Science topics: EducationPedagogics
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Pedagogics - Science topic

The art of teaching; pedagogy.
Questions related to Pedagogics
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i've taught several different computer languages to undergraduates.
My pedagogical challenges have been with the range of abilities of students (from novice to experts who need a "certificate"), in keeping them all challenged but not overwhelmed. The most difficult concepts I've found for beginners are explaining the "why" of data types, floating point, and the "how" of object oriented. From talking to other instructors, there are a few who know the book but don't program in real life (what is important outside of the book). That is where students/novice programmers will have difficulties in their first year of professional work.
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What are the pedagogical values of teaching anger expressions in L2?
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Dear Ms. Amran!
You pointed to an essential topic - body language. May I argue that cultural differences are key factors to be able to understand the ways people communicate, body language is an essential component in any study of a language. For example "tutoring" is a tool that help learn a language:
Behera, A., Matthew, P., Keidel, A. et al. Associating Facial Expressions and Upper-Body Gestures with Learning Tasks for Enhancing Intelligent Tutoring Systems. Int J Artif Intell Educ 30, 236–270 (2020). https://doi.org/10.1007/s40593-020-00195-2, Open access:
2) Ueda, Y. Understanding Mood of the Crowd with Facial Expressions: Majority Judgment for Evaluation of Statistical Summary Perception. Atten Percept Psychophys 84, 843–860 (2022). https://doi.org/10.3758/s13414-022-02449-8, Open access:
Yours sincerely, Bulcsu Szekely
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I would like to ask experts here to check and peruse our questionnaire cause we need it to be face validated by an expert. Our study is about teachers' pedagogical beliefs and students attitude in Science subject. I hope you can spare me your precious time. Please.... Thank you in advance.
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Dear Oscar Tesmo , you may separate out the factors and outcomes. Collaboration learning could be considered as a predictor and effectiveness could be considered the outcome. Kindly visit the RG link.
Kind Regards,
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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?
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Dear Dr. Sven Form
We can always learn from the moral examples that have been transmitted to us since our childhood because we always perceive in our lives the moral and ethical principles and codes through our daily behaviors, and it is that the moral principles and the strong values ​​of character are taught to us constantly. Our “human existence” offers us the opportunity of taking or not knowing how to take the codes of ethics, morals and Human Rights [that derive from them] in our daily life, everything depends on us and our mental capacities to be able to perceive or not perceive if our ethical and moral behavior goes the right way.
Cf.
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(especially pedagogical courses of study).
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The core of teaching consists of four fundamental values: dignity, truthfulness, fairness, responsibility and freedom. In addition, all teaching is founded on ethics – whether it be the teacher-student relationship, pluralism, or a teacher's relationship with their work. Societies demand a university education grounded on ethical principles. Education in ethical values is the responsibility of universities but will not be viable unless also adopted by directly responsible agents, the teachers who work with the students.
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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.
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MOOC course modality was born many years ago (in the 70s) in the UK, their government usually publish some reports on the evolution & maturity of the MOOCs, here is one available from 2013, that is before pandemia (123 pages):
The maturing of the MOOC: a literature review of massive open online, 2013, UK.
Best Regards.
PD. Personally, I consider that there are several platforms that offer very professional free MOOCs with badges, other platforms still need improvement. Of course, all are free, so complaints are not so important, because always there is some useful information. The majority of the problems I personally have seen is that some free MOOCs upload tons of PDFs, that nobody reads. There the MOOCs teaching philosophy should be part of the solution, before creating MOOCs understand what is their goal.
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I'm interested in pedagogical, staff development, equity, and collection development practices that further decolonization.
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Dear Mr. Marshall!
I hereby searched for resources you may consider of value for your work:
1) Lilley S. Transformation of library and information management: Decolonization or Indigenization? IFLA Journal. 2021;47(3):305-312. doi:10.1177/03400352211023071 Available at:
2) María Faciolince and Duncan Green 2021. Decolonizing Open Access in Development Research One Door Opens: Another Door Shuts, evelopment and Change 52(2): 373–382. DOI: 10.1111/dech.12633, © 2021 International Institute of Social Studies Free access:
3) A case-study: Beth Jachimiak (2021) Decolonizing the Academic Library’s Juvenile Collection, Collection Management, 46:3-4, 186-189, DOI: 10.1080/01462679.2020.1861492 Available at:
Yours sincerely, Bulcsu Szekely
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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.
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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.
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Constructivism is a theory describing how learning regardless of whether learners are using their experiences to understand a lecture, it build critical thinking and PBL is a learning environment that embodies most of the principle that improve learning active, cooperative, getting feedback, tailored to student learning and to solve problems, both increase critical thinking in learning.
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With the purpose of, to find out the pedagogical skills mathematics teachers use to identify and address students mathematics anxiety
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The effect of pedagogical evaluation and content evaluation on mathematics teachers
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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.
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The children in this PowerPoint about "Humor and Education" are laughing while they are learning. Also check out the second PowerPoint about laughter as it relates to creativity:
International Society for Humor Studies: http://www.humorstudies.org/ .
Alleen and Don Nilsen’s The Language of Humor (Cambridge University Press, 2019) is now available. We have developed a PowerPoint to accompany each of the twenty-five chapters of the book as follows:
Chapter 1: Introduction & Humor Theories Chapter 2: Humor in Anthropology & Ethnic Studies Chapter 3: Humor in Art Chapter 4: Humor in Business Chapter 5: Humor in Computer Science Chapter 6: Humor in Education Chapter 7: Humor in Gender Studies Chapter 8a: Humor in Geography I (International Humor: Books, Conferences and Organizations) Chapter 8b: Humor in Geography II (International Humor: Examples and Discussion) Chapter 9: Humor in Gerontology Chapter 10: Humor in History Chapter 11: Humor in Journalism Chapter 12: Humor in Law Chapter 13: Humor in Linguistics Chapter 14: Humor in Literature Chapter 15: Humor in Medicine and Health Chapter 16: Humor in Music Chapter 17: Humor in Names and Naming Chapter 18: Humor in the Performing Arts Chapter 19: Humor in Philosophy Chapter 20: Humor in Physical Education Chapter 21: Humor in Politics Chapter 22: Humor in Psychology Chapter 23: Humor in Religion Chapter 24: Humor in Rhetoric and Composition Chapter 25: Humor in Sociology We’re sending you a PowerPoint indicating how humor is important to your particular discipline. Please let us know if you would like to receive any of our other humor-related PowerPoints (see above). Thanks. Don and Alleen Nilsen don.nilsen@asu.edu alleen.nilsen@asu.edu .
