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Investigating the Integration of Parson's Programming Puzzles into a Lesson Study Framework in Computer Science Education
Get PDFBackground and purpose: Research indicates that students often struggle with coding logic, experiencing frustration and disengagement. This study explores the integration of Parson’s Programming Puzzles into computer science education as a pedagogical tool, through lesson study. By placing scrambled lines of code into the correct sequence, Parson’s Puzzles aim to reduce frustration and highlight the core logic of programming in a more game-like format. The interactive and hands-on nature of these puzzles aims to make programming more accessible, engaging, and effective for diverse learners.
Aims: The primary aim of this research is to evaluate the impact of integrating Parson’s Programming Puzzles on student engagement in computer science lessons, perseverance in solving coding problems, and understanding of coding logic and programming skills. A secondary aim is to investigate how collaborative lesson planning and reflection (the lesson study approach) can further optimize these teaching strategies.
Study design or methodology: Participants in the study included 15 secondary school students (aged 15–17) enrolled in computer science classes at Nazarbayev Intellectual School, Atyrau, Kazakhstan. Three research lessons were observed over a period of three weeks. Lessons were designed collaboratively by a team of educators using Parson’s Puzzles to address specific learning objectives. Data collection methods included classroom observations to evaluate student engagement and interaction, pre- and post-assessments to measure improvement in problem-solving and coding skills, and student surveys and interviews to gather qualitative feedback on their learning experiences. The collected data were analysed using both quantitative (assessment scores) and qualitative (thematic analysis of interviews and surveys) methods.
Findings: Group A (High Performers) demonstrated significant improvement in problem-solving strategies and actively engaged with complex puzzles. Group B (Intermediate Learners) developed a better understanding of coding logic and structure, finding the puzzles a balance between challenge and support. Group C (Lower Performers) reported reduced frustration with coding and increased persistence in completing tasks.
Conclusions, originality, value and implications: Integrating Parson’s Programming Puzzles within a lesson study framework fosters engagement, persistence, and improved coding outcomes in diverse learner groups. This approach provides educators with an innovative, hands-on method to address common challenges in programming education. The findings contribute to instructional practices, highlighting the value of collaborative lesson planning and innovative tools in enhancing computer science education. Future research could explore the long-term impact of this method and the integration of puzzles of varying complexity
运用“思维-对话”提高小学生质疑能力的数学课堂教学研究
No full textBackground: Questioning is the starting point of thinking, but also the foundation of innovation. The acquisition of students' questioning ability plays a positive role in promoting their future learning and the cultivation of comprehensive quality. However, in the real classroom teaching, the middle and upper grade students in primary and secondary schools lack the ability to question in the learning process, and the vast majority of students are accustomed to passive receptive learning, and students have no sense of questioning.
Objective: This study aims to develop students' questioning awareness and ability through the "questioning" skills in the Think-Talk Toolbox (TTT), guide students to learn to express different points of view respectfully, and stimulate students' critical thinking.
Design or methodology: To Integrate four strategies of "questioning" skills from TTT into classroom teaching, and use problem-solving as the starting point to promote students' deep thinking and effective questioning, including encouraging students to think about problems beyond the knowledge ontology and combining reality in the classroom, encouraging students to try to challenge the views of teachers and peers, and stimulating students' curiosity and interest. Observation and interview methods were used to continuously evaluate the development of students' questioning awareness and ability.
Findings: there was a significant improvement in students' classroom engagement, depth of answering questions, and questioning performance.
Conclusion, originality, value, and impact: The promotion of questioning skills in the classroom develops students' knowledge and critical thinking skills. They are able to use questioning conversations to think about knowledge from multiple perspectives, and are able to transfer and extend this to everyday life
Integrity: An ethical perspective of a leader for social improvement
Get PDFContext: The document examines an ethical approach to leadership, focusing on the significance of integrity in a school setting in Karachi, Pakistan. The institution highlighted is Bai Virbaiji Soparivala Parsi High School, known for its diverse educational offerings and commitment to student development. The school's history and current initiatives reflect a deep-rooted belief in the importance of integrity for both students and teachers.
Aims: The primary aim of the research is to cultivate a sense of integrity among students and teachers, recognizing its importance in education. It seeks to explore how ethical practices influence academic honesty and foster a positive culture within the school, ultimately preparing students for future leadership roles.
