Camtree Digital Library (Univ. of Cambridge)
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人工智能助推“城市交通与土地利用”课程教学 AI-Enhanced Teaching of Urban Transportation and Land Use
Get PDFContext: This study was conducted within an advanced undergraduate course, Urban Transportation and Land Use, at Peking University. The course examines how transport systems and land use influence each other, and how this relationship affects urban development, sustainability, and equity. Given the technical nature of the course—requiring model building, data analysis, and programming—large language models (LLMs) such as ChatGPT were introduced to help students understand complex concepts and technical methods.
Aims: The project aimed to examine how AI tools could enhance student learning in this domain, focusing on: (1) which parts of the learning process benefited from LLM support; (2) where the tools are limited; and (3) whether the use of AI creates confusion or distractions.
Methods: In the Fall 2023 semester, LLMs were integrated into two major homework assignments on transport modelling and land use analysis. Students were asked to use tools like ChatGPT or Baidu Ernie Bot, and reflected on the process, including prompt design, comparisons between AI and manual outputs, and classroom discussions. Instructors collected and analysed these reflections to evaluate the role of AI tools in learning.
Findings: Students generally found LLMs useful for understanding concepts, exploring modeling methods, and especially for coding and debugging. In the homeworks, AI tools improved efficiency in handling repetitive data tasks. However, they were less effective with “local” data or facts, and sometimes produced inaccurate or made-up results in tasks like image generation.
Implications: The study shows that AI tools can reduce barriers in technically demanding courses and support both theoretical and practical learning. It also suggests that instructors should design assignments to distinguish between tasks suitable for AI support and those requiring independent thinking
Knowledge, Practice and Classroom Space: Insights from a Geography Teaching Practicum at a Cambridgeshire Secondary School
Get PDFContext: The study was conducted within the framework of educational geography in a rural secondary school near Cambridge, focusing on Year 8 geography curriculum on coastal erosion and landforms. It examined the dynamics of student engagement through hands-on learning activities and the spatial context of the classroom environment, particularly the role of dialogue in bridging the gap between theoretical knowledge and practical application.
Aims: The research aimed to investigate the disconnection between model-making activities and students' understanding of geographical concepts, as well as explore how the classroom space influences student engagement and learning. It sought to answer essential questions on the nature of this disconnection and how strategies like those in the Think–Talk Toolbox (TTT) can facilitate deeper engagement.
Methods: A qualitative research design was employed, primarily involving classroom observations and analysis of interactions during model-making activities, across two Year 8 classes (students aged 12-13 years) over one month. The researcher acted as a teaching assistant, observing students' behaviours across multiple lessons, engaging in informal dialogue, and documenting the learning environment and its effects on student engagement. TTT techniques for fostering reflective dialogue were integrated throughout the inquiry.
Findings: The study identified two primary disconnections: between students' practical model-making and their geographical knowledge, and between students and the classroom space itself. Students often engaged in model-making mechanically without understanding the underlying geographical principles. Additionally, classroom resources went largely unnoticed, leading to a lack of meaningful engagement with the learning space.
Implications: The findings suggest that incorporating dialogic strategies into classroom practices could enhance students' ability to connect hands-on activities with theoretical knowledge, fostering a more integrated understanding of geography. Further exploration is needed to identify additional methods that can engage students with their classroom environment, as the current approach was insufficient to activate their critical thinking and awareness of spatial context
以质疑促进小学生创新意识的发展
Get PDFContext: This study was conducted at the Primary School Affiliated to Northeast Normal University in Changchun, China. The project aimed to enhance teacher development through theoretical learning, practical application, and international academic exchange. The research focused on fostering students' sense of innovation in mathematics through challenging.
Aims: The study aimed to explore how teachers can guide students in using challenges to develop innovative thinking. Specifically, it investigated (1) how to effectively cultivate students' challenge skills in mathematics classrooms and (2) how challenging contributes to the development of students' innovative awareness. The research sought to identify strategies for designing classroom dialogue that encourages inquiry, challenges, and deep understanding.