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We are in search of the key educational theories that may serve as a 'best fit' to inform educational interventions adopted by various stakeholders to improve health professionals students teaching and learning of pharmacology and eventually transform their ways of thinking and practising.
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Cognitivist theory and constructivism.....agree with Faraz Khurshid Orlando M Lourenço Orlando M Lourenço Silvia Fränkel Frits F. B. Pals
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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!
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Thanks
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I want to develop the TSPCK-based instruction to teach a pre-service teachers and study its impact on the conceptual understanding and motivations.
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Pedagogical content knowledge (PCK) is defined as the knowledge that discriminates a chemistry teacher from a chemist by Shulman who coined the PCK term. There is rich and deep literature on PCK. I mean, there are many different aspects of PCK that researchers have been working on. Regarding topic-specific PCK, in the PCK literature, Veal and MaKinster (1999) proposed the General taxonomy of PCK. In that taxonomy, there are general PCK (i.e., for teaching science or history), domain-specific PCK (i.e., for chemistry or biology teaching), and topic-specific PCK (i.e., for teaching a topic under a science domain such as teaching redox reactions). In the PCK literature, PCK has been defined as topic-specific, which means that teaching chemical equilibrium requires different knowledge and skills from teaching gas laws. My dissertation is about the comparison of experienced chemistry teachers' PCK for teaching different chemistry topics. The paper published from my dissertation is entitled 'Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions'. I hope it would be useful for your work.
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I am searching for the origins and development of the pedagogical orchestration concept. Thank you in advance
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Dear Claudio, thank you for asking an interesting technical question. In addition to the relevant links suggested by Alfonso García-Monge please also have a look at the following interesting article which might help you in your analysis:
Technology for Classroom Orchestration
This article has been posted as public full text on RG, so it can be freely downloaded as pdf file. As you can see, it often pays off to search the "Publications" section of RG directly for relevant references. For example, when you search for the term "classroom orchestration" and then click on "Publications" you will get the following long list of potentially useful articles ahich are all available on RG (many of them even as public full texts):
Good luck with your work and best wishes, Frank Edelmann
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Did ICT enhanced pedagogy promote pedagogical transformation?
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With the development of ICT, we have the opportunity to better realize the various phenomena around us, which seems us to be a “mystery”. I think that the development of ICT has to a certain extent brought pedagogy in a new direction (but I am not talking about all areas of science and education). I want to give an example from my own practice. One of the most difficult tasks for students is to imagine the propagation of radio waves from BS antenna under various conditions. However, the use of 3D radio wave propagation simulators in the teaching process has allowed students, engineers and even lecturers to better understand the propagation of radio waves in real life.
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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!
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Teeka Bhattarai Children do learn from doing. Children love to do real and meaningful things. Children like to do things that might make a difference. John Dewey and Evelyn Dewey mentions Marietta Johnson in their book "Schools of To-morrow". This is a very old book (1915) with great ideas that seem new even today. You will find it free online. Also the book they recommend, "Thirty years with an idea" written by Mariette Johnson, have ideas that would suit your thinking.
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· The new statute suggested by the Tunisian Ministry of Higher Education (May 2021), apart from the fact that it is not participative and has been prepared in locked offices is very dangerous. It does not respect the international standards of the binary Associate Professor/ Professor ranking for PhD holders among university teachers. Instead, the hybrid monster project of the Ministry suggests seven ranks plus one entrance competition to become a faculty member. More than that, it intends to add a new diploma after twelve years of career called the “Habilitation Universitaire” followed by another competition to access a higher category of ranking.
· In a nutshell, for a PhD holder among faculty members, the new statute, all in all, comprises two competitions, one more diploma other than the PhD and seven ranks with a file to prepare to move from one rank to another, a viva in front of a jury on the basis of non-scientific biased criteria such as involvement and openness before moving from one rank to another. This absurd statute favours nepotism rather than anything else; it discourages researchers and faculty members from promoting their careers via research since they are bound to subdue to get promotion.
· Worse than that, in an unprecedented move, the new ranking system suggested by the Minister, with all these competitions and files to prepare and handicaps, is appallingly without any financial promotion or salary increase which is stunning and unacceptable.
· The final extremely dangerous aberration in the new statute is that it opens the door to other faculty staff among non-PhD holders - via what the Ministry calls “common trunk” - to integrate the university teachers and researcher’s faculty members without any external competition closing, thus, the door in front of thousands of unemployed PhD holders to have a teaching position at the faculty.
· The new statue is atrocious, hybrid and catastrophic and there is absolutely nothing positive about it.
· No new statute would be accepted without financial incidences rewarding the passage from one rank to another.
· There must be an alignment and a respect of international ranking standards based on the binary of Associate Professor/Professor ranking with internal classes in-between valuing pedagogical experience without competitions.
· Today, there is a growing anger, fury and a total refusal on the part of university researchers and teachers against the Ministry’s project.
· Tunisian academics must struggle until the ministry’s project is abandoned and will engage into a series of social action and protests and strikes starting from a strike in May 20th, 2021 until the Ministry’s project is abolished. Any new statute must alleviate ranks, be aligned with international standards, and respect the spirit of promotion via research all along with the acknowledgement and recognition of pedagogical experience. Any new statute must also recognize the general claim of respecting the salary scale as the PhD is the highest diploma in Tunisia.
· It is worth mentioning that the salary of a Tunisian Associate Professor today is about 800 USD which is among the lowest in the world.
· Being a leader of an autonomous union for university teachers and researchers in Tunisia, I condemn the lack of proficiency and expertise of the current Minister Mrs Olfa Ben Ouda who has been continuously ignoring our correspondences to launch negotiations and who is executing the agenda of her benefactors from the nomenklatura, oligarchy and the UGTT union which is against syndicate plurality and democratic practices at university.
