already investigated the advantages and applications of online education. In the current dynamic environment, many people using online platforms, this presents a problem in and of itself. The purpose of this study is to gain a deeper understanding in determining the critical determinants of using technology in utilising online learning platforms for improving academic achievements.
In the past, some of the implementation issues that have been highlighted include a lack of trained lecturers, insufficient facilities, and students who are unprepared to use online learning platforms and Learning Management System (LMS) platforms as teaching tools. In addition, a dearth of trained lecturers has been identified as a challenge. The demand for it among students increased, and it is currently utilized by individuals all over the world as a result of its adaptable design and several helpful functions. There have, for a considerable amount of time, been concerns over the expansion of online learning environments at the expense of those that are more traditional
Contemporary educational discourse as a tool of modernization of higher education
Get PDF The article deals with the analysis of different approaches to definition of category of educational discourse in various fields of humanities in particular. Special attention was drawn towards explanation the notion of educational discourse. According to the author it means a type of institutional communication with a regulatory orientation, the purpose of which is the socialization of a new member of society, the transfer to him of certain knowledge, abilities, skills, social values. The article proves that educational discourse creates positive educational communication between participants of educational process and resulted in positive knowledge transfer. Also, the author outlines the structural components of educational discourse, explains it role within the educational process. the findings show that effective educational discourse applied between the partciipants of educational process help to build a positive educational environment and, in the long run, modernize higher education
Teacher-centered or Student-centered Teaching Methods and Stu-dent Outcomes in Secondary Schools: Lecture/Discussion and Pro-ject-based Learning/Inquiry Pros and Cons
Get PDFTeacher-centered approaches, such as direct instruction, can be efficient at delivering information but may not promote deep learning or engagement. Student-centered approaches, like project-based learning and inquiry methods, can foster critical thinking and engagement, but can be more resource-intensive for teachers. Educators and administrators can encourage the use of student-centered approaches by providing professional development and support, promoting collaboration and networking, modeling, and encouraging self-reflection. It is important for teachers to use a variety of teaching methods that facilitate active learning
Forewords
No full textDear reader,
The second issue of the Journal of Effective Teaching Methods (JETM) is published under the aegis of a new international Editorial Team. And it is an honor and privilege for me, as an Editor-in-Chief, to take on the responsibility of editing and publishing JETM this year.
The importance of an international Editorial Team cannot be overstated in today’s globalized world, as this brings together professionals from different backgrounds, cultures, and regions, resulting in a rich tapestry of ideas and perspectives that greatly enhance content creation.
One of the key benefits of an international Editorial Team is its ability to provide a comprehensive understanding of global issues, education in particular. With members hailing from various countries, the team can offer unique solutions, and this diversity ensures that content is not biased towards a single perspective or limited to a particular cultural context.
Moreover, it should be noted that JETM is a scholarly open-access journal aiming to contribute to advancing pedagogical science through scientific discoveries and providing free access to research information. The journal also provides an open access system so the published works reach the scientific community and education practitioners immediately after publication, thus providing higher citations for the authors.
Since February 2023, we have been busy preparing for this issue involving multiple stages to ensure high-quality publications.
Inviting authors to publish their texts in this issue, we assumed that education is witnessing a number of changes and advancements driven by ongoing research, technological innovations, and evolving pedagogical approaches.
In this context, educational research plays a pivotal role in shaping and improving the field of education. Also, it helps identify evidence-based strategies that enhance student outcomes, inform instructional approaches, and drive educational reforms.
By studying various aspects of education, such as practical pedagogy, holistic learning, assessment, digital learning environments, and educational technologies, our authors contribute to advancing knowledge and refining educational practices.
We present to readers the results of in-depth investigations, terminological reflections on pedagogical phenomena, as well as the results of empirical research.
We hope that the findings presented by our authors will enable us to bring new ideas to the educational process and prepare educators for a series of complex challenges of the XXIst century consciously and creatively.
To attend to the international range of the journal and to extend the relevance and readability of JETM, we will, as Editorial Team, continue to encourage authors to submit their papers so as to incorporate international, transnational, and comparative implications of their work.
We strongly believe that international articles will help connect to current pedagogical concerns and assess the solutions to major problems within the education system. And, of course, we welcome the support of reviewers for the journal in developing these aims.
On behalf of the entire Editorial Team, we wish you an engaging and beneficial read.
