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In this research, I explore the potential of a material‐led, embodied pedagogical approach to cultivate diverse modes of thinking, knowing and becoming within a pre‐GCSE curriculum. Drawing from my experiences as both an artist and educator, I acknowledge the transformative power inherent in recognising the agency of all forms of matter, whether human or non‐human. Through the implementation of a project titled 'To Play,' which utilises paper as a primary pedagogical tool, I engaged Year 9 Art and Design students. Qualitative data collected over a six‐week period underpins the analysis, with a particular emphasis on understanding students' experiences with material‐led processes. The findings highlight the potential of material‐led pedagogies to empower students and challenge anthropocentric perspectives, offering valuable insights for enhancing pre‐GCSE art education and harnessing the educational potential of materials. This study contributes to the ongoing discourse in art education by emphasising the importance of embodied, experiential learning approaches that prioritise creativity, exploration and critical engagement with the world around us. [ABSTRACT FROM AUTHOR]

Visual Arts (VA) studies traditionally promote creative and critical thinking and have always been open to innovative thinking. Despite the innovative potential of technology and the pedagogical benefits of Information and Communication Technology (ICT), Ghanaian VA teachers were hesitant, cautious and distrustful toward integrating ICT into their teaching instruction. This article aims to identify the reasons for Ghanaian teachers' negative attitudes, discuss their rationale from a comparative viewpoint, and suggest solutions based on the original study's findings. The data were collected purposively and categorised and assessed using the qualitative method. It is recommended that a training programme be implemented through relevant seminars and open debates to encourage a more positive attitude towards ICT. The findings show that VA teachers can ensure successful ICT integration in their classes as the primary decision-makers and implementers in education. This research was based on analysing interviews, observation notes and photographic and drawing material. [ABSTRACT FROM AUTHOR]

In this article, Ingrid Andersson discusses the decolonial philosophy of Sylvia Wynter, with a special focus on addressing her concepts of the hybrid human and origin stories. Andersson shows how Wynter's philosophizing about the being of being human is premised on an entanglement of nature and culture that is on par with the posthuman understanding of the ontological inseparability of matter and discourse. She goes on to interrogate some productive tensions between Wynter's decolonial philosophy and posthumanism by pointing out how Wynter's hybrid human formulates an understanding of human nature that is different in itself and not solely in relation to other nonhuman entities. In the final part of the article, she proposes how we, with Wynter, can devise a pedagogical approach that seeks to counteract harmful taxonomizing practices. [ABSTRACT FROM AUTHOR]