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Thank you Jimela, the issue is related to academia at the level education in Tunisia and is by no means personal. Thank you for your feedback anyhow.
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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?
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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.
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Hello Mazhar,
The specific model(s) to be evaluated should be guided by your research question(s), the nature of your variables, and your data collection method.
If your interest with the demographic variables is just to describe your sample, and your RQ was something like, "Do scores on Epistemic beliefs and Pedagogic beliefs relate to scores on Instructional practices?" and all three variables were continuous and metric (interval strength or better), then multiple linear regression with 2 IVs and 1 DV would likely work well.
But, if the instructional practices variable was categorical, then you would need to look at a different kind of analysis (which could include: manova, discriminant analysis, logistic regression).
So, if you could further articulate your aims and the nature of the variables, I would wager you'd get more focused recommendations.
Good luck with your work.
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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?
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Dear Carmem Fruhauf de Oliveira,
Your research idea is very interesting. I am sharing my thoughts on it. As mentioned in your question, I consider a game between the government and a potential teacher and it proceeds as follows.
Suppose the government arranges for training and the teachers decide to participate. Now the government must choose the amount of investment. This will create a level of teaching skill which, along with teacher's effort, will become input to produce a particular quality of a good, say 'teaching'. This good will have public good characteristics for the students. On the other hand, a teacher will get a fixed income but only after completion of the training period i.e. in future period. So he will discount his future utility to obtain utility in the present period. But if he does not participate in training, he can still get a job (may be as a contractual teacher) instantaneously but at a lower salary and will produce a low quality public good.
If the government does not invest in training then it will spend that amount in some other development projects which will yield some level of social benefits. In that situation, if a teacher opts for teaching job he will get a lower salary (compared to what he would be getting as a trained teacher) and will produce an inferior quality of the public good (teaching service).
The government, being a social planner, will take decision through maximizing social welfare which will include the payoffs of all the agents, whereas, a teacher will decide by maximizing his own utility.
This is merely a draft of what I thought. You can build a model considering suitable functions and solve it.
With regards,
Tilak Sanyal
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I'm looking for papers which focus is the massification of Zoom as a pedagogical and social tool for researchers
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I am already using zoom app to take virtual class. I have slso good experience about zoom app. The drawback of it is every slot is of half hour, after that we have to reconnect.
Thanks
Dr Sudhir Yadav
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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.
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Prof. Khalid Mohammed, my guess is that for blended learning students don't have the role of individual learners, as they do have in the flipped classroom methodology.
Traditional learning converges faster to the blended learning environment, where the teacher still can have the main role.
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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.
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Obviously, there would teaching learning gap's with mindsets of shortcuts and overlapping phenomenon on basic S & T concepts etc.
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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!
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You can consider with discourse can increase the student motivation and activity to write their idea.
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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!
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The twelve principles of animation should be basic knowledge for everyone. They were introduced by the Disney animators Ollie Johnston and Frank Thomas in the book The Illusion of Life: Disney Animation published in 1981. These principles are the outcome of Disney animators’ work from the 1930s onwards. They were created to help reflect real life and the basic laws of physics in animations, but also to resolve abstract issues like character appeal. The 12 principles of animation are perfect for both frame-by-frame animation and motion design.
The 12 principles are:
Squash and stretch
Anticipation
Staging
Straight Ahead Action and Pose-to-Pose
Follow Through and Overlapping Action
Slow in and Slow Out (Ease In, Ease Out)
Arcs
Secondary Action
Timing
Exaggeration
Solid Drawing
Appeal. Kindly check the following link:
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To what extent do you think the use of learners' linguistic landscape as a pedagogical resource for second and foreign language learning is useful?
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Language is culture and culture is language. However, using the interlinguistic approach to teach a foreign language (EFL/ESL) can be used to a certain extend if there are effective results (production of written/spoken discourse) especially if L1 and L2 are cognates (French/English for instance). So all is fair to learn a language.
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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?
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There are many reasons why it can be hard to stick to good habits or develop new skills. But more often than not, the biggest challenge is sitting between your two ears.
Your mind is a powerful thing. The stories you tell yourself and the things you believe about yourself can either prevent change from happening or allow new skills to blossom.
Recently, I've been learning more about the link between our beliefs and our behaviors. If you're interested in actually sticking to your goals, building better habits, and reaching a higher level of achievement, then you'll love the research and ideas in this post.
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Techno pedagogic content knowledge is affecting pedagogical spheres to a larger extent. Can science methodologies be effectively transacted using TPCK?
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From my experience, TPACK is effective in teaching science or many other topics. The content knowledge is where to start, move to pedagogy (activities), then select the technology to support the learning. Thank you.
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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.
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Theatre in education and pedagogy is separated from drama education. The distinction being that the drama verticle typically teaches method and theory of performance alone, while theatre as a pedagogy integrates both art and education to develop language communication and sometimes the specific subject domain also. for example, the theatre can be extensively used as a mass tool to reach out to a larger local audience in the field of issues related to environmental awareness or education.
While the theoretical framework to use theatre in pedagogy may be selected on the basis of the objective or the research need, the universality of the theatre as a model based on audiovisual-performance based always helps better than any traditional pedagogy.
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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
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Thank you Lawrence White for your question. Your idea and research proposal are beneficial and look promising. I believe integrating critical components related to your question, including - medical education, psychiatry, and management are vital in answering your research question.
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Can the study be relevant?
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It depends on your research question, the validity of the methods you will use and how you present your paper. These are the areas that will make a difference.
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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?
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The most important is to track and understand the learner's characteristics, needs, and level.
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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
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Good question
Follow
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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.
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Shared...
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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.
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I used short graded online review quizzes at the beginning of each session to help students to master the core content. They tend not to stay on the online platform for the entire session, so the online review quizzes worked well in getting them to read the course material and build a sound foundation of what had been done previously before moving on the the new material.
Best,
Debra
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we are group of academicians. Passionate about learning innovative pedagogical techniques.
plz what are newer ways you using to enhance teaching and increase learning.
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Text is no longer the primary means of learning transfer. Character-based simulation, in which animated characters provide a social context that motivates learners, can improve cognition and recall and bodes well for high-impact e-learning.
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- how pedagogical approaches are influenced by the evolution of teaching techniques?
