Pedagogics - Science topic

Dear colleagues,

I am delighted to invite you to contribute a chapter to an upcoming edited volume titled Advanced Topics in Academic Integrity: A Temporal, Technological, Social, and Pedagogical Perspective

Academic integrity lies at the core of the educational system, defining standards and safeguarding the credibility of academic work, ensuring competence in education, and preserving the value of institutional credentials. This topical collection examines academic integrity from four overlapping perspectives of temporal evolution, technological impact, social and cultural influences, and pedagogical approaches. In this book, the notion of integrity is posited as more than just the quality of being honest or the ability to enforce policy; instead, it is presented as an interplay between the individual, group, institution, and society. Before offering solutions, one must examine the influence of cultural norms and expectations, economic pressures, technological advancements, and pedagogical approaches—each of which shapes perceptions of fairness, influences behaviors, and either advances or creates barriers to meeting the needs of students and institutions. By uncovering the rich tapestry of these relationships this book aims to provide a nuance understanding of academic integrity issues by drawing from data-driven research and experiential narratives of educators and students.

The book is organized into four sections, drawing from a multitude of academic and professional domains, to provide an advanced understanding of academic integrity issues. All methods and schools of thought are welcome.

Topics may include, but are not limited to:

1. Evolution of Definitions, Cheating Strategies, and Response Strategies

2. Technology in Society and the Classroom

3. The “Netflixification” of Education

4. Generative AI and Machine-Aided Plagiarism

5. Social Factors Influencing Integrity

6. Diversity, Equity, and Inclusion

7. Assessment and Evaluation

8. Traditional, Hybrid, and Fully Online Delivery Modes

9. Phenomenological Perspectives (educators’ or student’s lived experiences)

There are NO publishing fees. It is FREE to authors. All methods and schools of thought are welcome. The abstract should be up to 500 words, and the full paper should not exceed 12,000 words. All submissions should follow APA style.

Abstract submission deadline: January 15, 2025

Full chapter submission deadline: March 15, 2025

Peer-review results returned: April 15, 2025

Final chapter submission deadline: May 15, 2025

Editor

Alexander Amigud, PhD. | aamigud@ibu.ca

International Business University, Toronto, Canada

What are the conditions for developing legal competence in students of technical specialties? What is the importance of studying law?

How do students' attention and memory affect their performance on assessments and what pedagogical practices can be implemented to improve these skills?

Various terms are used, such as learning ecosystem, pedagogical environment, instructional environment, and so on. I am wondering which is the most suitable term.

My academic pursuits align with my broader goal of connecting traditional cultural expressions with modern pedagogical methods, ensuring that future generations can experience and appreciate authentic cultural heritage. This is particularly important in a time when cultural traditions are increasingly vulnerable to the pressures of modernity. I am committed to finding solutions that honor both the preservation of heritage and the evolving needs of today’s education systems.

At our institution, we face a growing problem with students using advanced technology to cheat during exams. This includes:

We're looking for strategies that go beyond traditional methods like monitoring or simply banning devices, as students are becoming more creative with their cheating techniques. Are there successful strategies or tools you have used to prevent or detect cheating with this type of technology? I'd appreciate both technological and pedagogical approaches.

My university wants to build a Farraday cage to host exams but it's expensive and it will have limited space. Please note that in my country it is prohibited to use any radio jamming equipment.

TPACK Technological, Pedagogical, and Content Knowledge

Dear Research Community,

Your expertise to explain the difference between the two (instructional communication and pedagogical communication) shall be immensely appreciable.

Thank you,

Koyel Mallick

Teaching is expected to bring changes in behavior and any pedagogical challenges faced at high schools is as a result of foundation which is the elementary school. So, which teaching strategy or method can best help to impact more on the learners?