Schools play a central role in the holistic development of children, providing a structured environment that fosters their intellectual, social, emotional, and physical growth, and equipping them with essential skills and knowledge for their future through the experiences each child will have at school. These contribute to the cognitive and academic development of children in several ways. First and foremost, the primary objective of school is to provide a pedagogical education to children. In this regard, the school promotes intellectual development through a structured and organized learning environment where children can acquire knowledge, develop cognitive skills, and build their academic journey. Teachers play a crucial role in delivering effective instruction, facilitating learning experiences, and providing individualized support to meet the diverse needs of students. Furthermore, schools provide resources, programs, and assessments that help children progress academically and prepare them for their future studies. Moreover, children are also exposed to several languages from a very young age, which promotes the acquisition and mastery of languages. The learning of multiple languages in a multilingual school will lead children to develop cognitive skills such as attention, memory, and executive functions. These cognitive skills are transferable and can support academic abilities in areas such as reading, comprehension, mathematics, and problem-solving. As the basis of all educational activities, whether they involve listening, speaking, reading or writing, language plays a crucial role in the fulfilment of many important tasks and goals of a school. Language in school is not only a subject to be taught, but a source of study for other subjects as well, as it enables students to gather data and gain knowledge in a variety of subject areas. As a result, primary education provides all students with a basic education as well as access to other languages, such as French or English. This initiative aims to give students an appropriate linguistic approach that enables them to communicate, express themselves and use their language skills in their academic, personal and social activities, as well as direct access to information and knowledge. Foreign language education aims as well as to give learners the ability to communicate, express themselves, and use their language skills in their school work, personal lives, and social interactions. It also helps them have direct access to information and knowledge. From this point of view, we seek through the following scientific paper to discuss the purpose of the need for children to acquire foreign languages and the most appropriate age to start learning them. We will also try to present the scientific opinions of the most important thinkers and researchers on how languages are learnt and taught and the proposed teaching methods in this field. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Music (TM) / Türk Müziği is the property of Young Wise Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractThere is a long and impressive scholarly history evidencing why it is important to address professional identity formation (PIF) in medical curricula. In this AMEE Guide, the authors present an evidence-informed pedagogical approach to assist educators in developing educational practices to foster a healthy PIF in medical students. The authors first describe the theoretical framework that underpin this approach. At the core of this framework is the recognition that, for a healthy PIF, students need to become aware that they have the autonomy, but also responsibility, to form their professional identity in a way that fits both their personality and their (future) professional role. In other words, students need to learn to navigate the interplay between socialization and subjectification. Next, the authors outline the six-step structure of their pedagogical approach, designed to help students: (1) undergo a PIF-related experience, (2) observe their responses to the experience, (3) externalize their reflections, (4) share their reflections, (5) broaden their perspective, and (6) explore their freedom of choice through experimentation. The authors also describe six conducive conditions to facilitate the implementation of the pedagogical approach. These conditions include (1) creating a setting that enables students to slow down, (2) adopting a longitudinal approach, (3) making it part of the formal curriculum, (4) refraining from grading, (5) establishing an interdisciplinary expert team, and (6) providing teacher training. The authors conclude that the theoretical framework leads to a coherent and consistent pedagogical approach that, when implemented according to the conducive conditions, enables students to gradually internalize the reflective process and help them to cultivate a reflective attitude towards their PIF. [ABSTRACT FROM AUTHOR]

Pedagogical Reflections on an English-Taught Course in Communication Addressed to Non-philologist MA Students. Supporting cross-border didactic and research cooperation, increasing visibility in international rankings, promoting multicultural academic environments, facilitating student exchange, attracting international students, encouraging staff mobility and improving graduate employability are some of the driving forces behind the efforts of most universities towards internationalisation. Babeş-Bolyai University of Cluj-Napoca, Romania, as a multicultural international higher education institution, actively supports academic training and communication in international languages. According to one of the stipulations included in the language policy of the University, each master’s programme must comprise at least two courses taught in an international language in compliance with CLIL (Content and Language Integrated Learning) methodological principles. The present paper draws on the author’s experience as a tutor of such an English-taught course in techniques and methods of negotiation and communication addressed to students enrolled in a master’s programme called Management of Sports Organizations and Activities at the Faculty of Physical Education and Sport of Babeş-Bolyai University, Cluj-Napoca. The article discusses the development of a coherent pedagogical strategy for this particular course focusing mainly on aspects such as designing the course syllabus, selecting compulsory bibliography, preparing teaching scenarios, creating instructional materials, delivering in-class instruction, conducting assessment and collecting feedback from students. REZUMAT. Reflecții pedagogice asupra unui curs de comunicare cu predare în limba engleză adresat unor masteranzi nefilologi. Sprijinirea cooperării transfrontaliere în domeniile didactic și ştiinţific, creşterea vizibilităţii în clasamentele internaționale, promovarea unui mediu academic multicultural, facilitarea schimburilor de studenți, atragerea de studenţi internaționali, încurajarea mobilităţii cadrelor didactice și îmbunătăţirea şanselor pe piața muncii a absolvenţilor sunt câteva dintre motivele pentru care universitățile depun eforturi pentru internaționalizare. Universitatea Babeş-Bolyai din Cluj-Napoca, România în calitate de instituţie de învăţământ superior multiculturală şi multilingvă sprijină în mod activ instruirea academică şi comunicarea în limbi de circulaţie internaţională. Conform uneia dintre stipulările politicii lingvistice a Universităţii, orice program masteral trebuie să conţină cel puţin două cursuri predate într-o limbă de circulaţie internaţională în concordanţă cu principiile metodologiei CLIL (Content and Language Integrated Learning). Această lucrare are ca punct de pornire experienţa autorului ca titular al unui asemenea curs de tehnici şi metode de negociere şi comunicare adresat unor masteranzi în cadrul programului Managementul Organizaţiilor şi Activităţilor Sportive organizat la Facultatea de Educaţie Fizică şi Sport a Universităţii Babeş-Bolyai, Cluj-Napoca. Articolul prezintă dezvoltarea unei strategii pedagogice coerente pentru acest curs concentrându-se îndeosebi pe aspecte precum elaborarea fişei disciplinei, selectarea bibliografiei obligatorii, alcătuirea unor scenarii didactice, crearea materialelor didactice, predarea la clasă, asigurarea examinării şi colectarea feedback-ului de la studenți. Cuvinte-cheie: Engleza ca mijloc de predare, Învățarea Integrată a Conținutului și a Limbii, învățământ superior, studenţi masteranzi, abordare didactică Article history: Received 10 January 2024; Revised 25 June 2024; Accepted 15 October 2024; Available online 10 December 2024; Available print 30 December 2024.