- Are the norms of Behaviorism still valid?
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thank you dear colleagues
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I need to learn about authentic specific uses of language in English to serve for my ESP course designs as I teach ESP courses in an EFL setting, which makes it even harder to reach such genuine language uses for specific purposes. I plan to make use of a concordancer for pedagogical purposes as well. I will be glad if you could suggest me a few online concordancing tools that you have found effective.
Thank you in advance.
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Maybe Anthony Lawrence's Antconc. You can google and download easily.
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A real assessment of the confinement period would be very useful to benefit to allow the university community to advance in their development and to envisage significant changes.
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This time is very difficult time. Under COVID - 19, all the educational Institutions are providing online teaching. Here we have to understand that we should continue our teaching as well as the students should also not stop their study.
This process is required for the welfare of society.
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As applied to physics, the source is a mathematically described process and the target is one without a mathematically described process or without a mathematically described process known to the student. Analogy can suggest a mathematical model to a researcher. Analogy assists the student by demonstrating that knowledge already acquired can help in understanding a new subject. Thus analogy can be an investigative tool and a pedagogical tool. John Holland in his book on Emergence from Chaos to Order attributes the source-target characterization to Maxwell (p. 210) but I have not been able thus far to locate Maxwell’s employment of that characterization. Maxwell spoke about analogy as a useful pedagogical tool in an 1870 address to the Mathematical and Physical Sections of the British Association included in his collective works, volume 2, page 215. At page 219: Analogy `is not only convenient for teaching science in a pleasant and easy manner, but the recognition of the formal analogy between the two systems of ideas leads to a knowledge of both, more profound than could be obtained by studying each system separately.’
Do you know the origin of the source-target analogy?
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Teachers’ belief has been widely researched. There is however little research that describes teachers beliefs teaching children with autism to read? How May existing research about teacher beliefs be integrated in the context of teaching children with autism to read?
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We know that teachers ’beliefs have an unclear impact on students’ achievement, depending on whether they are positive or negative.
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I developed a pedagogical method, and I would like to compare it to other existing methods. I did a systematic literature review, but I didn’t find scholars who have published papers on that topic. Are there colleagues who have any idea where can I find papers int hat topic, or do any of you have paper?
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How to analyze the work of the pedagogical adviser by analyzing the position of the job using the analysis of the workstation, based on the requirements of the labor market.
Comment analyser le travail du conseiller pédagogique en analysant la position de l'emploi à l'aide de l'analyse
du poste de travail, en fonction des exigences du marché du travail.
كيفية تحليل عمل المستشار التربوي من خلال تحليل موقف الوظيفة.
باستخدام تقنية تحليل منصب العمل ، وفقا لمتطلبات سوق العمل.
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Dear Sir/Mdm/Dr/Prof,
I am a PhD candidate pursuing in Game-Based Learning. I have developed a game with a pedagogical Avatar with different realism level. My research aim would be to test whether students emotions will be a significant mediator in students motivation in learning. Therefore chose SAM as my instrument. It will be helpful if I can get a manual on using SAM so that can achieve accurately the intended result. Is there any manual in using the SAM instrument(self assessment manikin)?
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Please go to this useful link:
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I would like to introduce Augmented Reality (AR) as one of the ways to learn anatomy to our students, and I have been looking at some literature in this regard. I noted from several articles that different authors developed different AR apps for their research. I have found many of these Apps to be rather complex. Kindly advise on how I, someone with no computing background, could really come up with an App which we can use for teaching/learning anatomy. In particular, I am interested in an AR App which has several pedagogical affordances including interaction among learners and one that can be deployed on a smartphone.
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I used Vuforia under Unity environment.
You may start with the following interesting example
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Science content knowledge and pedagogical orientation are constructs in teacher PCK. Is there a relationship between the level of content knowledge a teacher possesses and the pedagogical orientation he or she displays when teaching science?
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This is a grea question. A teacher should never focus only on content knowledge,. He, or she should develop a frame work covering pedagogical approaches for their teaching and how to use thesee ducational frameworks in teaching these contents. The framework should focus on the learner level, and skills, and should aim on teaching beyond content- I mean here professional values and skills at the same time of teaching content.
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The Journal of Autoethnography (JoAE) will launch in 2020 with the University of California Press. JoAE will be a refereed, international, and interdisciplinary journal devoted to the purposes, practices, and principles of autoethnography. JoAE publishes scholarship that foregrounds autoethnography as a method of inquiry; highlights themes and issues of past and contemporary autoethnographic research; discusses theoretical, ethical, and pedagogical issues in autoethnography; identifies future directions for autoethnography; and/or highlights innovative applications of autoethnography. JoAE also features reviews of books and media relevant to autoethnographic research and practice. The guidelines are here: https://docs.google.com/document/d/1c7CzW034ZRaMALgHU0W_kGaQKD4PFbb6D4DHeFkJlL0/edit
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Nice initiative I hope to be able to propose you a paper soon.
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Hello all,
This is not my area of research at all (I'm in occupational psychology) - but am very interested in it for personal reasons. My daughter is in Year 7 in the UK and has three different teachers for English, the same applies for Maths and Science. I want to ask about the pedagogical rationale for having multiple teachers for one subject at parents' evening, but would like to go prepared. I can't find any research that supports this when I try searching the databases (or any that criticises it) - but this may because it's not my area so I'm not searching efficiently. Any information would be gladly received.
Many thanks, Claire
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I guess three teachers teaching three different areas or teaching the same thing in three different ways.
Option 1: The teachers have expertise in different areas and are teaching thir own areas
Option 2: School is experimenting to find out best way of learning for the students and finally implement that.
In a devoping country like India, option 1 is generally followed. However, country like UK, pioneer in education research, option 2 is common.
You can search using STEAM Learning, Flipped Class, AR Learning.
etc.
Hope, you will have more information.
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Do you follow a standard format to make your answers understandable and pleasing to your students? Have you ever carried out any feedback study? Time is a vital factor, because lengthening develop boring sharp among the students now-a-days. Your suggestions please.
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Questioning and answering is one of the main component of teaching and learning. Asking and answering students are always in a proper format. Answer is to provide the complete that the students understand clearly.