Methods: The study employs an action research framework with multiple data collection tools, including questionnaires for students, semi-structured interviews for teachers, and insights from section heads. A focus group of students will reflect on their perceptions of academic dishonesty, while teachers will discuss their challenges in maintaining integrity amid institutional pressures.
Findings: Key findings indicate widespread support from stakeholders regarding the development of an academic integrity policy. The implementation of this policy has led to reduced incidents of academic dishonesty, increased awareness among students, and a more proactive approach to addressing integrity issues. Students reported a strong commitment to honesty, significantly contributing to a culture that values ethical behavior.
Implications: This study offers insights for other educational institutions on the importance of establishing clear academic integrity policies. It highlights the potential for enhanced student engagement and understanding of ethical practices. The research suggests that fostering a culture of integrity not only benefits the school environment but also prepares students for future challenges in higher education and the workforce, reinforcing the essential values of honesty and creativity
Parent/Carer partnership: Structured Conversations
Get PDFContext: The study is situated in the context of a mainstream primary school setting in the UK, exploring the development of Structured Conversations between parents/carers and educators, particularly focusing on children with special educational needs and disabilities (SEND). The action research aims to enhance partnerships as families engage with the school in the educational process.
Aims: The primary aim of the research is to create a sustainable framework that fosters action-focused and productive partnerships between teachers and parents/carers of children with SEND. By adapting their version of Structured Conversations, the research seeks to establish effective communication and collaboration to support children's learning and development.
Methods: The research employs an action research cycle approach, which includes planning, executing, and reviewing the structured conversation framework. Ethical consent was attained to ensure confidentiality and to publish the data anonymously. Throughout the cycles, literature on co-production and effective communication is reviewed to inform practices, and structured prompts and guidance for meetings are developed to enhance parent-teacher interactions.
Findings: The study identifies that Structured Conversations improve communication dynamics between families and educators, contributing to effectively establishing goals and reviewing children's progress. Feedback from parents indicates that open and honest communication fosters confidence, while challenges remain related to the ongoing reliance on educational professionals post-COVID-19. This reliance has sometimes disrupted direct communication between families and classroom teachers.
Implications: This study highlights the importance of co-production in supporting children with SEND, emphasising that effective collaboration requires educators to engage families meaningfully and recognise their insights. It may contribute to the development of practices where teachers actively seek feedback from parents, encourage two-way communication, and ensure that families are integral partners in decision-making processes. Other educators might consider implementing structured conversation frameworks to strengthen these partnerships and enhance educational outcomes for all children, particularly those with SEND
Exploring the impact of metacognitive strategies on intermediate learners' listening comprehension skills
Get PDFBackground and Purpose: Improving intermediate learners' listening comprehension is a typical problem in English language learning that this lesson study attempts to solve. According to earlier research, listening comprehension might be especially challenging when complex accents and paraphrases are involved since it requires real-time processing. Metacognitive strategies that help students organize, track, and assess their listening processes are frequently ignored in traditional listening training. This study investigates how teaching metacognitive strategies can improve self-regulated listening and boost comprehension in general. As the target students yielded lower scores in the external monitoring examination, that is held twice a year to define students’ weaknesses, inform and revise the curriculum.
Aims: The study's main objective was to assess how teaching metacognitive strategies like anticipating, tracking, and assessing affects the listening comprehension of intermediate-level students. It was aimed to find out if these techniques could help students understand spoken English to complete different listening question types.
Study Design and Methodology: 28 intermediate students, ages 14 to 15, from an intellectual school in Kazakhstan participated in this study. Three research lessons that addressed various facets of applying metacognitive strategies in listening were part of the intervention. Student interviews, classroom observations, and pre- and post-tests were data collection tools. We evaluated how students' awareness and application of listening methods had changed using the Metacognitive Awareness Listening Questionnaire (MALQ).
Findings: According to the study, students' listening comprehension significantly improved after using metacognitive techniques. Students at the highest levels gained the most, successfully using metacognitive techniques. While low attaining students reported feeling more confident when processing complex audio passages, mid attaining students showed improvements in handling paraphrased language and remembering details.