In this article, the development of the geographical features of the Ile-Alatau National Park by the project method is presented as one of the effective ways to form professional competencies and environmental culture of students. In a pedagogical university, this method is possible in the presence of a well-formed developing educational environment, as an opportunity to form in students (future teachers) not only the desire to learn for themselves, but also the need to teach others, discover the world for their students, develop their inclinations and abilities. The types, tasks, stages of the organization of ecological trails are studied. The objectives of the creation and use of ecological trails are considered, the method of projects is proposed as a way of forming students' professional and general cultural competencies. The educational professional-developing environment should prepare the graduate for the realities of an updated education, orientation in various educational systems, curricula, programs, textbooks, educational technologies at the level of knowledge, skills, creativity, value orientations, to form competencies and needs for independent acquisition of knowledge and skills, primarily pedagogical content. The development of ecological trails contributes to the more successful conduct of educational, scientific, research work, creates conditions for the education of an environmentally literate person, allows teachers to acquire the necessary environmental experience that contributes to the development of scientific projects of students. [ABSTRACT FROM AUTHOR]

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: School dropout is a pervasive issue with complex origins, often resulting from various forms of violence and challenges faced by students within the educational system. This article explores the multifaceted causes of school dropout and proposes a holistic approach to prevent it. Methods: This article, structured as a comprehensive review, draws information from existing literature and research studies on school dropout. It synthesizes findings from diverse sources, including academic journals, sociological studies, and educational psychology literature. The information presented here is based on a thorough analysis and synthesis of existing knowledge in school dropouts. Results: School dropout is not solely the student's decision but is often a consequence of prolonged exposure to subtle forms of violence and challenges within the educational environment. It can lead to various adverse outcomes, including deviant behavior and extremism. Discussion and Conclusion: A proactive approach within the school ecosystem is crucial. Combating school dropout effectively involves improving the quality of life in schools, eliminating violence, and providing specialized support through school psychologists and assistants. Additionally, teacher training, emotional support, and bridging connections with parents from challenging backgrounds are essential components of this comprehensive strategy. By addressing these issues, schools can create a nurturing environment that minimizes the toll of violence and retains students, ultimately contributing to a more successful educational system.