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I would like to mention the 'student-centred' pedagogical approach in my assignment.
More specifically, I would describe a project the students engaged in. The project in question included a certain degree of freedom, whereby the students were given the option of selecting between a list of different topics and to elaborate on the chosen theme in different ways.
Could this be considered an example of a 'student-centred' approach given that students' preferences are balanced with concise project completion guidelines? I am not fully clear on the contexts where the term 'student-centred' can be used.
Many thanks in advance for your help. I really need it.
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Hello Costanza,
Student-centred learning can be considered in comparison with teacher-centred learning, whereby in the latter students are passive and teaching hold the power in curricula design and delivery. Therefore, in student-centred learning, students are active and hold power. I feel that your description is not fully student-centred learning - there are elements of shared power between teachers and students. My suggestion would be to use "active learning" which has been defined as doing + reflecting on what was done.
Student centred learning
Active learning
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TPACK stands for Technological Pedagogical Content Knowledge. It is a theory that was developed by Punya Mishra and Matthew J. Koehler of Michigan State University in 2006 to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology.
Furthermore, it is a framework that helps to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology-enhanced learning environment.
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Your question was, ‘How best can TPACK Framework be applied for an efficient result in Nigeria Teacher Education?’. If I were you, I will be very careful in applying any theory or method developed and validated with Western samples. Nigerian teacher education context is different, so are it’s people. For one, what constitute thinking dimensions of Nigerian teacher candidates are different & more complex than their U.S. counterpart. This is an example based on a finding from my research. In essence, the efficiency and application of TPACK must be situated in context. It requires deconstruction before you can meaningfully apply it if your goal is not just to follow the “trend” that will amount to no real research and practice impact.
Good luck.
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This clarification probably will help justify pedagogical materials and methods later on...?
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Thank you so much for your helpful pointers, Keith.
I do have to mention that there is indeed much confusion out there among the public and educators about the specifics of what is "the Science", "the Technology", ""the Engineering" and "the Mathematics" (or coordination) is being included in the everyday curriculum and instruction in actual classrooms. Unfortunately, much of it feels like assumptions and wishful thinking. I will keep on searching for better information in the Journal and recent publications as suggested, but my concerns, particularly about the critical earlier grades continues to be much present.
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I would like to know which methodology I should use because I observed two different preschool classes in kindergarten and i want to compare them without quantitative analysis.
Specifically, I observed two different classrooms for 1 month (each class) and used some thematic axes before observation that were the same for each group. The first class was selected by random sampling and the other was not.
My concern is how to analyze the data and the measures I need to take into account as to the validity of the research.More extensively, i wrote down what was happening (the events) in each kindergarten regarding the different areas in the educational process and so on.
Specifically, through the observation of each class in the (kindergarten) I recorded the events in the form of a diary and took note of the thematic axes I set from the beginning.Then I sorted the observations - events (in the form of calendar type) into each thematic axis.Is the methodological approach I followed correct? Does this procedure I follow relate to a case study? or not?
Because I observed two different samples that is, two different -cases - as was the purpose of the research to examine the differences between them. In particular , what is happening - within a traditional education model in kindergarten where it is also the dominant model in my country and its implications in various fields, as opposed to a kindergarten that follows alternative pedagogical approaches where it is rare in my country. Because I did not do structured interviews, I worry about the validity of the research.What I was doing was simply asking questions to kindergarten teachers when they were needed during the research.Then Ι wrοte down the answers (which were related to the research questions and the research concerns that arose from the observation in the field.The data collection involved participatory observation where it was conducted with calendar type notes as well as the free form of discussions and questions where they were posed.(different in each group)In conclusion, what terminology should I write about for this research process where I did?Is the whole process wrong?
Do I need to fix something? For example make tables with categories to explain the analysis?
Thanks in advance for your time.
Any advice would be very helpful.
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I would call what you have done a comparative case study using systematic observation. The use of a purposefully selected special case and a case from the general population is what makes it a comparative case study. Your use of carefully planned counts of pre-panned codes is what makes systematic observation.
You can find a brief discussion of systematic observation in Schutt's textbook, Investigating the Social World: The Process and Practice of Research.
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Education is a serious concern everywhere. What is, and should it be, about? Should neoliberalism dictate the mercantile, business-focused orientation increasingly taking hold of educational programs, policies and thinking? What is the place, role and function of social justice, citizenship and social solidarity? Of course, these are not binary propositions but we can see trend-lines pointing to less of the latter and more of the former infused in educational reforms. Critical scholarship, experimentation and programming is being squeezed out of the equation at the policy, curricular, pedagogical, institutional cultural and leadership levels. Many "high-level" debates point blindly to the "Finnish" model as if a broad-based, society-wide approach, one that seriously values teachers (monetarily and in other ways), can simply be replicated in vastly diverse contexts. I have been struck how this model has been upheld as the one that can be integrated into societies where there isn't even universal access to education, where teachers are often fighting to make ends meet, where basic structures are lacking, where political will/commitment seems vacuous, etc.. I'm not suggesting that Finland has not got some things right; I'm, rather, interested in knowing why the socio-political dimension is not more centrally infused into educational debates so as to be able to address serious, systemic, institutional, deeply-entrenched inequities. As I end my sabbatical, travelling in five countries over the past several months, I have observed this polemical debate, and reading La Nación this morning in Buenos Aires I was struck as to how the argument was made that teacher education needed to be enhanced, following the "Finnish" model, so as to, somehow, bridge the poverty gap. This was not the first article I have seen that suggests that better teacher ed will lead to miraculous societal change, especially when there is a context of vast private education, social inequalities and an increasing focus on education as a private good. I welcome any comments about how public debate might become more constructive, engaging, critical and beneficial (especially for the many who are not benefiting from the status quo). I would like to add that there is a mountain of very engaging research in this area but the critical components underpinning it seem to be marginalized in public debate, decision-making circles and mainstream education milieus. As election-season is once again upon us (in Canada, and, in reality, everywhere as the cycle is never-ending), it would appear that serious education discussions are reduced to get-rich-quick schemes, an attack on teachers, and little about how education needs to be tethered to meaningful, critically-engaged democracy and social/societal change.
