This research drew on the authors’ long experience in the implementation of the “_Hikmah_ Pedagogy” which is based on the Philosophy for Children’s teaching method. Specifically, the study examined the influence of the pedagogy on the participants’ perceptions of and feelings about their thinking and reasoning skills. The sample comprised 188 Malaysian and international students from an international secondary school in Malaysia. This consisted of students in four Grade levels, ranging from Grades 7 to 10. An instrument named “_Hikmah_ Feedback (...) Survey - HFS” was employed for data collection. The findings were supportive of the positive influence of the pedagogy on students’ abilities to think and reason better after experiencing the programme. Furthermore, the participants demonstrated a considerable improvement in their cognitive and social-communicative skills, as evidenced in the scores obtained for the post-programme’s test. This affirms the fact that the _ḥikmah_ pedagogy is highly recommended in Malaysia’s march towards its Vision 2020 developmental goals. Implications of the study were discussed and suggestions were proposed to educators and stakeholders in secondary school education. (shrink)

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in (...) their language classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

Higher education policy and manpower training fail to meet the requirement of rapidly-changing society and employers' expectation in Taiwan, resulting in the great gap between university education and employment. Students employability is also what all higher education institutions should focus whether a high degree of student learning outcomes can represent a high degree of students employability or not, this still unclarified. This study aims to explore the relationships among pedagogy for employability, problem-based teaching mode, absorptive capacity and student employability in (...) higher education institutions (HEIs). In terms of analyzing a total sample of 553 undergraduates from 12 Taiwanese HEIs by using structural equation model (SEM), the results show that the influences of pedagogy for employability and problem-based teaching mode on absorptive capacity and student employability are statistically positive significant. Based on the findings, specific suggestions and managerial implications for HEIs, curriculum and instruction planning, and future research are provided. (shrink)

The purpose of the article was to determine the relationship between the organizational culture and the institutional management of the "Enrique López Albújar" Educational Institution, Piura. Work is worked under a quantitative approach, descriptive and correlational scope, 40 teachers participated as a sample. Among the results, it was found that there is no significant relationship between organizational culture and institutional management, which did not allow validating the research hypothesis; However, a significant relationship between norms and customs with institutional management was (...) found; which concludes in compliance with the norms and good customs based on values. (shrink)

Background: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space. Objectives: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg. Method: A qualitative interpretivist design was adopted. Teachers who work with learners with ASD were interviewed using open-ended questions. The sampled data were analysed using (...) thematic analysis, making use of both a priori codes and emergent codes that arose from the open-ended questions. Results: The findings reveal numerous pedagogic strategies such as differentiation, scaffolding, use of visual cues, group work and collaboration that can include learners with ASD in the classroom space. Conclusion: Teacher collaboration and teacher training are vital in ensuring that learners with ASD are fully included in the classroom space. (shrink)

Efforts to improve student–teacher education have recently focused on developing adequate Pedagogical Content Knowledge as a critical element for effective preparation. Despite many initiatives implemented in teacher education programs, however, their effectiveness in developing student–teachers’ PCK and factors affecting the PCK development are under-researched and evidenced. Drawing upon theories about and research on PCK, this study examined whether a recently updated 2-year teacher education program could develop student–teachers’ PCK effectively and explored what factors influencing the PCK development of student–teachers (...) with different developmental trajectories. Forty English-as-foreign-language student–teachers on the program were involved as participants. This study employed a longitudinal research design. Data were collected at four different stages along with the program through the content representation matrix, interviews with all the participants, and focus group interviews with four particularly sampled participants. Findings revealed that the current teacher education program successfully enhanced student–teachers’ PCK and the factors influencing different PCK developmental trajectories were varied and personalized. Implications for teacher education are also discussed. (shrink)

Antonia Darder closely examines Freire's ideas as they are articulated in Pedagogy of the Oppressed, beginning with a historical discussion of his life and a systematic discussion of the central philosophical traditions that informed his revolutionary ideas. Darder explores Freire's fundamental themes and ideas, including issues of humanization, teacher/student relationship, reflection, dialogue, praxis, and his larger emancipatory vision. The book also includes a chapter-by-chapter close reading of the text with sample questions to prompt discussion and engagement with Freire's ideas, as (...) well as a new interview with Freire's widow, Ana Maria Araújo Freire, and a preface by Donaldo Macedo. -- from back cover. (shrink)