This paper presents the results of a collaborative study highlighting the pedagogical approaches used by faculty during visits to the Musée acadien de l'Université de Moncton (MAUM). This qualitative-based study was conducted with a sample of nine participants representing various disciplines from three major faculties. Thematic analysis revealed the main themes related to the pedagogical practices used by the participants: teaching and learning models, pedagogical approaches, and methods. The results indicate that the faculty preferred collaborative, project-based, experiential, and inter- and trans-disciplinary approaches. This study initiated discussions among professors about teaching practices used by faculty members during distance learning. Innovative thoughts have emerged from e-learning practices used by faculty during the Covid-19 pandemic. Feedback from students contributed greatly to enriching and evolving the approaches. The cross-referencing of the results has made it possible to identify tools for inspiring pedagogical approaches, whatever the subject being taught. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to assess and enhance the TPACK competencies of biology teachers in secondary schools, in line with the goals of Saudi Vision 2030. Method: Using a descriptive analytical approach, a total of 120 teachers based in Riyadh were asked to complete a questionnaire consisting of 52 items. The questionnaire covered 7 dimensions of TPACK and used a 5-point Likert scale. Results: The results showed a moderate level of proficiency overall. The dimensions of technological knowledge (TCK) and content knowledge (TPACK) had the highest mean scores of 3.64 and 3.61, respectively. This suggests an understanding of the connections between technology, content, and pedagogy. Technological Pedagogical Knowledge (TPK) had the lowest score (mean = 2.65), highlighting the importance of improving training on integrating technology tools with pedagogical methods. Conclusion: The study revealed that there was no discernible distinction between the experience and educational qualifications of teachers. The study highlights the importance of TPACK for biology teachers in effectively utilizing the internet and other technology to enhance information sharing with students through online platforms. [ABSTRACT FROM AUTHOR]

Research based on systematic analysis is presented, which allowed a comprehensive approach to solving pedagogical issues of improving the training process in arm wrestling. The method of system analysis used in the presented research made it possible to analyze the active principles of physical training in arm wrestling, taking into account the physiological capabilities of athletes - arm wrestlers. On the basis of the conducted analysis, a complex of strength exercises was formed for the combined training regime of athletes - arm wrestlers, including athletes - arm wrestlers with limited opportunities, namely visual impairments. The presented direction will make it possible to improve the training process during preparation for competitions and may be appropriate during the training of athletes - arm-wrestlers with visual impairments. [ABSTRACT FROM AUTHOR]

A developing trend and problem in the global community at large, and in the field of education specifically, is education for sustainable development. The three components of ESD are environmental, social, and economic. A tool for achieving the Sustainable Development Goals (SDGs) is education for sustainable development, or ESD. It has the power to bring about the social change required for the nation to become sustainable. Promoting and putting into practice sustainable development principles can be done in large part through education. Furthermore, education can help people become more resilient to development and environmental challenges and pave the way for a sustainable future. ESD is a multidisciplinary idea that examines development from the perspectives of the social, economic, and environmental spheres. Therefore, it is crucial that educators employ powerful pedagogical strategies that will aid in advancing the idea of sustainability in education. In order to investigate the most efficient tactics and approaches for teaching ESD in an educational setting, this study examined a variety of earlier publications. The analysis of several studies from journals, research papers, and textbooks has led to the conclusion that a paradigm change - from transmissive to transformative learning--is required. This type of learning requires transformative pedagogies. It is only via such educational techniques that the development of the essential competences required to advance sustainable development can be achieved. Additionally, it is shown that some of the most successful pedagogical strategies for fostering and maintaining ESD in the field of education include lifelong learning, social learning, problem-based learning, active and experiential learning, critical pedagogy, dialogue education, transformative or transformational learning, and constructivist approaches. To sum up, in order to accomplish the goal of ESD, instructors must be equipped with the appropriate pedagogies. [ABSTRACT FROM AUTHOR]

Teachers have faced the challenge of adjusting their pedagogical approaches and teaching methods to help students with disabilities adapt to the distance education context, often without specific training or adequate resources. To address these challenges, the "Do IT Yourself" project aims to increase the involvement of students with disabilities in digital education. Its primary focus is promoting "innovative practices in the digital age" with a two-fold approach: encouraging social inclusion and using technological means to integrate vulnerable student groups. This study aims to highlight teachers' digitisation needs and the digital tools they use in the classroom. The data obtained supporting this quantitative study are part of the Erasmus Plus "Do It Yourself" project, of which Romania is a part, together with Portugal, Italy, Finland and Slovenia. The main objective of this study is to obtain data on the digitisation of education in Romania. The present study applies a research method that focuses on completing structured questions. In this research, 79 participants were involved, representing both pre-university teachers and school principals. The data collection process was carried out using a questionnaire consisting of 12 questions to evaluate the type of digital resources used in the teaching environment, the frequency of their use, and the level of training of the participants regarding the training courses for the integration of the tools digital or self-taught learning.