Methods: The study adopted an action research approach with three iterative cycles of classroom interventions, observations, and reflections. Three teachers implemented questioning-based teaching strategies, while the others acted as collaborative researchers. Data collection included classroom recordings, student interviews, and coded analyses of teacher-student interactions.
Findings: The study identified a four-stage progression in developing challenge skills: (1) open discussion on broad topics, (2) deliberate practice of challenge techniques, (3) structured integration of challenge within teaching contexts, and (4) spontaneous application of questioning by students. Results showed that as students became more proficient in challenging, their ability to critically assess viewpoints, establish connections, and generate innovative ideas improved. In the early stages, teacher guidance was necessary, but over time, students developed autonomy in questioning and collaborative problem-solving.
Implications: The study suggests that structured challenging strategies can enhance students' ability to think critically and creatively in mathematics. Teachers may observe that fostering a classroom culture of inquiry helps students build confidence in challenging ideas and developing solutions. Additionally, the progression from teacher-led questioning to student-initiated inquiry highlights the importance of sustained practice in developing innovative thinking
如何在小学语文课堂中运用思维对话技能，培养学生的批判性思维能力
Get PDFContext: This research explores how to use connecting, inferring, and justifying skills of the "Think-Talk Toolbox" to encourage responsible, focused, coherent and evidence-based expression in their Chinese language lessons at Panshi Experimental Primary School in China, so as to promote the development of students' critical thinking and the cultivation of rational spirit.
Aims: The main goal of the research is to help students learn scientific thinking methods, master rational reading and writing skills, develop the habit of questioning and reflection, and then cultivate students' critical thinking skills.
Methods: Action research was used in six lessons, and the connecting, inferring, and justifying skills of the "Think-Talk Toolbox" were gradually introduced into the text interpretation process and multiple dialogues in the classroom to encourage students' independent thinking, dialectical analysis, and rational expression. We focused on students' advanced thinking performance in text interpretation and classroom dialogues, as well as the impact of the "think-talk" skill strategy on students' critical reading and expression skills.
Findings: The results show that through "think-talk" skills, group cooperation is optimized, the division of labour is refined, collaboration is embedded, and interaction between groups is enhanced. Students’ learning attitude has changed from passive to active, and the depth and breadth of thinking have been expanded. Teachers' teaching methods have been improved, problem-guiding strategies have become more open and in-depth, and feedback and evaluation methods have been diversified. Focusing on students' thinking process, innovative ideas and group cooperation performance, it effectively promotes their responsible, methodical and evidence-based expression, and then improves their critical thinking skills.
Implications: This study shows that the use of connecting, inferring, and justifying skills of the "Think-Talk Toolbox" can promote the development of critical thinking in primary school students. Through questions and guidance, teachers can motivate students to connect new ideas with existing knowledge, conduct logical inferring and explanation, and emphasize evidence and logical support, improving students' critical thinking. Using "think-talk" skills provides an effective way for cultivating students' habits of questioning and reflection, mastering rational literacy skills, and promoting critical thinking
Pupil Voice: Pupil passport
Get PDFContext: This study emerges from a focus on inclusion and special educational needs and disability (ISEND) within a mainstream primary school setting. The research investigates the effectiveness of Pupil Passport reviews, which are utilised to facilitate communication and planning for individual student needs.
Aims: The main aim of the research is to explore the effectiveness of Pupil Passport reviews in enhancing the educational experience of children with special educational needs. Specific attention is devoted to identifying conditions that improve these reviews, such as the presence of familiar educators and access to detailed learner materials.
Methods: The research employs an action research framework consisting of two cycles. Initial steps involve constructing a plan that refines the research question, followed by careful implementation (DO 1), where Pupil Passport reviews are conducted. Data collection is noted down meticulously by a second adult to ensure comprehensive documentation. Ethical consent is obtained from participants to anonymise the results during the publication process.
Findings: The study identifies that Pupil Passport reviews are most productive when conducted with a trusted teacher, along with the availability of learners' workbooks and the Pupil Passport itself. The involvement of a second adult for note-taking enhances the overall process by ensuring detailed accounts of the feedback and discussions that take place.