Conclusion, Originality, Value, and Implications: This study emphasizes the benefits of teaching intermediate learners metacognitive strategies and enhancement of listening comprehension and promotion of self-regulation. Therefore, in order to accommodate different learners, we advise routinely integrating metacognitive skills into listening teaching. This strategy fosters long-term success in language learning by improving understanding and boosting learners' self-esteem
小学科学教学中使用关联技能促进学生对概念理解的策略研究
No full textContext: It is not difficult to find from both the curriculum standards and teaching practice that in science education, students should pay attention to the learning of basic knowledge of scientific concepts, and the importance of understanding scientific concepts is self-evident. In the process of teaching practice, it is found that it is difficult for students to understand scientific concepts, and most of them use the method of mechanical memory, which is not good and cannot be understood and applied to practice, which is contrary to the essential requirements of science education. Under this premise, I try to explore ways to change primary school students' understanding of scientific concepts, promote the formation and development of primary school students' scientific concepts, and improve the teaching effect of primary school science courses.
Aims: The purpose of science education is to enable students to develop scientific concepts in the process of understanding and application. The formation of scientific concepts should not only pay attention to the choice of teachers' teaching methods, but also pay attention to the internal laws of the formation of scientific concepts. The main focus of the research is to improve students' ability to understand concepts by appropriately applying the four aspects of the associative skills in thinking and dialogue in education and teaching, which are: associating existing knowledge, relating personal experience, exploring relevant concepts, and applying them in real life.
Methods: This study uses an action research approach. In the process of practical teaching, I found that students' understanding of concepts is relatively rigid and superficial, which seriously affects the effect of learning and inquiry, so I have carried out research on this problem in my daily teaching practice. For third grade students, the lesson "The Movement of Objects" in the first unit of the second volume of the third grade textbook of the Science and Education Edition is used as an example, which mainly shows the process and effect of learning and understanding related concepts.
Findings: In the process of education and teaching, teachers and students conduct ‘thinking dialogues’ to guide students, which has an effective role in promoting the effect of students' concept learning, and greatly improves students' ability to understand and apply concepts.
Implications: Teachers can effectively guide and promote students' learning, understanding and application of concepts through thinking dialogue with students and using appropriate associative skills in classroom teaching, which can promote the teaching effect of primary school science curriculum
Phonics for children who use alternative augmentative communication
Get PDFContext: The study focuses on the pedagogical strategies used for teaching reading to children with autism, employing a phonics-based approach tailored for those who communicate via alternative augmentative communication methods. It emphasises the combination of phonics with specific techniques such as 'say it in your head' and 'distractor array' to enhance the learning experience.
Aims: The primary aim of the research was to explore and evaluate the effectiveness of a phonics-based approach in reading instruction for children with special educational needs and disabilities (SEND), particularly those utilising pictorial and gestural communication methods. The study sought to refine the research questions and approaches through iterative cycles of action research.
Methods: The research was conducted through a series of action research cycles. The first cycle involved planning, implementing, and reviewing teaching strategies, allowing for the evolution of research questions based on observations and outcomes. Ethical consent was obtained from the parents of the children involved to ensure anonymity in the published data.
Findings: The findings from the action research cycles suggest that a phonics-based approach is beneficial for teaching reading to children with autism. Evidence shows that when combined with the 'say it in your head' approach and the use of a 'distractor array', these strategies significantly contribute to effective reading instruction for children who communicate through pictorial and gestural methods.
Implications: The study highlights that teachers working with children who have SEND can learn from the implementation of tailored phonics strategies, suggesting that similar combinations of instructional techniques may support enhanced learning outcomes. The iterative nature of the action research approach facilitates the adaptation of teaching methods to better address individual student needs, offering insights into effective instructional practices that may benefit others in similar educational contexts
Increasing Independence: 'Now, Next, Then' boards
No full textContext: This lesson study was conducted in a mainstream secondary school with a Strategic Resourced Provision (SRP) to explore how 'Now, Next, Then' boards could support learners with Special Educational Needs and Disabilities (SEND) in increasing independence and engagement during science lessons.
Aims: The study aimed to evaluate whether visual sequencing tools - specifically 'Now, Next, Then' boards - could reduce reliance on Learning Support Assistants and help students follow lesson structures more independently.