The Department of Education prioritizes improving literacy and numeracy in early learners, according to a joint research center funded by the Australian government and tasked with advising the government on improving the basic education system amid a pandemic. The rationale of the study is to improve the academic performance of the Key Stage 1 learners, encourage them to strive for excellence, and help them appreciate the application of different mathematical concepts in real-life situations. Furthermore, this integration of a new pedagogical approach reinforces the implementation of interactive approaches in classroom mathematics and other learning areas so learners' performance in mathematics will increase and improve to above mastery level. The study used a descriptive quantitative design. Instruments such as the EGMA tool and teachers' self-made supplementary material were employed to assess the efficacy of the inquiry-based learning strategy as measured by the mathematical achievement of K-3 Learners. The data showed significant differences between the learners’ performance before and after Project MBO implementation through the different interventions of the K-3 teachers, such as the validated instructional materials and interactive lessons. Based on the findings of the study, a compendium plan served as the output of the study.

This study focused on the effect of Reciprocal Teaching as a collaborative and constructive learning that covered the 80 selected grade five learners of Western Mindanao State University - Integrated Laboratory School during the academic year 2022-2023. Purposive sampling was used to select two groups from grade five based on the result of the pre-assessment. Quasi-experimental research employing a non-randomized pre-test and post-test control group design. Percentage, mean, standard deviation, dependent and independent T-test were used to explore the effectiveness of Reciprocal and Traditional Teaching Strategies in teaching Grade Five English in Integrated Laboratory School. This study revealed that learners who received reciprocal teaching strategy has higher mean score than the learners in the traditional teaching strategy. Statistically, there is a significant difference in the posttest results of reciprocal teaching strategy and traditional teaching strategy. The study concluded that the Reciprocal Teaching had developed learner's cognition which improves retention of concepts and ability to assess and process one's understanding. [ABSTRACT FROM AUTHOR]

Over the last forty years, Construction Grammar has emerged as the leading syntactic theory in cognitive linguistics. Usage-based versions of Construction Grammar have successfully been used to explain language acquisition, change, and variation. How the theory can be applied in foreign language teaching, however, has only recently attracted scholarly attention (De Knop and Gilquin 2016; Boas 2022). As part of this enterprise, the Constructionist Approach to Syntactic Analysis (CASA; Herbst and Hoffmann 2018, 2024) offers a new model that enables language teachers and students to analyse the most complex naturally occurring sentences. In the present paper, I will provide a short introduction to the CASA model. In addition to this, I will illustrate how this approach not only allows for a descriptive analysis of sentences, but how it offers teachers and students important theoretic insights into the cognitive nature of language. [ABSTRACT FROM AUTHOR]

The benefits of mobile learning for science education have been widely described; however, there is scarce evidence of its effect on student learning. This article presents a meta-analysis of 44 empirical studies to assess the effect of mobile learning on students’ learning at K-12 levels. Moreover, the study considered the moderating effect of science field, education level, pedagogical approach, learning environment, and control treatment. The results indicate that mobile learning has a large effect ( g = 0.75 ) on students’ learning. This effect is influenced by the science field, the pedagogical approach, the learning environment, and the control treatment, and not by the education level. The findings suggest that mobile learning produces the best results when the situated learning approach supports the educational intervention. Furthermore, semi-formal settings, such as museums and outdoor activities, performed better than formal settings inside classrooms or laboratories. The best results were obtained when comparing mobile learning with traditional lectures. Similarly, mobile learning showed the best results in environmental education and when implemented in primary education. Finally, mobile learning yields better results than traditional lectures, traditional pedagogical tools, and other multimedia resources. Therefore, it can be promoted as a pedagogical approach to foster quality education for all. [ABSTRACT FROM AUTHOR]