BACKGROUND: There is a need for interdisciplinary research to better understand how pedagogical approaches in primary physical education (PE) can support the linked development of physical, cognitive and affective aspects of physical literacy and physical activity behaviours in young children. The Skill Acquisition Methods fostering Physical Literacy in Early-Physical Education (SAMPLE-PE) study aims to examine the efficacy of two different pedagogies for PE, underpinned by theories of motor learning, to foster physical literacy, especially for children living in disadvantaged areas. (...) METHODS: SAMPLE-PE will be evaluated through a cluster-randomised controlled trial targeting 5-6 year old children from schools located in areas of high deprivation in Merseyside, North-West England. Schools will be randomly allocated to one of three conditions: Linear Pedagogy, Nonlinear Pedagogy or Control. Nonlinear and Linear Pedagogy intervention primary schools will receive a PE curriculum delivered by trained coaches over 15 weeks, while control schools will follow their usual practice. Data will be collected at baseline (T0), immediately post-intervention (T1) and six months after the intervention has finished (T2). Children’s movement competence is the primary outcome in this trial. Secondary outcomes include physical activity, perceived competence, motivation, executive functions, and self-regulation. An extensive process evaluation will also examine implementation factors such as intervention context, reach, dose, fidelity and acceptability. DISCUSSION: The SAMPLE-PE project will enable better understanding surrounding how to operationalise physical literacy through enrichment of PE practices in early PE. The study will provide robust scientific evidence regarding the efficacy of underpinning PE pedagogy with theories of motor learning to promote the development of physical literacy. (shrink)

While theorizing in distinctly different times, distinctly different cultures, and under distinctly different circumstances, notable philosophical similarities can be drawn between John Dewey and Paulo Freire. This article focuses on two major themes evident in a sample of each philosopher's major works, democracy and experience, and draws theoretical comparisons between the way each philosopher approaches these concepts in terms of definition and application to educational and social practice. The author suggests that, despite some paradigmatic differences, the fundamental definitions and uses (...) of these concepts expressed by both philosophers are largely comparable and complementary. (shrink)

The first Ethics Bowl competition was established in the 1990s by Dr. Robert Ladenson of the Illinois Institute of Technology to help students reason through ethical challenges they will face in their personal and professional lives, and help them develop responsibilities as citizens of a democracy. Since then, the Ethics Bowl format and its pedagogical goals have been adapted to many other academic disciplines and a variety of student and professional populations. Our aim was to quantify the growth of (...) the Ethics Bowl concept by enumerating and describing extant Ethics Bowl programs, outlining both pedagogical goals and operational aspects. Using respondent-driven sampling, we identified 20 Ethics Bowl programs across the globe, reaching tens of thousands of participants annually, and an additional two programs preparing to launch in the near future. We conclude by making recommendations for pedagogical and operational dimensions of the programs. (shrink)

Given the fundamental role of emotional intelligence in learning, especially in virtual learning contexts where individuals experience more stress and anxiety, the need to understand and recognize one's own feelings and the mutual feelings of peers has gained more importance. Flow as the ultimate state in harnessing emotions in the service of performance and learning has been introduced as the main reason for one's willingness to perform activities which are connected to no external motivation. In this regard, the present study (...) was conducted to first introduce a new educational program to enhance the EI level in the English as a foreign language online education environment and next to investigate the possibility of raising EFL learners' perceived flow. To achieve these goals, the study recruited a sample of 67 EFL learners who were next divided into experimental and control groups. The experimental group received the EI intervention over 10 weeks and the control group received the ordinary online EFL instruction. Data were collected through EI and flow questionnaires and semi-structured interviews which focused on learners' perception of the EI intervention and signs of enhanced flow. Statistical analysis of the data showed a positive effect of the program on the learners' EI and their perceived flow. The study emphasizes the role of applying positive emotions in making language learners more engaged in online classroom tasks. (shrink)