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In the United States, the private universities and schools can sort of do what they please and express any sentiments that they choose. However, public education is publicly funded. Faculty and students have freedom of speech and expression. However, sometimes when the debate becomes more violent or action orientated the politicians become involved. They can prohibit you from saying anything, but they sure can cut your funds. This can have all kinds of negative consequences for the university. Just look at the recent controversies at the University of Missouri. Funds were cut by the legislature, people were fired, enrollment was negatively affected and the university endured a whole lot of negative publicity.
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How to form a effective hamiltonian for a system starting from a Hamiltonian of the system+environment? Is there any pedagogical review available in this topic?
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Mi experiencia es netamente en el campo educativo, lo siento no manejo la investigación científica cuántica
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what is the logic behind ur preference?
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I think the authentic ones
Best Regards Farangis Shahidzade
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What kind of scientific research dominate in the field of Education and pedagogy?
Please, provide your suggestions for a question, problem or research thesis in the issues: Education and pedagogy.
Please reply.
I invite you to the discussion
Best wishes
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I think, in some universities, there is a movement away from a search for the truth through rigorous research. It seems that no matter how well researched or documented a study is, it can be shot down by accusations, political maneuvering, or slandering the researcher. There will come a crisis point, I believe, and the pendulum will swing back to a search for the truth.
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Many of the deficiencies of the MOCC courses at present, according to my opinion, is that they are not designed under a system conception, where all its components are related, based on principles, with a pedagogical approach based on contemporary pedagogical tendencies. and the Educational Model of the Educational Institution to which it is addressed and which highlights the basic elements of a system: the input, the process, the product and the context.
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MOOC é a sigla de massive open on line course. É uma novidade na área de educação on line (surgiu em meados de 2008). Diferentemente dos cursos em EAD são gratuitos e aceitam um grande número de estudantes matriculados aos mesmo tempo, de diversas áreas do saber (muito heterogêneo). Geralmente não conferem certificado (depende da instituição), mas pode proporcionar mediante pagamento e validação dos estudos.
São caracterizados por possuírem muito material, textos, vídeo aulas, etc.
Existem os cMOOC's, com fortes influências conectivistas, e os xMOOC's mais tradicionais e estruturados como os do MIT.
Porém, não são plataformas ou sistemas como o Moodle.
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I am writing a thesis proposal on the advantages and disadvantages of using AR and VR technologies in education (still have not decided whether I am going to write about primary or secondary education or both).
I wanted to describe some pedagogical advantages, but I was wondering whether subjects like geography and science benefit from the use of these technologies the most.
Or is it just because most case studies I have come across focus on maps, anatomy and space? Why would that be?
Thanks in advance for your help.
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Hi Constanza! I can imagine that your question separates in two, one about VR and one about AR.
VR is subjective-spatial which makes applications about 3 spatial dimensions, or possibly also time as the fourth, as natural. Rooms, landscapes, maps, environments. I personally see VR as more limited in applications in comparison with AR. VR has a wow factor, but often shortlived outside the computer gaming world.
AR is more open for new creative applications, in many sciences I believe.
If I were you, I would try to google both VR and AR (and these spelled out) in combinations with as many school subjects and science disciplines you can think of. Do this both as regular creative googleing and in Google Scholar and databases etc. The data you find could be worth categorizing, analyzing, discussing and making a review paper about. But check first if there are fresh such papers, and if there are, start from there.
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"An instructional design model provides guidelines to organize appropriate pedagogical scenarios to achieve instructional goals. Instructional design can be defined as the practice of creating instructional experiences to help facilitate learning most effectively. Driscoll & Carliner (2005) states that “design is more than a process; that process, and resulting product, represent a framework of thinking” (p. 9). "
The ID model used in my research is to design and plan for introducing computational thinking concepts to children in primary school.
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Hi Nur, Yes definitely, since each teaching and learning model is based on theoretical frameworks, design theories, philosophical assumptions, hence you can use any appealing framework for your dissertation. Afterall previous theorists have also used past researches and models of their times to further add innovation from their own perspective to create new design. Hope I have answered your question.
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One Congress is about
Want do you thing about models of inteligent artificial
A presença da Inteligência Artificial nos ambientes de aprendizagem e sua ubiquidade crescente em todas as esferas da nossa vida proporcionam um contexto de ecossistemas de aprendizagem cada vez mais ricos e diversificados e também mais sujeitos a desafios e tensões. A automatização de tarefas de gestão, os processos de avaliação, a oferta de conteúdos personalizados e de tutoria e feedback, os ambientes de aprendizagem com múltiplas alternativas de interação virtual são, entre outros, realidades que urge debater amplamente.
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Thanks Shafagat
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This issue and others are the subject of the investigations as part of our study, in order to put the item on the question of the provisions. What we are proposing, is that it is an approach that allows us to make the right choice of the e-learning platform from a comparative evaluative, technical and pedagogical study to judge its contributions for purposes of experimentation, whose results will allow us to judge its technical and pedagogical values, and therefore choose the e-learning platform that is necessary.
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Practical considerations often dominate. Is the platform user friendly for both the faculty and the students. WebCt was terrible to add anything to. Blackboard is much more user friendly to add content too and has much easier access to stream videos. However, you cannot modify any power points without completely deleting the power point and re-inserting a modified power point. Angel has all of the virtues of Blackboard but will allow you to modify your power points inside the platform. However, it is more expensive. Therefore most universities in the United States choose Blackboard. Custom made systems such as JAVA may work well for your students, but have a higher learning curve both both faculty and students.
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The pedagogical uses of digital technology are increasingly being integrated into school and university establishment projects. They make it possible to offer each student learning methods adapted to his or her needs, thus promoting academic success and developing autonomy.
Society is changing. The young people have changed. The role of the teacher and those who accompany them is also changing. But are we equipped to do it ?
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Yassine Safsouf Yes, I think the education 4.0 will change the future of teaching. It may take time because it needs some structural changes and policy requirements.
However the digitization has already change the future of learning. Non associate learning like Habituation and Sensitization pattern today are completely different compared to the decade ago methods.
Moreover during one project and interaction with Holy Quran Learners, I realized that types of learning types like Meaningful learning or Rote learning is also disappearing.
