Pedagogics - Science topic

Quality has no limit value! If one full of existing quality, then there would be no innovation

Hello Philippos,

When it comes to 21st-century education teacher's priority must rely on the transformative power of education, defined by UNESCO as the process that "involves teaching and learning geared to motivate and empower happy and healthy learners to take informed decisions and actions at the individual, community and global levels." (2023,

Combining scientific, pedagogical skills and values with a broader sense of the teacher's mission is essential to ensure learners develop skills better aligned with the challenges we face today.

Thus, teachers should be trained in the following areas to ensure they are prepared to foster learner's eagerness to learn and awareness about the world they live in:

- social-emotional skills

- critical thinking and problem-solving skills

- resilience and flexibility

- collaboration and empathy

- pedagogical use of technology

UNESCO. (2023). Five questions on transformative education. UNESCO. Retrieved 11-08-2023 from https://www.unesco.org/en/articles/five-questions-transformative-education#What%20Is%20%E2%80%9CTransformative%20Education%E2%80%9D?

The new age of education has brought about significant changes in the identity and role of teachers. Previously, the perception of teachers was often associated with devoted and monk-like personalities who followed established dogma without requiring advanced pedagogical knowledge or social charisma. However, the landscape of education has shifted, and these traditional notions of teacher identity have evolved.

Embracing new concepts and technologies:

Teachers in the modern era are expected to engage with concepts such as self-assessment, learning communities, digital technologies, hybrid learning and teaching, inclusion, self-management of the school unit, tele-education, and distance education. These terms not only enrich the educational vocabulary but also shape a new educational environment and redefine the identity of teachers.

Adopting a learner-centered approach:

With the emergence of self-assessment and learning communities, the focus has shifted towards learner-centered approaches. Teachers now play a role in facilitating student reflection and self-assessment, empowering students to take ownership of their learning process, and fostering collaborative learning environments.

Integrating digital technologies:

The prevalence of digital technologies has transformed the way teaching and learning take place. Teachers are now expected to incorporate digital tools and resources into their instruction, providing students with blended learning experiences that combine traditional classroom teaching with online learning tools . This integration of technology requires teachers to have a certain level of technological proficiency and adaptability.

Facilitating inclusive education:

Inclusion has become a key aspect of modern education, and teachers are tasked with creating inclusive learning environments where all students, regardless of their abilities or backgrounds, can thrive. This requires teachers to have a deep understanding of diverse learning needs, implement differentiated instruction, and provide appropriate support for every student.

Navigating new educational models:

The advent of hybrid learning and tele-education has introduced new models for teaching and learning. Teachers now have the opportunity to navigate these flexible approaches, conducting classes that incorporate both in-person and online components, or even delivering education remotely through tele-education. This necessitates a willingness to adapt and innovate within these evolving educational contexts.

The new age of education has redefined teacher identity. Teachers are expected to be knowledgeable, adaptable, technologically proficient, and skilled in fostering inclusive learning environments. The expanding educational vocabulary and changing educational models have transformed the way teachers approach their roles, embracing new opportunities for effective teaching and learning.

If you are data are in long form (that is with replicates), you simply include it as a factor (as Daniel Wright says, suitably coded, eg the control as the referent category) in the fixed part of the model. You need a multilevel analysis are you are making repeated measures of the same group which is likely to produce dependence.

You may want to look at teh chapter on higher level variables in this:

Hello Arsenio,

Measuring compliance with the analytical plan in an online system requires the use of learning analytics and other data gathering methods to monitor student progress and teacher behaviors. If the concern is about the pedagogical monitoring of online classes, by analyzing this data, instructors can gain insights into the effectiveness of their teaching methods and make adjustments to improve the learning experience for their students.

In using learning analytics, for example, teachers can monitor and observe students' online class activities, such as discussion boards and assignment submissions, to gain insights into their learning progress. Here, framework called DIAMOND can be utilized to monitor online lectures and deduce important figures, such as the degree of student participation.

A learning analytics approach can be used to monitor the quality of online one-to-one tutoring by analyzing teacher behaviors and classifying tutoring sessions into those that are effective and those that are not effective.

Learning analytics can also be used to design and implement a solution for teachers to facilitate their access to information. This can allow teachers to find new ways of developing their pedagogical dynamic and to carry out a monitoring and assessment process that is more personalized and better adapted to facilitating students' learning.

Hope this helps!

I think the topic is not studied - the assumption is that anything physics has critical thinking which is correct up to a limit and maybe even wrong in some ways.

Philippos Afxentiou The professors have to follow and to be in compliance with the standards/expectations/protocol/curriculum design/approaches/etc. of the Universities/Colleges' Science Department for them to prepare before the actual implementation or teaching of the assigned higher learning Physics disciplines in the classroom setting/s. Also, the instructors/professors are required to give their input in creating the required course syllabus . . .