Disinformation is currently the most frequently cited problem occurring in social media from which children and young people gain knowledge. Companies engage advertising companies that specialize in running online advertising campaigns, in which advertising spots, videos and banners informing people about promotional offers for products and services sold are posted on social media. The aforementioned online social media are also viewed by children and teenagers. For some of these social media, the primary audiences for profiled information and marketing messages are mainly school-aged youth. Children and adolescents are particularly susceptible to the influence of information transferred through the aforementioned online media. Advertisements are thematically profiled to correlate with issues that are in the field of the main interests of children and adolescents. Unfortunately, many offers of various products and services promoted through online advertising campaigns are not suitable for children and adolescents and/or generate a lot of negative effects. Nowadays, applications based on generative artificial intelligence technology, intelligent chatbots, are increasingly used to generate banners, graphics, photos, videos, animations, advertising spots. With the help of these tools, which are available on the Internet, it is possible to create a photo, graphic or video on the basis of a written command, i.e. a kind of digitally generated works of such high graphic quality that it is very difficult to determine whether they are, for example, authentic photos taken with a camera or smartphone or are supposedly photos generated by an intelligent chatbot. It is especially difficult to resolve this kind of issue for children and young people who view these kinds of artificial intelligence technology-generated "works" used in banners or advertising videos. It is necessary, therefore, that education should develop in children the ability to think critically, to ask questions, to question the veracity of the content of advertisements, not to accept uncritically everything found in online social media. It is essential to add the issue of learning critical thinking to the process of educating children and young people. The goal of such education should be, among other things, to develop in children and young people the ability to identify disinformation, including the increasingly common factoids, deepfakes, etc. in online social media. In connection with the fact that in the creation of disinformation occurring mainly in the aforementioned social media are involved applications based on artificial intelligence, so children and adolescents should, within the framework of education, learn about the applications available on the Internet based on generative artificial intelligence technology, through which it is possible to generate texts, graphics, photos, drawings, animations and videos in a partially automated manner according to a given verbal command. This is how the applications available on the Internet based on the new technologies of Industry 4.0/5.0, including generative artificial intelligence and Big Data technologies, should be used to help develop critical thinking and a kind of resistance to misinformation in young people. During school lessons, students should learn about the capabilities of AI-based applications available on the Internet and use them creatively to develop critical thinking skills. In this way, it is possible to reduce disinformation directed through online social media towards children and young people.

I described the key issues of opportunities and threats to the development of artificial intelligence technology in my article below:

OPPORTUNITIES AND THREATS TO THE DEVELOPMENT OF ARTIFICIAL INTELLIGENCE APPLICATIONS AND THE NEED FOR NORMATIVE REGULATION OF THIS DEVELOPMENT

I described the applications of Big Data technologies in sentiment analysis, business analytics and risk management in my co-authored article:

APPLICATION OF DATA BASE SYSTEMS BIG DATA AND BUSINESS INTELLIGENCE SOFTWARE IN INTEGRATED RISK MANAGEMENT IN ORGANIZATION

In view of the above, I address the following question to the esteemed community of scientists and researchers:

And what is your opinion about it?

What is your opinion on this issue?

Please answer,

I invite everyone to join the discussion,

Thank you very much,

Best regards,

Dariusz Prokopowicz

Is the Journal of Pedagogical Research a trusted journal to publish in? I checked in scopus website and scimago and I find it is there with scopus Q2 rank; but I have concerns if it is predator? Can you help?

Hello everyone,

Thank you for your time and patience in advance! I attempt to develop a pedagogical framework and a competence scale for my PhD project. I have developed the drafts of both. I adapted several theories and previous similar frameworks for the current pedagogical framework development. I wonder if the expert panel is an indispensable step before I design teaching materials based on this framework. (I totally agree that having an expert panel can without any doubt benefit my design)

I asked this question because organizing the expert panel discussion might be challenging for me due to the time and resources limit.

Many thanks for your answers!

Best.

Bonnie

hello, can you advise me a good wargame for pedagogy and training in strategy and tactic.

I am searching something a bit serious designed in research and open.