Hate speech is a phenomenon which has been in the focus of scholarly interest of linguists, philosophers, sociologists, human-rights advocates, legal and media experts. Much of this interest has been devoted to establishing criteria for identifying what constitutes hate speech across disciplines. In this paper, we argue that hate speech has profiled as a distinct subgenre of the language of politics with typical patterns and ways of addressing which can be recognized in political campaigns across the world. Therefore, we present (...) the findings of the case study of translation exercises of English and Serbian texts containing samples of hateful language during presidential campaigns in the USA and Serbia in 2016 and 2017. Our aim is to identify the linguistico-pragmatic commonalities of hate speech in Serbian and English and examine students’ attitudes towards ethically and morally challenging language contents in their mother tongue and English as their foreign language. The results indicate that in both English and Serbian the same groups are targeted with the hateful language which in both languages uses vulgarisms, taboo words, sexist and chauvinistic declarative expressions to achieve political goals. In addition, L1>L2 and L2>L1 translation data indicate that personal moral and ethical norms in translators are stronger in L1 thus restrictively affecting translational L2>L1 output. (shrink)

Qur’an courses have been opened for 4-6 years old by Presidency of Religious Affairs, showed academic success and ensure children realize the values of Islamic religion meaning to human life, recognize sound and form of Qur’an, develop healthy religion and morality. Applied courses prepared by academicians, pre-school teachers and experts. Graduates educated from Faculty of Theology, İlitam, Associate of Theology degree and Imam-Hatip High School, public education, distance education centres of universities, and instructor work in these courses who receive certificates (...) from programs which is organized by Presidency. Because there aren’t undergraduate or graduate levels educational institutions for training people who give religious education in early childhood in Turkey. The aim of study reveal competencies 4-6 years old of instructors works in courses based on experiences of teachers with students and their parents. In the study, it is used qualitative methodology, interview and document analysis. 18 instructors were interviewed and content analysis was used for data obtained. Similar data was combined and interpreted within framework of certain concepts and themes. It was determined that instructors have considered themselves insufficient in pedagogical formation. According to the findings, trainings are theoretically and long intervals in-service. During training process, the necessity of parent education and positive developments in families demonstrated which determined that parents had requests for their children to be prepared for school. In addition, it was determined that students showed academic success who graduated from course and started primary school. However, the achievement was determined individual efforts of instructors, and there wasn’t content preparing children for school course of 4-6 years. (shrink)

The early childhood period is a vital function and importance in individuals’ lives to perform some duties concerning growing and the contribution of the pre-childhood period to child. Also it is known that religious education in pre-school term contributes children to develop their religious and ethical values. This study was done to examine how much degree instructors working in Qur'an Courses and teaching especially 4-6 ages children feel themselves satisfied or sufficient in the manner of their training methods. Mixing research (...) methods were used during the process of the study. Additionally, the survey model of Doğan, developed in 2019 and named instructional proficiencies of 4-6 ages Quran Courses’s instructers, was followed. It was not neglected to test the validation and reliability of surveying scales that were used in this research. In the light of all findings, revealed by our scales, it is understood that the proficiencies of those instructors are intermediate. Moreover, as a result of the interviews, it is seen that projects about the Quran Courses for 4-6 ages group were emphasized by participants even some suggestions regarding that pre-school education teaching skills must be improved, and that teaching and training methods needs to be professionalized in the manner of pedagogical formation were put forward. (shrink)

When people learn normative systems, they do so based on limited evidence. Many of the possible actions that are available to an agent have never been explicitly permitted or prohibited. But people will often need to figure out whether those unspecified actions are permitted or prohibited. How does a learner resolve this incompleteness? The learner might assume if an action-type is not expressly forbidden, then acts of that type are permitted. This closure principle is one of Liberty. Alternatively, the learner (...) might assume that if an action-type is not expressly permitted, then acts of that type are prohibited. This closure principle would be one of Residual Prohibition (Mikhail, 2011). On the basis of principles of pedagogical sampling (e.g., Shafto, Goodman, & Griffiths, 2014), we predicted that participants would infer the Liberty Principle (LP) when trained on prohibitions, and they would infer the Residual Prohibition Principle when trained on permissions. This is exactly what we found across several experiments. We also found a bias in favor of Liberty insofar as participants trained on both a prohibition and a permission rule tended still to infer the LP. However, we also found that if an action is potentially harmful, this diminishes the tendency to infer the LP. (shrink)