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I'm seeking advice on resources for a proposed theoretical dissertation on a radical ecopedagogy. I'm looking to utilize a hermeneutic method that would be informed by ecodiscourse analysis as well as ecolinguistics. At this point, the following are some of the subfields/approaches I'm planning on utilizing: ecopedagogy, ecoliteracy, liberatory pedagogy, critical pedagogy, dialectical development, ecopsychology, ecofeminism, and deep ecology.
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Dear Eric,
I am a Critical Realist and Critical Realism would be helpful for theoretical consideration because it emphasises ontological reality while accepting that knowledge is socially produced. Please have a look at the following attached documents below, they might help. Also the book: Explaining Society by Berth Danermark et al.(2006) and the work of Stephen Sterling including this:
Best wishes,
Dima
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This is my topic question for my bachelor thesis. I have done some research in Norwegian literature and articles, but not so much in foreign literature and research yet. But the question is about what we do in Norwegian kinder-gardens, so i am looking for both what we do in Norway and what they do in other countries when it comes to minorities, to compare.
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This is a great question. Where I come from receiving refugees is not an issue. However, immigration of citizens is. Should kindergarten children be let know about the future potential/danger of having to leave their homeland seeking refuge in a foreign country in a child-friendly manner instead of hearing it from the media? For the time being such an issue is not discussed at this early level in my setting.
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Is it sometimes worthwhile to try to unpack the mathematics? By that, I mean to say, to look at what the mathematics is doing symbolically and try to relate it to what is physically happening to the phenomenon being mathematically modeled. A mathematical derivation might take lines or pages. It may be difficult to follow the mathematical reasoning. Even if one manages that, then one may ask, what steps in the mathematics correspond to physical events in the real world? Steven Weinberg at page vi in the Preface to his Cosmology (2008) mentions that “Occasionally the formulas were wrong, and therefore extremely difficult for me to rederive.”
An example of physicists unpacking mathematical formulas is the book Spacetime Physics by Edwin Taylor and John Wheeler.
Entropy dS = dQ/T is often presented as a mysterious ratio, but it can be considered as the number of degrees of freedom in an amount of energy proportional to dQ relative to T. Mathematics as a succinct symbolic representation of the relationship between attributes that can be characterized numerically should permit seeing through to the essence of the relationship. Is it possible though that sometimes the mathematics obscures rather than illuminates the relationship?
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Most theoretical physicists idealize math. Of course math is necessary in physics, that is not the point. The issue stands in how it is used. An inadequate usage may be very counterproductive. Nowadays math is very often used in a very fanciful and unrealistic way, and in this respect, indeed “mathematics sometimes obscures the physics”. Many theoretical physicists should leave the confines of the Universe and go back to Earth.
I know this will not please to theoretical physicists but that is the way it goes. Instead to just complain they should make an introspection. To exemplify my opinion let me address the following comment to the question:
How much credibility can we grant to theoretical physics?
The image that theorists are giving is not that much upright. Let me illustrate this.
In December 2015 an excess at 3.6 local sigmas was observed at 750 GeV in the difotonic channel (H → γγ), by pure chance, both in ATLAS and CMS (LCMF, Dec 15, 2015). This led to the publication of more than 600 theoretical articles in arXiv about the process (LCMF, Mar 22, 2016). Months later the excess disappeared (LCMF, 05 Aug 2016).
So, in a few months 600 theoretical articles were written justifying a fake event. What is therefore the credibility of mathematical issues in view that they can manage to justify an inexistent upshot?
Theorists should be more careful in “not throwing so many stones against the roof of their house”. Furthermore, “Publish or perish” may not be so wise after all and publishing compulsivity may have the opposite effect.
Still, this question, which is not mine, posted on researchgate, may be quite relevant:
“A wrong turn developing new theories leads to a cul-de-sac. Without other perspectives we just creep to the end wall! How can we stop this happening?”
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As underpinning theories for different pedagogical approaches are needed to foreseen & differentiate between learning outcomes of each application,certainly to understand Hybrid Pedagogy,there is need for key concepts to be defined.
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Even though written in 1916 John Deweys «Democracy and Education» elaborates many pedagogical challenges by taking the pupil/student seriously and understanding the link between learning through action and also I recommend the powerful books written by William Ayers. Booth have a multi-faceted understanding of facilitating learning by recognizing the pupil/student.
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Leading inquiry question: How could a pilot project of teaching ecopedagogy at the university level, inform a narrative inquiry into the barriers of normalizing this type of radically critical pedagogy within our institutions of education? This particular inquiry question gets to the heart of a fundamental societal organizing issue: What is the purpose of education? The topic area and context of this inquiry is institutionalized education, and even more specifically, the university education of teachers, leaders, and future citizens of the Earth. It is my intention that this inquiry would lead to a dissertation that would influence the influencers (e.g., teachers and leaders).
This proposed inquiry has emerged within the context of my work as a university adjunct instructor. This particular context is chosen on the premise that a sustainable future is going to require that we ‘teach our teachers to teach’ in an ecologically literate manner, as well as to be ecological. With this inquiry, I’m entering into the vital debate about: Should environmental education (e.g., ‘sustainability’) be taught as a subtopic, an ‘optional’ course of study, or should it be taught as the basis of all other learning?
This developing inquiry also leads to the following sub-questions: What are the barriers to normalizing ecopedagogy within the academy? How can the academy become vested in ecopedagogy and not completely abandon academic freedom? In the face of our ‘wicked problems’ (e.g., ecological crises, mass extinction, climate change, social injustice, etc.), how can the academy fully embrace an ecopedagogy and find a new balance of what academic freedom means in the Anthropocence? In the face of becoming extinct, what constitutes a relevant education?
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Hi Eric,
Interesting subject!
I don't have a straight answer for your question, but I thought of a fourth option to add to your paragraph:
"Should environmental education (e.g., ‘sustainability’) be taught as a subtopic, an ‘optional’ course of study, or should it be taught as the basis of all other learning?"
A good option for educators working together in the same faculty is to pursue the articulation of a certain idea or concept through special assignments for their students. This way, the same subject can be approached from different perspectives. The subject you propose would be a great one for articulation between courses.
Hope this helps!