The Department of Education prioritizes improving literacy and numeracy in early learners, according to a joint research center funded by the Australian government and tasked with advising the government on improving the basic education system amid a pandemic. The rationale of the study is to improve the academic performance of the Key Stage 1 learners, encourage them to strive for excellence, and help them appreciate the application of different mathematical concepts in real-life situations. Furthermore, this integration of a new pedagogical approach reinforces the implementation of interactive approaches in classroom mathematics and other learning areas so learners' performance in mathematics will increase and improve to above mastery level. The study used a descriptive quantitative design. Instruments such as the EGMA tool and teachers' self-made supplementary material were employed to assess the efficacy of the inquiry-based learning strategy as measured by the mathematical achievement of K-3 Learners. The data showed significant differences between the learners' performance before and after Project MBO implementation through the different interventions of the K-3 teachers, such as the validated instructional materials and interactive lessons. Based on the findings of the study, a compendium plan served as the output of the study. [ABSTRACT FROM AUTHOR]

We developed a curriculum for an upper‐level molecular biology course‐based undergraduate research laboratory class funded by a National Science Foundation CAREER grant that focuses on identifying new small proteins in the bacterium, Escherichia coli. Our CURE class has been continually offered each semester for the last 10 years, with multiple instructors collaboratively developing and implementing their own pedagogical approach while maintaining the same overall scientific goal and experimental strategy. In this paper, we delineate the experimental strategy for our molecular biology CURE laboratory class, describe a range of pedagogical approaches implemented by multiple instructors, and provide recommendations for teaching the class. The purpose of our paper is to share our experiences both in developing and teaching a molecular biology CURE laboratory class based on small protein identification and in creating a curriculum and support system that allows traditional, non‐traditional, and under‐represented students to participate in authentic research projects. [ABSTRACT FROM AUTHOR]

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Salud Pública is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Climate change forces higher educational institutions (HEI) to reconsider their traditional ways of teaching and organising education. This implies that they should reduce their impact on the environment and provide sustainability-oriented education. Blended learning (fusion of on-campus and online learning) may provide an appealing solution to achieve both objectives. It may reduce HEI's climate impact by reducing student travel to and from campus and support the development of students' sustainability competencies. In this paper, pedagogical design principles and recommendations are developed to design such a sustainability-oriented blended learning configuration. A realist review methodology is used to distil and develop pedagogical principles for blended learning. These principles were mirrored against pedagogical approaches that have been identified as suitable for developing sustainability competencies. This mirroring revealed some overlap but also some notable differences. Common principles include self-regulation, community building, discussion, knowledge management, and collaboration, but some principles identified in sustainability-oriented education are noticeably absent, including self-awareness, orientation towards sustainable change, and interdisciplinary collaboration. The insights guide designing sustainability-oriented blended learning and vice versa can also provide ideas for people working in off-line place-based contexts on sustainability-oriented education, to consider blended options. [ABSTRACT FROM AUTHOR]

Extensive reading as a technique of learning is suggested by many education researchers. It assists English language learners to overcome learning English as a foreign language. Second language learners tackle various challenges. They come to the classroom, learn new vocabulary, expressions, and conversation up to the end of the school day, but when they leave the classroom, they stop thinking in English. Extensive reading is a learning technique that increases learner autonomy. Therefore, selecting reading material suitably is a must in conducting extensive reading program. Keeping this in mind, this paper aims to use extensive reading technique to find out its effect on learners’ autonomy development in learning the English Language. In order to find whether extensive reading promotes learners’ autonomy, the technique was implemented across the course curriculum. This paper would report learners’ and teachers’ perceptions regarding reading extensively. A semi-structured interview was conducted to present the results of qualitative approach and it came up with a descriptive result. Data came from semi-structured interview records and notes. The participants were randomly selected among second semester of the medicine faculty, English language classes and English teachers at Kabul University of Medical Sciences. Outcomes and results were discussed in detail. [ABSTRACT FROM AUTHOR]