Physics Tests yoday in all levels rely on calculative predictions and conceptual assesment type questions. But there others i.e

** conceptual synthesis i.e how principle A works or related to principle B? Orehstis the relation of two principles

** historical questions i.w how gallileo proved Aristotle's theory inadequate and in which aspect of ""good theory" requirement

** when type of questions i.e when did classical physics separated from modern physics

** how Qs i.e are Transformation s obtsined

** stating assumptions i.estate assumptions behind application of principle C

**answer choice given Qs i. E is acceleration of reference frsmes intrinsic or extrinsic property

Do you think such Qs could, in a pedagogical assesment - wise valid way take as much as 60% on a physics Test?

This approach is rarely but non inexistent i.e rtredprof, Arisaka, schollar Sochi etc

It is maybe an easy shortcut to satisfy the pedagogical or assesment principle of variation in difficulty in an exam in physics by using more sophisticated calculative prediction tasks, to a leve of situation modeling or mathematical accuracy/mathematization edge that students find unfair and vainlynaimef for assesment purpose.

Although conceptual-based questions or tasks and other synthesis or evaluation requirements grade Qs can do the job, they are ommitted, maybe because it takes more preparation or because it is more easy to be preduciced as irrlevant to the amateur student eye. Of course, colleawues may raise similar concerns but since educational research has not shed light here, the old traditional is still dominant.

I gener there is a luck of literature on valid methods to high difficulty assesment Qs in physics and their variety.

But the bottom line is derbing phydics, not the teacher..

Teachers are expected to gain knowledge in pedagogical, content and technological aspects to be effective in the field of teaching. Yet, there are teachers who have a hard struggle to become fully equipped with the three knowledge basis in teaching. What are some practices that make teachers equipped in TPACK (Technological, Pedagogical and Content Knowledge); what about their challenges?

This is the topic of Webinars of "The Future of Quality: What's Next? by QAA Annual Conference.

Could you share your viewpoint on this topic and why you think so?

Creating an environment which fosters pedagogic research informed decision making on quality matters

Presented by: Dr Paul Chin - Head of Learning and Teaching, Centre for Learning and Teaching, University of Bath ; Dan Connolly - Teaching and Learning Coach, Barnsley College ; Dr Katherine Lupton - Lead for International Academic Partnerships, Leeds Trinity University

Institutions across higher education often grapple with challenges of tackling quality issues that are informed by the literature and exemplars of good practice. In FE, there is often little capacity for pedagogic work and in HE, academics and professional staff often do not have the space to focus on it. In this session our speakers will discuss the findings of this Collaborative Enhancement Project. The team developed a Pedagogic Research Model (PedR) – a ‘how to’ guide on developing, promoting and celebrating pedagogic research activities - to unpick the challenges around quality issues, and created this model approach which both higher education (HE) and further education (FE) can adapt to promote a culture of a scholarly informed approach to their own institutional decision-making processes.

According to M. Fountopoulou, the 21st century teacher needs powerful tools and techniques for developing and cultivating personal skills, which are both exciting and significantly relevant:

- connecting theory with practice, - medium and long-term view of learning and teaching

- evaluation of the information

- the transformation of knowledge, the - - - the management of the school unit

- the combined application of scientific and pedagogical principles

Teacher identify has been in the past associated with a kind of owe inspiring yet of an unsophisticated kind, one of devoted and monk-type personalities, dogma servants who need not any of the type of social charisma or mastering of deeper social or advanced pedagogical conceptions.

The new age has given this identify opposite to this idea traits. Such terms such as self-assessment, learning communities, digital technologies, hybrid learning and teaching, inclusion, self-management of the school unit, tele-education, distance education do not simply enrich the educational vocabulary but shape a new environments and teacher identify.

Dear friends and colleagues,

my team and I are currently analyzing data from an experiment with small groups of learners. Here, we want to conduct a multilevel analysis (hierarchical linear modeling) because we assume that collaborating with others affects the knowledge of the individual group members.

We hope that you may help us model the following situation from our experiment, using a multilevel analysis.

Our question: How do we model the levels, especially: where do we enter the experimental condition? (As a predictor for the outcome variable, or as Level 3?)

Research question: How does the experimental condition support measure influence affect participants' knowledge about collaboration?

Analysis: Multilevel model (random intercept?) to investigate the effect of the experimental condition on individual knowledge, while taking small group membership into account.