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The main challenge of the school is that students learn not only knowledge, but also skills, values ​​and attitudes. That is, all those lessons that prepare them for their future participation, critical and proactive, in society. This educational purpose requires educators aware of their role as teachers, of the need to reflect, individually and collectively, on their pedagogical practice, their achievements, the resources they use, the constraints that favor or hinder the learning of the students. students. This observation about themselves should allow them to think about the solutions they can make to improve their teaching work with the purpose of contributing to improve the learning of their students. In this context, educational innovations can be excellent strategies to improve deficit aspects of their practices. However, it is possible to ask if teachers are willing to improve their practices? If they have the institutional conditions to do it? If they count on the support of their superiors ?
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Hi!
Teaching innovation is of course necessary to work with continuously, and there have never been so many possibilities for teaching design and adaption as right now, by combining old good practises and new ICTs. But technology does not change a teacher just like that. Good teachers are often successful in all environments, but not so good teachers tend to be less successful independent of environment.
Learning, however, cannot be designed in the same way - it works as it does for an individual, if we understand anything of how it works or not. The teacher scaffolds for learning and can adapt this scaffold as best as he/she can. Learning analytics and adaptive learning will provide future enhanced possibilites, I believe.
When I read your question, you (it seems to me) place both possibilities for change and risks/blame for no change on the teacher side. The teacher is very important, but the students own their own learning and can compensate for what is not ideal, or doesn't suit them, in the teaching. With ICTs can do more and more. In the end of the day, learning depends on the students motivation, preparedness and time on task for the most. I recommend watching three both good and fun videos (19 minutes in all, 3 parts, https://www.youtube.com/watch?v=iMZA80XpP6Y) about "constructive alignment" (John Biggs) on youtube. He says, much simplified, that a teacher should not concentrate on sorting students in good/bad, or on blaming/appreciating himself for results - but on watching if students work with the right things in the course, on their activity.
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Hi everybody,
I am looking for valdiated questionnaire used to investigate students' performance and their attitude to a specific type of exam.
I would like to investigate the relation between exam mode and performance.
Do you know any scale that may be useful for this?
Thanks in advance,
Fabio
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Here you have my paper with a questionnaire:
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I am looking for techniques or strategies pedagogic that helps students for construct their research project.
Thanks !!!
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We should support, encourage and guide students to start and continue their research project.
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What other algorithms are best in that agent? Our topic is a DGBL and was hoping to add a Pedagogical agent to be an ITS. Thanks for your help
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Hi
I once dealt with a similar theme. The task was set to teach the future of the skills of diagnosing.
In our approach, the problem was labeled as a cooperative game for obtaining maximum information. There are two participants: a computer and a student. The student is assigned the role of a specialist who asks questions about the symptoms of the disease. The computer is given the role of "patient", which prehensures information so as to approach the correct diagnosis. There is no fixed dialog in the system. The order of questions is arbitrary.
If interested, here's the link.
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I am a teacher in a Queensland school, with a low SES factor. The engagement of students in their learning has diminished significantly over the past 3 years. How do we stem that at a class, year and school wide level.
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Hello Ann - This is a really important question and one that ought to get all teachers and educators a mix of angry and passionate about the work that they do with young people.
You tend to put the Australian Curriculum in the dock as the key causal offender in relation to your de-motivated students, but this is a touch unfair. This curriculum ought to be seen as a flexible framework to be professionally interpreted and implemented by schools and teachers sensitively in their contexts. Tony is right - one answer is to 'develop a local curriculum from the Australian Curriculum that is relevant and meaningful to students'.
But the problem is bigger than this - as the layers to your question imply. Curriculum interpretation and what and how students study is also effected by a number of other 'contexts of practice'. You mention attitudes to curriculum implementation and design at the school/principal, year and class/individual teacher levels but sitting above this are the messages that you receive systemically at the state level.
At the turn of the century Queensland was leading the world with its 'productive pedagogies' curriculum framework, yet what I heard from a State bureaucrat at a teachers' conference in Brisbane two years ago was a centralised, directive, top-down, compliant, 'you must teach and assess the Australian Curriculum like this' approach and here are some off the shelf units of work to implement. These imperatives are in turn passed down the line to Principals and teachers. This approach de-professionalises teachers and can lead to stodgy, uninspired, painting by numbers curriculum choices. The end result - as you have observed - switches off students who need curricula and teaching and learning approaches that they can see as relevant, motivating and engaging. Good on you for recognising that the status quo cannot hold. Stay angry on behalf of the young people that you work with and respond to their learning needs with providing the kinds of learning that you know that they are likely to respond to with significantly more enthusiasm. Best wishes in this endeavour.
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When teaching communicatively, we do our best to make classroom more interactive. In the same time we are limited at the end to our pedagogical objectives of the lesson... There is a kind of communication BUT can we consider this communication as a genuine communication similar to the conversations we have outside classroom in our mother tongue???
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I think communication takes place since it has the elements with sender-channel-receiver-feedback. However, whether it is natural or not, the ELF experts can better advise.
Thank you.
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Today a teacher can choose from a range of pedagogical tools like case studies, simulation,management games,role plays,action learning etc. If we add technology- enabled tools / approaches, the choice gets enlarged. At the same time,learners in higher education are increasingly becoming more discerning .In this scnario ,how can a teacher select appropriate pedagogical approach/ tool to maximise learning effectiveness ?
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I agree with Valter, each student is an individual and learns in a slightly different way. The key is to reach out in a number of different ways so that the students will grasp the concept being taught. Case Studies are great for teaching problem solving techniques. I like to use structured essays as assignments because if forces the student to answer a series of questions within the essay and thus learn the material. I also like to have my graduate students prepare a book review for publication. This teaches them how to critically analyze the work of an author, to write, and to prepare something for publication. I then have them actually submit it to a journal. About half get published. Which is huge for the vitae of a graduate student. But even if they don't get published, they have learned how to do it.
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Dear community,
in educational context, program development requires the definition of a) learning objectives, b) evaluation/assessment methods and c) defintion of teachning activities (J. Biggs 1996).
We defined entrepreneurial competencies that we want to target on, but now the question is: Is there a commom pedagogical approach to measure the individual development of competencies?
Thank you for tipps, tricks and literature :).
Best wishes,
Alexander
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