Nataliya Bhinder, Editor-in-Chief
Doctor of Pedagogical Sciences, Professo
Misconceptions about Science Concepts in Traditional Fairy Tales
Get PDFFairy tales, cherished for generations, often incorporate elements of magic and wonder. While not intended to be scientific, they sometimes introduce misconceptions about fundamental science concepts. This paper explores common misconceptions about science found in traditional fairy tales, aiming to shed light on how these stories may contribute to a misunderstanding of scientific principles and the potential consequences of perpetuating such misconceptions
Foreign language as a special subject for creation of activity simula-tions
Get PDFThe purpose of the article is to substantiate the important characteristics of a foreign language as an educational subject for the creation of special problem situations that contribute to the effective assimilation of foreign language material. The specific objectives include: to analyze types of activity simulations used in the English language classroom; to conduct teachers survey and to reveal the peculiarities of using activity simulations; to develop the algorithm of using activity simulations in the English language classroom. During the educational research we use the following methods: literature review, open-ended survey, observation, content analysis, interview. The research was conducted in the first semester of 2022-2023 academic year and involved 156 teachers of English language of different higher educational institutions throughout the country. The findings showed that brainstorming, education discussion, round table, project-based technology, analysis of real-life situations, and simulation exercise are used most effective in the process of teaching a foreign language. They bring a number of advantages like engagement of students, formation of real-life experience, language practice, improvement of communication, improvement of collaboration, efficient organization of individualized learning, and motivation enhancement.. The research resulted in elaboration of recommendations for the teaching staff of higher educational institutions to use activity simulations in the classroom
Learning Local History and Culture Through Museum Visits
Get PDFThis study described how social studies preservice teachers learn local history and culture through museum visits. It employed a qualitative descriptive research design involving ten social studies preservice teachers selected through purposeful sampling. Data were collected through a written interview and analyzed using thematic analysis. Through museum visits, social studies preservice teachers learned the following: visual driven through images, relics and artifacts, and multimedia presentation; audio/oral driven through curator explanation and peer discussion; text driven through text description; and actual experience-driven through applying learning from exhibits, giving a point of view from the past, and wearing traditional attire. Preservice social studies teachers can learn about local history and culture by visiting museums. This study emphasizes the value of museums in preserving and promoting local heritage and culture, as well as how they can be a valuable resource for learning about local history and culture
Foreword
No full textForewords
Dear reader,
Greetings and welcome to the fourth and final issue of the “Journal of Effective Teaching Methods” for the year 2023. As we close another chapter of this journal, we take a moment to reflect on the remarkable journey we’ve shared over the year, filled with invaluable contributions, insightful research, and a shared commitment to advancing the art and science of teaching.
This journal has always been a dynamic space, embracing the ever-changing education landscape. With each passing issue, we’ve been witness to a growing body of knowledge, an expanding community of educators, and a wealth of innovative approaches that continue to shape the way we teach and learn. As we conclude this year’s publications, we do so with a deep sense of gratitude for your unwavering support, your dedication to educational excellence, and your continued passion for the transformative power of teaching.
In this fourth issue of 2023, you will find a curated collection of articles that represent the cutting edge of educational theory and practice. From innovative classroom techniques to the latest research findings, these contributions reflect the commitment of educators to adapt, innovate, and enhance the learning experiences of their students. As we look back at the incredible progress in teaching methods, we also look forward to the opportunities and challenges that await us in the field of education.
The “Journal of Effective Teaching Methods” is not just a repository of knowledge; it is a community of educators, researchers, and thought leaders who come together to inspire, challenge, and support one another. It is a testament to the tireless efforts of educators worldwide who strive to make the world a better place through the transformative power of education.
As we step into the future, let us continue to foster the spirit of collaboration, innovation, and the pursuit of excellence. The knowledge shared within these pages is a springboard for further exploration and discovery in the realms of pedagogy, curriculum development, and educational research.
I would like to express my deepest appreciation to the authors, reviewers, and readers who have contributed to the success of this journal in 2023. Your passion and dedication have made this journal a vital resource for educators, and your collective commitment to educational excellence is a driving force for positive change in the world of teaching and learning.
As we close the final issue of this year, I want to extend my warmest wishes for the holiday season and the year ahead. May it be a time of reflection, rejuvenation, and inspiration as we continue our shared mission to improve education and positively impact the lives of learners around the globe.
Thank you for being a part of this remarkable journey, and I look forward to what the future holds for the “Journal of Effective Teaching Methods.”
Warm regards,
Nataliya Bhinder, Editor-in-Chief
Doctor of Pedagogical Sciences, Professo
Examining Academicians’ and Teachers’ Opinions on Designing Science Activities in Informal Settings
Get PDFThe main purpose of this study is to determine what teachers and academicians think about the process of designing and implementing science activities in informal settings and make suggestions as to how to teach more effectively in them. This study is a cross-sectional survey study and divided the teachers constituting the sample group into subgroups (sections), namely, those who had received training in teaching science in informal settings and those who had not. The current opinions of the academicians were also included in the research. A total of 338 people – 304 science teachers and 34 academicians – participated in this study. A questionnaire was used to collect the data for the research. When the research findings were examined, it was seen that neither teachers nor academicians have the desired levels of knowledge about planning and implementing science-teaching activities in informal settings. The fact that teachers do not have sufficient information on this subject can be interpreted as a reflection of the inadequacy of academicians and government instructors who train and support teachers