We are very interested in your opinion! How do we best model the levels, especially: where do we enter the experimental condition?

For data analysis, we use the lmer-package for R.

Our first intuition was:

MLM_rand_int <-lmer(KNOWLEDGE POST ~ CONDITION + (1|SMALL GROUP), data = data )

What's your take on this?

Many thanks in advance!

Sebastian

We are concerned about the pedagogical monitoring of online classes

I believe physics curriculum designers are either too convervative or agnostic about the pedagogic structure.

Since critical thinking is the main feature of masters programs, physicists who insist on problem solving or advanced skills-based curricula for masters are in fact not being loyal to pedagocic theories or learning at the graduate level.

This might have consequences as, beyond the extra-IQ students, others are left at a disadvantage - even if they acquire those skills. Masters level education was always about critical thinking- and this is gained via essay-based projects on cutting edge field fronts better. Knowing physics does not imply critical thinking at higher level, as it is narcisistically assumed.

Many educators hail active learning as a solution for helping undergraduate students acquire a variety of essential skills that are needed in today's workplace and which cannot be acquired through traditional learning methods (e.g., collaboration, communication, creativity, complex problem-solving). If this is the case, then why aren't more universities steeped in undergraduate courses that are project-based, problem-based, inquiry-based, and so forth? Why do we see in so many universities the majority of undergraduate courses being delivered in more or less the traditional lecture-and-recitation style? From my experience, the reason for sticking to the traditional style of instruction at universities often has little to do with available budget or with the ratio of instructors to students. It also has very little to do with the claim that only through the traditional approach can we teach fundamental concepts (it may surprise you to hear, but I've heard that reason from faculty). The main reason I see for not implementing active learning is that this approach requires a level of pedagogical proficiency that traditional learning doesn't. And most faculty/instructors don't have that level of pedagogical proficiency, as they are simply not being incentivized to acquire it. What matters to their career success are publications and funding.

What are your experiences and thoughts on the reasons active learning isn't implemented more in undergraduate education? And what can be done about it?

Pros

It's effective.

It is working universally (to some extend in some cases, in others more extensively)

It has been unchallenged.

I would say it leans more on the side of assessment than (instructive or student-centered, any) learning which is prime in educational theory

Cons

It is simplistic, primitive and not sophisticated.

This shows that it is narrow in scope. I hope one day I will substantiate this to publish an article in journal.

Pedagogically and learning theory speaking it is very weak (i.e. it addresses only one of Bloom's levels, application).

Physicists don't take advice from mainframe educational research.

They only value physics education research which downplays more results of generic research.

Keeping attention or provoking student interest is not considered a proper pedagogical approach at least in education theory. The same with attention grabbers that fall outsider standard types like invoking student experience and identifying a gap with mastering phenomena

The most venerable professors and research scholars

Your critical comments, valuable opinions, scientific facts and thoughts, and supportive discussion on how can structural grammar and IC analysis be justified in the recent pedagogical and enhancement trends in EIP for EFL adult learners.

I shall be thankful sincerely for your kind participation.

Best,

Dr. Meenakshi

What are the justifications and reasons for the difference in the pedagogical method used by the teacher in teaching?

what survey question can you ask preservice teachers, when you want to measure their (a)mathematical modelling competencies.

(b) pedagogical strategies

Recently, some universities in some regions of the world are making an effort to use a list of published international journal articles with related research interests on the same research topic as a substitute for a doctoral dissertation (e.g., DBA, EMBA, EdD)? 1. If this is a trend, what would be the implications for the quality of the Ph.D. degree? Are there major implications for higher education? 2. If not, what are the general skills involved in writing a dissertation that differ from those involved in writing international journal articles, or vice versa? 3. What pedagogical skills should the supervisor of a dissertation or journal article have? Are there any similarities or differences? 4. Should doctoral students write a dissertation or write a stack of journal articles to replace the doctoral dissertation? What are the considerations/values behind this? Please brainstorm or share your own ideas with your fellow students / colleagues. By Percy Kwok

Pls direct me towards articles about Relationship between Teachers' qualification (education level) and pedagogigal knowledge,attitude and practices.