Methods: Three lesson study cycles were completed with two Year 9 students with EHCPs for Speech, Language and Communication Needs (SLCN) and autism. The intervention progressed from individual A4 boards to a whole-class A3 board and integrated symbols within PowerPoint slides. Observations focused on pupil engagement, independence and responsiveness to visual prompts. Ethical consent was obtained for anonymous publication.
Findings: Student 2 showed immediate gains in independence using the A4 board. Student 1 initially struggled due to literacy barriers but responded positively when the whole-class board and PowerPoint symbols were introduced. Both students demonstrated increased engagement and reduced reliance on adult prompts. Learning Support Assistants adapted their support, using the boards to redirect pupils rather than providing verbal instructions.
Implications: The study highlights the value of visual sequencing tools in promoting independence for learners with SEND. It recommends integrating 'Now, Next, Then' boards into whole-class teaching, extending their use across subjects, and sharing effective practice through CPD. The approach fosters inclusive learning and supports pupils in navigating lesson routines with greater autonomy
Increasing Meaningful Parent/Carer and Pupil Voice
No full textContext: The research focuses on the inclusion of children with special educational needs and disabilities (SEND) in a mainstream primary school setting. It explores the implementation of various strategies aimed at enhancing meaningful participation of parents/carers and pupils, particularly through structured conversations and visual methods to assess progress.
Aims: The primary aim of this action research was to identify effective approaches for removing barriers to learning and attendance for children with SEND. By employing various cycles of action research, the study sought to refine practices that would promote greater engagement and voice among parents and pupils.
Methods: The research utilised an action research framework, with two distinct cycles that incorporated planning, action, and review phases. During these cycles, data was gathered anonymously following ethical consent from participants to ensure confidentiality. Various methods were employed, including literature reviews from earlier studies that provided foundational knowledge to shape the research focus and the development of actionable plans.
Findings: The introduction of structured formats improved the quality and depth of feedback from both pupils and parents. Pupils reported feeling heard and valued, especially when their feedback led to tangible changes in their learning environment. Parents appreciated the opportunity to contribute meaningfully and more regularly. In some cases, this approach led to improved attendance and engagement, particularly when pupil feedback was acted upon promptly and visibly.
Implications: This case study offers insights into how embedding structured communication techniques can promote inclusivity for students with SEND in educational settings. Other educators may find value in the methodologies employed, particularly in terms of engaging children and young people and parents/carers through visual and conversational methods that support a more inclusive educational environment. The study highlights the importance of adapting research-based practices to address specific learning needs effectively
Adaptive Approaches: A focus on ADHD
Get PDFContext: The study explores adaptive approaches to support students with Attention Deficit Hyperactivity Disorder (ADHD) within the framework of Action Research for Inclusion and Special Educational Needs and Disabilities (ISEND). It emphasises the importance of co-developing strategies in collaboration with students to enhance their sense of belonging, promote strong relationships, and create effective learning environments.
Aims: The primary aim of the research is to identify effective strategies that can mitigate the barriers faced by pupils with ADHD. The study seeks to refine and develop focused interventions that break tasks into manageable segments and incorporate movement and reflective practices, thereby fostering a more inclusive educational setting. The project is focussed on one student with ADHD, and the school wants to learn from this case study, so they can develop a more inclusive environment for a wider range of students.
Methods: The research employed an action research methodology, structured into cycles that allowed for iterative planning, implementation, and review. Engagement with key literature guided the research focus, followed by phases of planning and action that involved student collaboration. Ethical consent was obtained from participants to ensure confidentiality while reporting findings.
Findings: The findings indicate that the co-developed strategies effectively reduced barriers to learning for pupils with ADHD. The integration of movement and reflection, alongside the task breakdown into smaller steps, contributed significantly to enhancing engagement and participation for the case study student. These adaptive approaches resulted in improved relationships between educators and the pupil, leading to a more supportive learning environment.
Implications: The findings suggest that other educators may find value in employing adaptive strategies that emphasise collaboration with students. These approaches align with the view that tailored interventions can address inclusion for students with ADHD. The study illustrates the potential for improved educational outcomes through personalised and reflective practices, urging educators to consider similar collaborative frameworks in their own contexts