I think by utilizing many of the principles outlined in my research (Attention-Driven Design: How Instructional Designers Design to Capture the Learner's Attention) would balance out any cons related to the paradigm utilized by science. As it currently stands, the science learning paradigm of "learning physics by solving numerical problems and calculations in specific situations" has both pros and cons. Here are some potential advantages and disadvantages to consider:

Pros:

Cons:

Overall, whether the pros outweigh the cons of the numerical problem-solving approach to learning physics will depend on the individual student and the context in which they're learning. It's important to consider a variety of teaching methods and approaches to ensure that all students can learn and thrive.

Try this platform through this link:

Best wishes

. . . Yes, the traditional lecture method is still predominant and highly preferred by most professors/Department-Heads/administrators/etc. especially in higher education levels. To make a change, I would say, we have start to from Pre-K . . . and the change process must be mandated solidly by the Department of Education of of every global nation/s/state/s. . . .

Interesting new discussion topic, Professor/Scholar Thomas Schuermann, Maybe, it is an interesting pioneering idea to incorporate/integrate these two paradigms as an emergent discipline to address the global issue of climate change, global warming due to the thickening of the Green House Effect layer in the outer atmosphere. . . .

I personally believe in the Universal Design Approach to pedagogical learning. If you are not engaging the student, they will become bored and not want to learn anything you are teaching. For example, my students were having a hard time converting from decimal, to fraction, to percent. I decided to have a project which would sink in for their knowledge strength. I gave each of my students a package of skittles. They needed to do a dot plot for each of the colors. Then figure the colors into fractions to equal up to a hole. They needed to draw a circle graph with percentage. They needs to draw a bar graph with decimals. They also had to write a conversion of the fraction, to the decimal, to the percent. As my students worked through their work, it began to make sense to each student. It attracted their attention. Some students needed a written module which they received with this project. Some students needed a visual module which they received with this project. Some students needed a hands-on module which they received with this project. Every week, I would have my students do centers, projects, shadow boxes or a poster to be finished over the weekend and due on Monday. It was in place of a test, but it was fun. They wanted to learn. You can lead a horse to water, but you can't make them drink. Same with a student learning. You can put the book in front of them, but they might not pay attention. sMany kids struggle to memorize. For instance, when I am teaching prime numbers it takes me less than five minutes to teach students how to find a prime number. It is a great bell work exercise. I have my students number 2 through 31. We then circle 2 and cross off all other numbers equal to 2 by counting by 2's to 31. We do the same thing with 3, and then 5. In that way, you have the prime numbers mostly likely used to reduce fractions. It is a fun project in teaching my students. They don't have to memorize. Eventually, the numbers will come to them with use, but they can always find the number. Another saying, you can fish for someone, and they will have a fish for a day. You can teach them to fish, and they will have a fish everyday they fish. If you need an example of either project, or bell work project which I have used on my kids (which was fun!) I will supply them. When my kids came into my classroom, they never knew if they were going to use crayons, rules, highlighters, scissors, etc. in my class. The Vork system - visual, aural, read/write, and kinesthetic is so important in teaching. Reflection is another great way to great a student's perspective and should never be overlooked in teaching. Hope this helps.

Bobbi E. Mauldin

In my opinion, it will depend on to what extent the language learner would like to view how the language works. I would say that if we opt to view language from the perspective of medium/tool in conveying messages or communication; incorporating structural grammar and IC analysis are beneficial to use the grammar correctly within the exact communication function to deliver the correct message by the encoder to the decoder.

I think that the impact of the first 10 years of socialization on values and attitudes is significant, but not necessarily permanent. Early experiences and relationships can have a lasting impact on how a person’s values and attitudes develop, but these patterns can still be altered throughout life. There are many factors that come into play when it comes to the stickiness of values and attitudes, such as personality, environment, and culture. People can be influenced by the environment around them and find that the values and attitudes they have developed in the first 10 years of their life are not necessarily the same across different contexts. Therefore, while the first 10 years of a person’s life can have a lasting impact on their values and attitudes, they are not necessarily set in stone and can still be modified over time.

The teacher has to consider the cultural, linguistic and learning style/s differences among the students in planning/designing her curriculum/materials for the course/s he/or she is teaching . . .

One question I would ask just for fun or practicality is: (1) Can you algebraically formulate a or any given statement of all forms. For examples: (a) "My mind is off." (2) " I love you." Answer: Yes or No. If the answer is yes, prove it.

Dear Scholar Percy,

In my view, a list of published international journal papers with similar foci on the same research topic cannot be equivalent to a Doctoral Dissertation. Instead, it can be utilized as the "Literature Review," which is an integral part of the Dissertation process of any type (e.g., qualitative, quantitative, mixed-method, etc.).