👨‍🏫 Are you teaching in primary, secondary or higher education? Do you usually use videos as complementary resource in your classes? I would like this ResearchGate space to serve us to enhance our classes, by discussing on the main benefits and inconveniencies encountered when trying to integrate videos as pedagogical aids. Let's share our experience!

👍 As per my experience in integrating videos in STEM disciplines, they have noticeably increased the interest of students in the subject, as well as their motivation. When using videos for both conceptual and procedural learning it is expected to find an increase in performance (which is reported in literature). In my case studies I haven't been able to isolate their effect because it was developed during covid-19 pandemics and there were many factors affecting students' performance. However, a combination between quantitative and qualitative data collection led us to infer that videos did imply a mitigating effect for the adverse effects of lockdown (this case study is part of my research publications).

👎 In terms of disadvantages, I find that the main drawback is the time and resources that teachers need to invest in the creation of such videos. In order to overcome this difficulty, it is true that the internet is full of audiovisual resources that we might take profit from. They are mostly coming from informal education (dissemination, outreaching activities...), but many of them comply with main quality standards described in literature for pedagogical use.

🔈 What is your experience in these regards? Do you count on additional resources or criteria when selecting video material? Is your experience it the classroom indicating any interesting phenomenon of video effects in students' motivation or performance? Please, share in this discussion. Let's build knowledge and share our experiences to enhance our teaching activity.

📚🔍 My research in STEM education is focused on some of these key aspects. I am open to collaborate in future case studies that might complement our experience and expertise fields. Don't hesitate contacting me through my ResearchGate profile.

Thanks for sharing!

Sometimes creating our own videos for classes is too time and resource consuming. Internet is full of audiovisual resources that we might select as pedagogical aids. From all criteria one could follow to select suitable videos (clarity, duration, expositive tone, who is the author...), which aspects do you usually consider?

Dears

What has to be the proportion of pedagogical and subject matter courses need to be attended by trainee teachers who will be assigned to teach at primary and secondary schools?

Dear all,

I'm trying to refer to pedagogical practices that foster learner empowerment. Yet I'm struggling to define the term myself.

Can somebody help?

Many thanks in advance.

Eloy

..

What are the pedagogical values of teaching anger expressions in L2?

The question can be considered simple, but for me, the answer is not easy. The answer should not be just another ethic course. In this way, morality is probably not different from medicine or economics or anything else: It would remain theoretical. Theory may (or may not) be the foundation for the later training of a skill, but most often theoretical knowledge is transformed into practical skill by *application* or *exercise*. But how to do this for morality? Or is moral behavior not teachable at all?

(especially pedagogical courses of study).

MOOCs are new and growing trends in educational phenomena. Moocs are known for their hidden potential to cut across various inherent defects and deficiencies of education. Developing and validating effective MOOCs is still a challenge for us. The real usage of MOOCs is yet to be realised. The pedagogically poor and insufficient content delivered through moocs is its major drawback. Let us discuss various pedagogical considerations while developing moocs.

I'm interested in pedagogical, staff development, equity, and collection development practices that further decolonization.

I want to go to Reggio Emilia to conduct my Master Research Paper for Early Childhood Studies. I want to know the experiences of other professionals.

Given the fact that constructionism and constructivism are theoretical frameworks, does the pedagogical model of problem based learning more closely align with the constructivist approach as opposed to the constructionist approach.

With the purpose of, to find out the pedagogical skills mathematics teachers use to identify and address students mathematics anxiety

It is widely believed that humorous environments help students' learning by relaxing them and easing their stress. However, I would like to know whether laughter really , physically affects brain functions during learning/focusing/ memorizing etc.

Dear doctors and professors, I would like to ask you to review my PhD dissertation on pedagogical sciences. If anyone can help, please write down your email address!

I want to develop the TSPCK-based instruction to teach a pre-service teachers and study its impact on the conceptual understanding and motivations.