Abstract:When people reason on the basis of moral rules, do they suppose that in the absence of a prohibitory rule they are free to act, or do they suppose that morality always requires a justification establishing a permission to act? In this essay we present a series of learning experiments that indicate when learners tend to close their system on the basis of natural liberty and when on the principle of residual prohibition. Those who are taught prohibitory rules tend to (...) infer natural liberty while those taught permission rules tend to infer residual prohibition. In mixed cases, where learners are taught both types of rules, there is some tendency to suppose that natural liberty is the default. Both natural liberty and its denial can be learned; is there a reason to adopt one system of moral rules or the other? We argue that systems of social morality based on a principle of natural liberty have a striking advantage over their competitors: they are well adapted to effectively exploring the constant novel circumstances that arise in open, dynamic, societies. (shrink)

This paper reports on the long-term effectiveness of a non-formal co-curricular educational program based on a campus ecogarden at a Hong Kong university in developing pro-sustainability awareness, attitudes and behavior among undergraduate students. This service-based, nature-based experiential learning program, termed the Ecogarden Farmer and Biodiversity Surveyor, has been running at the university since 2015. The program is divided into two consecutive phases: a training phase comprising various learning activities and a successive internship phase consisting of the all-round practical tasks involved (...) in managing the garden. A retrospective evaluation of the program using phenomenographic approach and content analysis was adopted to reveal the diversity of students’ learning experience, as the indicators of the success of the program. Of 112 participants from 4 cohorts, 32 completed online questionnaires, and semi-structured interviews were successfully conducted with twelve participants, three from each of the four cohorts. The results indicated that the program’s outcomes could be categorized into five themes. Most outcomes fit into the theme ‘an increase in knowledge and skill level,’ followed by ‘rise in environmental awareness,’‘facilitation of personal growth,’ and ‘enhancement of career development.’ Many structural experiences revealed may suggest the success of the program. The longer the participants had participated in the program, the more in-depth and diversified reflection of the senior participants relating to personal development were mentioned. This study provides critical insights into the validity of retrospective program evaluation for assessing the long-term impact of EfS programs by introducing a cross-sectional study of different cohorts as a serial time-point sampling strategy. (shrink)

본 연구의 목적은 최근 20여 년 동안 진행되어 온 학습이론에 대한 피아제의 명제논리학적 학습이론과 베이즈주의의 확률론적 학습이론의 융합에 근거하는 새로운 융합교수학습모형을 개발하는 것이다. 연구자는 이 새로운 교수학습모델을 “베이지안 구조구성주의 교수학습모형”(Bayesian structure-constructivist Model of Teaching-learning: 이하 약칭 BMT)이라 명명한다. 본고는 역사-비판적 관점 및 형식화적 관점에서 피아제의 명제논리학적 학습모형에서 해석된 학습이론과 베이즈주의의 확률론적 추론모형에서 해석된 학습이론을 일차적으로 분석하고, 논문의 후반부에서는 이를 근거로 교수법의 관점에서 양자의 학습이론을 통합하는 새로운 교수학습모델, 즉 BMT의 중요한 특성들을 세부적으로 제시한다. 몇 가지 핵심만 언급하면, 첫째로, BMT는 개념 학습이든 (...) 이론 학습이든 모든 학습은 표상과 샘플링의 상호작용임을 강조한다. 매우 이른 나이에서부터 아동은 학습하기 이전에 자기에게 주어진 예시들이 약한 샘플링인지 강한 샘플링인지, 특히 교육학적 샘플링인지 비교육학적 샘플링인지를 구분한다. 둘째로, 따라서 학습을 촉진시킬 수 있는 샘플을 선택하기 위해서 교사는 교육학적 추론을 위한 베이지안 모델을 활용하면서 직접적인 강의식 수업과 발견학습 수업을 병행해야 한다. 셋째로, 아동은 때때로 구체적인 규칙들보다는 추상적인 규칙들을 먼저 학습하기도 하지만, 대부분의 영역에서 추상적인 지식의 학습은 구체적인 지식의 학습에 의존한다. 따라서 성공적인 학습을 위해서는 피아제가 강조한 보편적 언어로서 논리적 문법과 그들 사이의 위계성을 고려하는 샘플을 개발하고 제시해야 한다. (shrink)