Implications: The findings suggest that creating a familiar and supportive environment for children during review sessions can lead to more effective communication and understanding of their needs. This indicates that educators may benefit from considering the settings and structures in which they engage with pupils requiring additional support, fostering a more collaborative approach towards special educational needs. Other teachers might learn from the emphasis on preparation and dual-support strategies during review processes, which could enhance the efficacy of inclusive education practices
Museums for Life: Co-creating a collaborative programme for older adults
Get PDFContext: Museums for Life was designed to address the health needs of local older adults, including chronic health conditions and loneliness. Based on Creative Health Quality Principles, the programme aims to foster social connectedness through creative activities inspired by museum’s collection. The pilot programme included two eight-week series, engaging 15 participants aged 60-91, living with a variety of health conditions, experiencing social isolation, and people who had not previously engaged in a museum programme.
Aims: The primary aim was to develop a comprehensive framework for inclusive practice within the museum context. It sought to enhance social connectedness among older adults while promoting creativity through collaborative art-making activities. Additionally, it sought to create opportunities for those who had not previously participated in museum programmes.
Methods: Participants were recruited through local networks and charities, focusing on those experiencing isolation, chronic health issues, or unfamiliarity with museum activities. Two eight-week programmes were conducted in 2025, using high-quality art materials and informal creative invitations that encouraged personal engagement rather than formal education. Each session featured themes inspired by the museum’s collection and included opportunities for exploration within gallery spaces.
Findings: Participant feedback revealed enhanced social interaction and a sense of community during the programmes, with participants forming independent WhatsApp groups for continued connection. The programmes resulted in a deeper appreciation for museum artifacts, with participants noting the emotional and mental health benefits of engaging in creative activities. Flexibility in programme design was crucial, accommodating additional participants and varying levels of engagement.
Implications: Other educational and cultural institutions might learn from the approach taken by the Museums for Life programme in terms of fostering inclusive practices that emphasize community building through creativity. The programme highlights the importance of flexibility and participant-centred design that cater to diverse needs, particularly for populations facing social isolation and living with diverse health conditions. Additionally, engaging participants in collaborative artistic endeavours can serve as a means to enhance connection and overall wellbeing within the community
Strengthening scientific understanding through targeted English lessons
Get PDFBackground and purpose: STEM education (Science, Technologies, Engineering and Mathematics) has demonstrated potential for improving critical thinking skills and engagement in primary education. However, its integration through lesson study remains underexplored. This research addresses this gap by investigating how CLIL (Content and Language Integrated Learning) methodologies, including Soft CLIL (teaching English through Science) and Hard CLIL (teaching Science in English) can benefit from additional support of language targeted lessons in STEM frameworks.
Aims: The study explores how lesson study supports interdisciplinary teaching and learning in primary education, with a particular focus on STEM and CLIL integration. It aims to assess the impact of this approach on both teacher collaboration and student learning outcomes, highlighting effective strategies for merging content and language instruction.
Study design or methodology: Participants included 2 teachers: Science and EFL teachers and 100 students aged 9-10 from a STEM-focused school. The research lesson study took place in classrooms where teachers applied CLIL-based STEM lessons. Data was collected through classroom observations, students’ performance assessment and teacher interviews. Data analysis was performed through comparison of pre- and post- intervention results.
Findings: The collaboration of language and content teachers in STEM through lesson study significantly improved learners’ engagement, motivation and comprehension. They demonstrated increased curiosity and critical thinking skills, such as problem solving and planning. Teachers’ collaboration effectively supported both content and language acquisition.
Conclusions, originality, value and implications: This study emphasizes the role of language support in fostering interdisciplinary learning in primary education. It contributes to the field by offering effective strategies for enhancing teaching across disciplines and providing insights into the integration of STEM and CLIL
Developing Motor Skills for Independence
Get PDFContext: This action research was conducted in a specialist secondary school for pupils aged 11-16 with a range of complex needs, including autism, physical disabilities, and speech, language and communication difficulties. All pupils had Education, Health and Care Plans (EHCPs). The study focused on the explicit teaching of fine and gross motor skills to support pupils' independence and life skills, recognising motor development as foundational to writing and everyday functioning.