I am searching for the origins and development of the pedagogical orchestration concept. Thank you in advance

Did ICT enhanced pedagogy promote pedagogical transformation?

This is the main inquiry question for my PhD studies. I'm asking it with the geographic particularity because of the need for ecoliteracy to be sensitive to bioregions and cultural differences. Your ideas are welcome!

The new statute proposed by the Tunisian Ministry of Higher Education (May 2021) is not just a matter of local concern but a potential threat to academic freedom and progress. This statute, crafted behind closed doors, is non-participative and poses significant dangers. It deviates from the binary Associate Professor/Professor ranking for PhD holders among university educators, disregarding international standards. Instead, the Ministry's proposal introduces a convoluted system of seven ranks and an additional entrance competition for faculty membership. This could potentially stifle the intellectual growth and diversity that are the hallmarks of a thriving academic community.

The Ministry's proposed system is not just complex but fundamentally unfair. It intends to introduce a new diploma, the "Habilitation Universitaire," after twelve years of service, followed by yet another competition to advance to a higher rank. In summary, the new statute imposes two competitions, an extra diploma beyond the PhD, and a complex system of seven ranks, each requiring a meticulously prepared file and a viva voce examination before a jury, evaluating subjective criteria like involvement and openness. This system fosters nepotism and discourages academic advancement through research, as faculty members are compelled to conform to arbitrary standards for promotion, a clear violation of the principles of meritocracy and fairness.

Even more alarming is the absence of any financial incentives or salary increments in the proposed ranking system despite the significant hurdles it imposes. This unprecedented oversight is astonishing and unacceptable, as it fails to recognise our academic professionals' hard work and dedication.

Perhaps the most egregious aspect of the new statute is its provision allowing faculty positions to be filled by individuals without PhDs through what the Ministry terms a "common trunk" pathway. This provision effectively shuts out thousands of unemployed PhD holders from academic positions, blatantly disregarding their qualifications and the value they could bring to the academic community. This is not just a policy oversight but an apparent injustice that needs to be addressed.

The new statute is nothing short of atrocious, hybrid, and catastrophic, with no redeeming qualities. Any future statute must include financial incentives for rank progression, adhere to international ranking standards, prioritise promotion through research, and recognise the value of pedagogical experience. It should also affirm that the PhD is the highest qualification in Tunisia.

It is worth noting that the current salary for a Tunisian Associate Professor is approximately 800 USD, one of the lowest in the world. As the leader of an autonomous union for university educators and researchers in Tunisia, I denounce the incompetence of the current Minister. Despite our repeated attempts to engage in dialogue, she has consistently ignored our correspondence, instead advancing the agenda of her benefactors from the nomenklatura, oligarchy, and the UGTT union, contrary to principles of syndicate plurality and democratic practices in academia.

Can anyone recommend me studies that focus on dynamic assessment procedures, especially following an interventionist approach, in assessing pre/in service teachers' pedagogical or content-related knowledge in EFL/ESL context?

Topic of my article is: "Relationship between Instructional Practices and Epistemic and Pedagogic beliefs of University Teachers". It means Instructional Practices =Dependent Variable and Epistemic & Pedagogic beliefs= 2 Independent Variables. I have developed a questionnaire on the three mentioned variables and have got 100 responses from university teachers. I have demographic characteristics like Gender, Age, Experience etc. I have also developed file in SPSS and I know that Multiple Regression can solve my problem but don't understand how to calculate it through SPSS. And also if Two Way ANOVA can resolve my problem?

Can somebody guide me how can I analyze my data and calculate Multiple Regression Coefficient and Pearson Correlation Coefficients?

Please help.

I am considering as research an estimate of the equilibrium between supply and demand of pedagogical training, considering how the government makes a decision to offer (or not) pedagogical training to teachers, and, concomitantly, how is the decision making of teachers in participate (or not) in pedagogical training. I thought about doing this using game theory, but I'm not sure what kind of model I should use, or what I should consider to determine that model. Has anyone worked with something similar and could give me any suggestions?