By examining an exemplar sample of mental health nursing educational policies and related legislation, in this article, we trace the discursive production of madness as an “othered” identity category. We engage in a critical discourse analysis of mental health nursing education in Canada, drawing on provincial and federal policies and legislation as the main sources of data. Theoretically framed by critical posthumanism and mad studies, this article outlines how the mad subjectivity becomes decontextualized out of its identity‐based understanding and recontextualized (...) as an inferior category of “the human,” circulating within discourses of pedagogy, economics, law, and psychiatry. The article maps the intertextual nexus of the discourse of mental health nursing education, making visible the complex, the arbitrary, and the sometimes‐contradictory nature of the discipline's grappling with identity‐based mental health concepts. We close with several implications for nursing policy, education, and practice. (shrink)

The framework, Technological Pedagogical Content Knowledge, Ethics and Accomplishment (TPACKEA) provides an extension to a modified TPACK framework by adding ‘Ethics’ and ‘Accomplishment’. The reason is that further theoretical formulations and deployments need to be carried out on Technological Pedagogical Content Knowledge (TPACK) if TPACK research is to harmonize and constructively strengthen the field of blended/full online learning in higher education. It is a qualitative study that employed in-depth interviews for data collection. The data collection procedure of this (...) study employed a judgmental sampling of twenty (20) lecturers who used Sakai/MOODLE Learning Management System (LMS) for teaching. It was observed that the extension of the modified TPACK framework to include ‘Ethics’ and ‘Accomplishment’ needs was in practical terms suitable and necessary for effective teaching and learning in higher education. It has been recommended that universities provide education on academic ethics and appropriate behaviours, sponsor lecturers in their academic careers and create an enabling environment for teaching and learning so that lecturers will get to the state of accomplishment in a blended learning milieu. (shrink)

This is the definitive companion to the study of the philosophy of the social sciences. It provides the student with an accessible, comprehensive and philosophically rigorous introduction to all the major philosophical concepts, issues and debates raised by the social sciences. Ideal for use in undergraduate courses, the structure and content of this textbook-the most thorough, clearly argued and up-to-date available-closely reflect the way the philosophy of the social sciences is studied and taught. The text examines key conceptual and methodological (...) questions in the social sciences and illustrates how these shape the practice of research, the interpretation of findings and theory formulation in such disciplines as economics, political science and psychology. The book not only offers lucid and incisive coverage of the philosophy of the social sciences, but also extends the major debates and considers the latest directions in this growing area of philosophical interest. Robert C. Bishop's cogent and rigorous analysis is supplemented by useful pedagogical features, including key examples from philosophical writing; summaries of core debates; sample questions and exercises; and guides for further reading. (shrink)

We start by introducing the idea of echo chambers. Echo chambers are social and epistemic structures in which opinions, leanings, or beliefs about certain topics are amplified and reinforced due to repeated interactions within a closed system; that is, within a system that has a rather homogeneous sample of sources or people, which all share the same attitudes towards the topics in question. Echo chambers are a particularly dangerous phenomena because they prevent the critical assessment of sources and contents, thus (...) leading the people living within them to deliberately ignore or exclude opposing views. In the second part of this paper, we argue that the reason for the appearance of echo chambers lies in the adoption of what we call ‘epistemic vices’. We examine which vices might be responsible for their emergence, and in doing so, we focus on a specific one; ‘epistemic violence’. In assessing and evaluating the role of this epistemic vice, we note that it can be triggered by epistemic contexts characterized by high stakes that may turn ordinary intellectual virtues (such as skepticism) into vices (such as denialism). In the third part of this contribution, we suggest a way to deal with echo chambers. The solution focuses on advocating a responsibilist pedagogy of virtues and vices that -we claim- might be capable of preventing their emergence. (shrink)