Respectfully,

Dr. Z. D. Norman

Because at that time, Man as the center of the universe (anthroprocentric) triggered the emergence of thoughts about the dignity of man represented by Leonardo Da Vinci, Michelangelo, and Francis Bacon. Da Vinci said that mathematics is the basis of human thought to translate nature. If in the previous century people believed in omnipotent dues, namely life depending on the power of God, at this time humans have the belief that worldly life should be based on experience, experimentation and human rationality respectively. The essence that arises from Da Vinci's statement finally changes people's view that humans are born not only to think about the hereafter but must also be balanced with thinking about their life in this world. If we relate to the duty of a firefighter who helps people who are in need of help with various kinds of experience and expertise, then all of the factors mentioned above are represented.

Dear Dr. Ramdas!

You raised a very important topic to consider. I see pedagogy as a collective social effort (students & teachers & other stakeholders):

1) Fawns, T. An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigit Sci Educ 4, 711–728 (2022). https://doi.org/10.1007/s42438-022-00302-7, Open access:

2) Yakavets, N., Winter, L., Malone, K. et al. Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan. J Educ Change (2022). https://doi.org/10.1007/s10833-022-09463-5, Open access:

3) Sanz, N.M., Urías, M.D.V., Salgado, L.N. et al. Educate to transform: An innovative experience for faculty training. Educ Inf Technol (2022). https://doi.org/10.1007/s10639-022-11160-y, Open access:

4) Myllykoski-Laine, S., Postareff, L., Murtonen, M. et al. Building a framework of a supportive pedagogical culture for teaching and pedagogical development in higher education. High Educ (2022). https://doi.org/10.1007/s10734-022-00873-1, Open access:

5) Sanli Jin, Qian Lu, Dong Pang, An investigation of knowledge, attitude and practice towards simulation among clinical nursing teachers in China: A cross-sectional study, Nurse Education in Practice, Volume 63, 2022, Free access:

6) Mikko Puustinen, Janne Säntti, Hannu Simola, Five decades of persistent decontextualisation of academic teacher education in Finland, International Journal of Educational Research, Volume 116, 2022, Open access:

Yours sincerely, Bulcsu Szekely

I am teaching at a public university. Sometimes I use videos as a complementary resource in my classes.

I see, it effectively enhances the interest level of the students in their subject matters, as well as videos, creating motivation among the students towards learning. Videos attract the attention of the inattentive students in the class. Nowadays students prefer watching a video over listening to lectures or reading books.

It is possible to effectively engage the students and increase their participation through video-based learning. When they are bored, video reduces their cognitive overload. We know that the human brain can process videos many times faster than any text whether it is easy or complex.

But the uninterrupted internet facilities and good quality projectors are very important for using videos in the classes. That's why sometimes it is not possible for teachers in all academic institutions to use videos as complementary resources in classes.

It is not a matter of the ratio of subject content to pedagogy courses but of how much subject content and teaching methodology student teacher should learn to be effective in the field. An appropriate balance has to be struck. From my teaching experience, degrees tilted more towards pedagogy than subject matter content do not produce very effective secondary school teachers.

ok Mr. Munoz, I hope I can help you even a little:

.

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.

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

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,

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.

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.

Prof. Vidyanand Malik

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):

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.

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

Good morning

https://www.daynurseries.co.uk/advice/the-reggio-emilia-approach-to-early-years-education#:~:text=The%20Reggio%20Emilia%20approach%20is%20based%20on%20the%20belief%20that,the%20environment%20we%20are%20in.

Good luck

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.

The effect of pedagogical evaluation and content evaluation on mathematics teachers

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 .

Cognitivist theory and constructivism.....agree with Faraz Khurshid Orlando M Lourenço Orlando M Lourenço Silvia Fränkel Frits F. B. Pals

Thanks

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.

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

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.

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.

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.

Refer this article:

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.

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

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

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.

Obviously, there would teaching learning gap's with mindsets of shortcuts and overlapping phenomenon on basic S & T concepts etc.

You can consider with discourse can increase the student motivation and activity to write their idea.

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:

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.

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.

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.

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.

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.

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.

The most important is to track and understand the learner's characteristics, needs, and level.

Good question

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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

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.

thank you dear colleagues

Abdelkader Mohamed Elsayed

Maybe Anthony Lawrence's Antconc. You can google and download easily.

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.

Please see this useful link:

https://plato.stanford.edu/entries/reasoning-analogy/

We know that teachers ’beliefs have an unclear impact on students’ achievement, depending on whether they are positive or negative.

Please go to this link:

https://media.hoover.org/sites/default/files/documents/0817929320_33.pdf

http://www.oecd.org/education/skills-beyond-school/LMRO%20Report.pdf

Please go to this useful link:

http://www.cnbc.pt/jpmatos/29.%20Bradley.pdf

Согласен

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.

Nice initiative I hope to be able to propose you a paper soon.

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.

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.

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

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.