Observation is a critical skill that deserves increased attention in occupational therapy education programs as it can directly affect patient care. Art has been used as a pedagogical tool to explicitly teach observational skills in medical and allied health programs. The use of art has a positive effect on the clinical skills needed for patient care. The purpose of this descriptive study was to examine how students’ observation skills changed using Visual Thinking Strategies (VTS) with works of art. This quasi-experimental, single-group, pretest-posttest design included 33 occupational therapy students who observed four different works of art using an observation log and the Observation Skills Questionnaire-modified (OSQ-m) before and after the session. Data were analyzed using descriptive statistics and paired t-tests. The results showed that most of the post-OSQ-m scores significantly improved, most notably the areas of remembering and the need for instruction surrounding observation. Students did report decreased ability to critically analyze what they saw. Themes were identified from the students’ responses to reflection questions using manifest content analysis and results showed that they felt it was a positive experience. Overall, the students felt that learning how to observe was beneficial to them and to their future as practitioners.

This article describes theoretical and practical studies of the pedagogical approach in the formation of a student’s personality in a secondary school and its leading importance in acquiring a profession. In this regard, it is necessary to say in the article that the education system in our country needs to be radically improved, especially so that our youth are raised as mature individuals in the process of education and training

Site visits are a key pedagogical tool within natural science and geographical education. Site visits provide an interactive experience to enable learning through the exposure to a real-world spatio-temporal environment. COVID-19 restrictions required the development of a virtual site visit for a landscape ecology course in North America. In this study, a series of digital tools were coordinated to deliver site visit information focusing on multi-sensory, multi-scalar, and multi-media information based on Kolb's experiential learning model, particularly Step 1, the concrete experience. This research explored student's perceptions and opinions of the digital tools provided to complete their ecological restoration management assignment and their effectiveness and usability. 4th year natural resource and environmental science students (n=52) reported predominately positive attitudes towards the use of the virtual site visit. Though students did not prefer the virtual site visit over a physical site visit, they noted that the virtual site visit digital tools did provide the same information as a site visit and that they felt they were able to understand all aspects of the physical site through the virtual site visit tools provided, particularly through the digital photographs and the 360-degree virtual reality imagery. Successful student assignments illustrated experiential learning outcomes were met. [ABSTRACT FROM AUTHOR]

Since the United Nations' declaration on education for sustainable development (ESD), countries and universities across the globe aim to enhance sustainability consciousness, knowingness, attitude, and behavior among learners. However, there is no consensus on pragmatic approaches to achieving environmental sustainability. The ESD action-oriented approach unmasks the complexities of sustainable development and develops learners' action competence to act environmentally friendly. The present research measures the action competence outcomes of learners' sustainability consciousness in Malaysian universities through the ESD action-oriented framework, which comprised five components: action-taking, student leadership, peer interaction, community involvement, and interdisciplinarity. A survey was carried out to examine the perception of 975 students and 458 faculty members. The findings revealed that the ESD action-based pedagogy is implemented and practiced as a key strategy in teaching methods to prepare students to understand and respond to the changing world and drive sustainable development in Malaysia. Moreover, action-based ESD demonstrated the potential to be successful. Although the classroom teaching and learning practices in Malaysian universities benefit greatly from the adoption of the ESD action approach, the action-taking and interdisciplinarity components of the action-oriented framework are shown to contribute to sustainability consciousness. The present study offered a new insight for sustainability practitioners and stakeholders on the action-oriented ESD approach to sustainability consciousness and how it can promote the action competence of learners. [ABSTRACT FROM AUTHOR]