Opinion surveys were taken in an effort to determine the philosophical beliefs of students beginning philosophy. Correlated sets were made of those who took the survey before and after a first course in philosophy; and opinion shifts noted. The acquired information may be of interest to people in various disciplines. The authors tested the semantic usage of certain epistemological terms, the change in religious beliefs, the degree of consistency between general skepticism and particular knowledge claims. Finally, the authors proposed a (...) consistency test for the measure of the extent to which a sample of students “clarified their beliefs,”; and attempted to measure their own pedagogical efficiency with reference to this test. (shrink)

The paper explored the influence of high school education and age/year of study on students’ intercultural effectiveness and their world music preferences, the relationship between intercultural effectiveness and world music preferences, and the influence of familiarity of music on music preferences. The research was conducted on a sample of students from different faculties of the University of Split and the University of Zagreb, using a questionnaire composed of three parts: The Sociodemographic Questionnaire, The Intercultural Effectiveness Scale and The Music preferences (...) Questionnaire. The results do not confirm the influence of the type of high school education or age/year of study on the level of the students’ intercultural effectiveness, nor on their world music preferences. The existence of a relationship between the level of students’ intercultural effectiveness, world music preferences and between familiarity of music and music preferences has been confirmed. The obtained results have significant implications for music pedagogy, especially in the context of higher education. (shrink)

While previous studies have examined front-line teachers’ written feedback practices in second language writing classrooms, such studies tend to not take teachers’ language and sociocultural backgrounds into consideration, which may mediate their performance in written feedback provision. Therefore, much remains to be known about how L2 writing teachers with different first languages enact written feedback. To fill this gap, we designed an exploratory study to examine native English-speaking and non-native English-speaking teachers’ written feedback practices in the Chinese tertiary context. Our (...) study collected 80 English as a foreign language students’ writing samples with teacher written feedback and analyzed them from three aspects: Feedback scope, feedback focus, and feedback strategy. The findings of our study revealed that the two groups of teachers shared similar practices regarding feedback scope and feedback strategies. Both NES and NNES EFL teachers used a comprehensive approach to feedback provision, although NNES teachers provided significantly more feedback points than their NES peers and they delivered their feedback directly and indirectly. However, their practices differed greatly with regard to feedback focus. Specifically, when responding to EFL students’ writing, NES teachers showed more concern with global issues, whereas NNES teachers paid more attention to linguistic errors. With a surge in the recruitment of expatriate NES and local NNES English teachers in China and other EFL countries, our study is expected to make a contribution to a better understanding of the two groups of EFL teachers’ pedagogical practices in written feedback provision and generate important implications for their feedback provision. (shrink)

University students will be our future business leaders, and will have to address social problems caused by business by implementing solutions such as social entrepreneurship ventures. In order to facilitate the learning process that will foster social entrepreneurship, however, a more holistic pedagogy is needed. Based on learning theory, we propose that students’ social entrepreneurship actions will depend on their learning about CSR and their absorptive capacity. We propose that instructors and higher education institutions can enhance this absorptive capacity by (...) exploiting Web 2.0 technologies. We tested our proposition with a sample of 425 university students using structural equation modeling and found support for the proposed relationships. (shrink)