I'm looking for papers which focus is the massification of Zoom as a pedagogical and social tool for researchers

What’s the difference between flipped learning and blended learning? Is flipped learning a form of blended learning ? or it is a pedagogical approach stand by itself.

According to UNESCO, "One year into the COVID-19 pandemic, close to half the world’s students are still affected by partial or full school closures, and over 100 million additional children will fall below the minimum proficiency level in reading as a result of the health crisis."

On the other hand, there are very few reports that talk about the affect of COVID-19 pandemic on pedagogical skills of teachers and their future.

I now explore three pedagogical strategies to improve junior high school students' skills in ESL academic writing. The main things I set up now are: lexical resources, grammatical range and accuracy, and coherence and cohesion. Do you think it works? Do you have any better suggestions for me?Thanks！

On the one hand, the concept of "animation" emphasizes the spiritual aspect of the relationship among the subjects of the pedagogical process, and on the other - involves active cognitive activity of humanistic, cultural and health orientation.

Thank you!

To what extent do you think the use of learners' linguistic landscape as a pedagogical resource for second and foreign language learning is useful?

Hello all,

I'm preparing for my Master's thesis. Part of my research is about relating teachers' and students' mindsets.

While reading about that, I found that all articles are stressing the positive impact of 'growth mindset pedagogical practice' on students' mindsets, not the effect of the teachers' mindset 'beliefs'. My advisor told me that if the relationship between teachers' and students' mindset beliefs is already proven before, then no need to test it again. However I'm really confused: should I consider the previous research's findings as clear about the relationship between the two mindset beliefs, and then no need to test this effect? Or I consider that these findings refer to growth mindset 'teaching strategies' that maybe not all growth mindset teachers employ, so testing of the relationship between the two mindsets beliefs is new and needed?

To illustrate, I'm confusing beliefs with practice, and I cannot conduct an observational study (to consider practice) as my advisor wants it to be quantitative (and so I'm considering beliefs that can be tested using questionnaires).

What do you recommend? Testing the relationship or not?

Techno pedagogic content knowledge is affecting pedagogical spheres to a larger extent. Can science methodologies be effectively transacted using TPCK?

i am doing a research on documentary as a pedagogical tool, and i am trying to see how i can use Theatre in education as my theoretical framework.

Greetings from Vancouver, Canada!

My doctoral research is going to begin soon. Because the instance of higher education students in Canada, and elsewhere, has been on the rise for more than a decade, I am interested in exploring at the intersection of instructional design and supporting student mental health. Specifically, I want to determine whether there may be adaptations that can be made to Universal Design for Learning (UDL) to mitigate stressors students may experience in the future at the time of pedagogical development and instructional design. To get a sense of how my work is beginning to materialize, please see:

Does anyone know of work being done in this area? Please point me in interesting directions that might be worth some exploration.

Thank you very much!

Larry White

Can the study be relevant?

I am interested to know how do you design virtual learning experiences that leverage existing online resources and customize them to your instructional needs. What are the problem areas where technology might be able to support them?

A group of participants received a pedagogical intervention in a pre-test/post-test design. after intervention, I divided this group into 3 subgroups according to their pretest scores. I want to compare subgroups scores at the post-test.

what statistical test is the more appropriate ?

thank you in advance

Hello everyone Pedagogical transitions from Pre-COVID to COVID period - Faculty's perception of online learning This online survey is for educators in Higher Education Institutions (HEI) to participate in. Please share this link with anyone in your network who teaching courses at colleges and universities. Please submit on or before August 15th. https://forms.gle/B85JKifmZns9DKkt9

Thank you for your interest in participating in this study.

We teachers must be very clear that pedagogical mediation must be based on precise and achievable learning objectives, and develop appropriate teaching strategies so that students can build on what they already know. It is also very important to take into account the applicability of scientific knowledge in our daily life, in industry, development of an environmental awareness in order to have a society with a better quality of life.

we are group of academicians. Passionate about learning innovative pedagogical techniques.

plz what are newer ways you using to enhance teaching and increase learning.

- how pedagogical approaches are influenced by the evolution of teaching techniques?

- Are the norms of Behaviorism still valid?