Aims: The research aimed to explore strategies and activities that could effectively support the development of fine motor skills in pupils with SEND. It sought to understand how motor skill development contributes to life skills and writing, and to identify barriers to accessing specialist support. The study also aimed to create accessible resources for staff and inform future CPD needs.
Methods: Two cycles of action research were undertaken, involving baseline assessments, structured motor skill sessions, pupil work analysis, staff interviews, and reflective teaching practice. Programmes such as Write Dance, Dough Disco, and A Jungle Journey were used. Ethical consent was obtained to publish anonymised data. A Padlet was created to share resources with staff.
Findings: Targeted motor skill teaching led to noticeable improvements in pupils' ability to navigate physical spaces, manipulate materials, and engage in mark-making and writing. Staff reported limited access to specialist knowledge and training, with many unaware of referral pathways to Occupational Therapy. The study highlighted the need for age-respectful, adapted resources and identified gaps in staff confidence and expertise.
Implications: The research underscores the importance of embedding motor skill development within the curriculum and providing staff with accessible, context-specific training. It calls for improved collaboration with health professionals and the creation of practical resources tailored to the needs of older pupils with SEND. These findings may inform future CPD and curriculum planning in similar settings
Preparation for Adulthood: Science
Get PDFContext: This action research case study was conducted in a UK primary special school as part of the Department for Education's nasen Universal SEND programme. It explores how the National Development Team for Inclusion (NDTi) Preparation for Adulthood (PFA) strands can be effectively embedded within the science curriculum to support inclusive education for pupils with special educational needs and disabilities (SEND).
Aims: The primary aim is to evaluate the relevance and effectiveness of embedding Preparation for Adulthood (P4A) strands into the science curriculum in a primary special school.
Methods: The research employs an action research methodology across two cycles, with the first cycle involving the planning, implementation, and review of strategies designed to refine the integration of the NDTi strands into the science curriculum. Each phase included seeking ethical consent from participants to ensure the anonymity of the published data, thereby reinforcing ethical considerations within the research process.
Findings: The findings indicate that the anticipated introduction of the NDTi strands into the science curriculum led to enhanced engagement and accessibility for students with special educational needs. The iterative process of action research allowed for continuous refinement of teaching practices, reflecting the dynamic needs of the students involved.
Implications: The study suggests that the application of the NDTi strands can provide valuable insights for educators aiming to create more inclusive curriculum designs. It highlights the potential for adaptive curriculum planning in fostering better educational outcomes for students with special needs. Other educators might consider the action research model employed in this study as a framework for exploring similar initiatives within their own contexts, focusing on tailored educational strategies that address diverse learner needs
Adaptive Teaching: A focus on maths
Get PDFContext: This lesson study case was conducted in a mainstream primary school to explore adaptive teaching strategies in mathematics for learners with Special Educational Needs and Disabilities (SEND). The study focused on supporting problem-solving through inclusive approaches tailored to individual needs.
Aims: The research aimed to investigate how adaptive teaching - such as visual aids, strategic pupil pairings, targeted questioning and use of manipulatives - could improve engagement, confidence and independence in maths problem-solving for pupils with SEND.
Methods: The research employs a case study approach within a lesson study framework, where educators systematically plan, observe, and refine their instructional practices. The study collects qualitative data through classroom observations, teacher reflections, and student feedback concerning the use of various adaptive teaching strategies over a designated timeframe.
Findings: The findings reveal that the most effective factors supporting student success included the use of visual aids and pairing students with supportive partners. Visual aids made complex information more accessible, while the presence of a supportive peer fostered deeper engagement and helped build the child's confidence in problem-solving. Formative assessment by the teacher was also critical for tailoring questions to enhance student understanding during lessons.
Implications: Other educators may learn the importance of integrating visual aids and strategic peer partnerships in their own teaching practices to promote inclusion in mathematics. The study highlights the need for structured group work routines that encourage active participation and independence among students. It also suggests that breaking down tasks into manageable segments can facilitate student autonomy and reduce reliance on direct teacher intervention, thereby fostering a more inclusive classroom environment