This paper aims to display some of the challenges of literary teaching as well as the need to reformulate the literatura teaching-learning processes, using as an example the ideas stated in the book Encierro y Rebelión: dos propuestas de educación literaria, by Giselle Bahamaondes. The commented work comprises a training implement for literature teachers, which proposes two teaching approaches, considering transmedia and actual context of young readers, from a pedagogical approach. [ABSTRACT FROM AUTHOR]

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper starts by considering the factors that determine the development of musical abilities and emphasizes the role of adequate support within institutional music education. It references an adequate pedagogical approach in the choice of content and their didactic-methodological operationalization. In order to determine the importance of an adequate pedagogical approach in that sense, research was conducted on a sample of 118 preschool children in the preschool institution "Veselo detinjstvo" in Raska, ie, experimental verification of the impact of applying optimal didactic-methodological postulates in developing musical abilities. The results of the application of the experimental program showed positive effects in the development of musical abilities, in relation to the established practice, which implies stronger support of music pedagogues to educators. It is concluded that it is necessary to provide a better type of support to educators starting from initial education, and also through professional development, in order to adequately support children's musical potentials and talents, from the earliest age.

South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen's Comprehension Input Hypothesis and Swain's Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention. [ABSTRACT FROM AUTHOR]

The teaching of Mathematics – in particular, Geometry, through conventional methods has been a challenging task for tutors. Augmented Reality (AR) based applications available in commercial space, have not followed any structured pedagogical approach in the designing process, and also do not ensure that the learning time of students is spent prolifically. In this paper, we explore the use of AR in mathematics for geometry education, to aid visualization of multidimensional objects and long-term retention of concepts by the learners. For designing an appropriate AR application it is necessary to identify some principles which support better memory retention of the students. The application has been specifically designed on the basis of identified principles affecting memory retention. We further explain the development of an AR-based Geometry Learning Assistant (AR-GLA), using a structural approach to pedagogical-design for teaching 3-dimensional geometry to higher school students through improved visualization and enhance their memory retention for related concepts. A sample of 54 K-12 students and 2 teachers with expertise in mathematics were part of the experiment. The students were divided into two different groups; one of the groups was taught with AR-based content whereas the other group was given Interactive Simulation (IS) based learning. The results illustrated that AR-based learning provides better retention of memory as compared to IS-based learning were tested over a period of two months. [ABSTRACT FROM AUTHOR]

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The United Nations foregrounds education as a means to achieving the Sustainable Development Goals (https://sdgs.un.org/goals). In this conceptual paper, we argue education must offer learning that is transformative to better prepare learners to respond to the current global challenges. We argue that the dominant educational approaches fall short of realizing learners' potential for transformation toward sustainability. Focusing on the region of Southeast Asia we draw on educator experiences working with and at the Green School (Indonesia) and United World College (Singapore) to map some of their educational successes and identify some of the key processes and conditions that have contributed to those successes. The potential that exists in the context of independent international schools maybe a relevant factor in their success. We see the lessons that can be learned from these examples as useful in other school contexts. We draw on three sequential pedagogical development phases of learning in engaging with sustainability: namely, Learning about Sustainability, Learning for Sustainability (LfS), and Learning as Sustainability. We argue that the third transformative learning phase, Learning as Sustainability (which also incorporates processes of learning about and for sustainability) offers the best fertile ground for engaging learners as active social change agents within and outside of the learning environment. We see these learning phases as all interconnected, dynamic, and fluid rather than a formulaic progression. This paper contributes to advancing schools toward a perspective on education that reflects an ecological approach toward sustainability and support educators to better integrate education as sustainability in their learning activities. It is worth mentioning that changes in the school that reflect an ecological approach does not guarantee that the experience of the learner will result in transformative Learning as Sustainability. Instead, it is our contention that attaining a clear understanding of these learning processes empowers educators to facilitate an environment by identifying and incorporating the necessary conditions required to inspire deep ecological transformation, thus increasing the potential to arrive at Learning as Sustainability.