Enhanced by many innovative exercises, examples, and pedagogical features, The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims, Second Edition, explores the essentials of critical reasoning, argumentation, logic, and argumentative essay writing while also incorporating material on important topics that most other texts leave out. Author Lewis Vaughn offers comprehensive treatments of core topics, including an introduction to claims and arguments, discussions of propositional and categorical logic, and full coverage of the basics of inductive reasoning. Building (...) on this solid foundation, he also delves into areas neglected by other texts, adding extensive material on "inference to the best explanation" and on scientific reasoning; a thorough look at the evaluation of evidence and credibility; and a chapter on the psychological and social factors that can impede critical thinking. Additional notable elements are a chapter on moral reasoning, advice on how to evaluate Internet sources, and guidelines for evaluating occult, paranormal, or supernatural claims. The Power of Critical Thinking, Second Edition, integrates many pedagogical features including hundreds of diverse exercises, examples, and illustrations; progressive, stand-alone writing modules; numerous text boxes; step-by-step guidelines for evaluating claims, arguments, and explanations; a glossary of important terms; and many reminders, summaries, and review notes throughout. The text is supplemented by a companion website at www.oup.com/us/criticalthinking (offering a student study guide and more), and an Instructor's Manual with Test Questions (available both in print and on a CD). This unique text features a modular structure that allows instructors to teach the chapters in almost any order. Written in a student-friendly style and enhanced by humor where appropriate, it is ideal for courses in critical thinking, introduction to logic, informal logic, argumentative writing, and introduction to argumentation. New to the Second Edition * Full-color throughout and an expanded art program (37 more photos and illustrations) * A new writing module--an annotated sample student paper--and five additional essays for analysis * A new section on evaluating news reports and advertising * Timely discussions of intelligent design and population (nonintervention) studies * Expanded coverage of experts and authors and reasons to doubt their reliability * More "Field Problems" and exercise questions * Chapter objectives and key terms with definitions for each chapter. (shrink)

In this paper, we argue for the value of two complementary pedagogical tools for teaching moral emotions: (1) taxonomies and (2) normative case studies. The paper proceeds in four parts. Section One discusses our motivations for teaching moral emotions. Section Two introduces envy as the central example we use to demonstrate the value of developing a scaffolded approach to teaching moral emotions that moves from taxonomy to normative case studies. Specifically, we engage with Sara Protasi’s The Philosophy of Envy (...) (2021). We start by focusing on how an instructor could use Protasi’s taxonomy of envy effectively in the classroom. Then, Section Three engages with Rebecca M. Taylor’s recent work on normative case studies. We build on one of Protasi’s cases to demonstrate how instructors can design normative case studies to speak directly to the experiences of their students and we suggest a sample assignment. Finally, Section Four concludes by reinforcing the complementary relationship between taxonomies and normative case studies for teaching moral emotions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Truth Shall Make You FreireRobert CanterTeaching Contemporary Theory to Undergraduates, edited by Dianne F. Sadoff and William E. Cain; 271 pp. New York: Modern Language Association of America, 1994; $19.75, paper.IThe newest title in the MLA’s Options for Teaching series, this publication is well-timed. Concerns about “classroom advocacy” and “politicized teaching” have recycled into near-critical mass, even in the mass media. The book is well-arranged, too, with a (...) solid sample of deconstructionist, New Historicist, Marxist, feminist, and cultural studies, and more mix-and-match theorists describing their classroom aims and means in twenty-one essays grouped into four sections. Sadoff and Cain offer elegantly evasive introductions—not only to these essays per se, but to the issues these essays purport to address. In “Surveying Theory,” David B. Downing, John Kucich, Susan S. Lanser, Lynette Felber, Donald G. Marshall, and Gary Waller lay broadly “anti-foundational” groundwork. In “Focusing,” Diana Fuss, Sandra A. Grayson, Beverly Lyon Clark, Evan Carton, Laurie A. Finke, Jonathan Arac, and Cary Nelson deconstruct things in more detail. In “Theory and Culture,” Huston Diehl, Cannon Schmitt and Donald Ulin, Lindon Barrett, Simon Gikandi, D. N. Rodowick, and Jan Gorak again widen the scope of “theorized teaching,” aiming regulation anticanonical shrapnel at every bastion of coded convention. And while readers may pause over [End Page 336] its backcover promise of “lively and accessible prose,” on the whole, the book is unusually readable for an MLA publication about theory.Since Teaching Contemporary Theory to Undergraduates is a how-to directed at true-believers, it might seem like critical blindsiding to address its fundamental assumptions rather than its tactical suggestions, to focus on its “theory” rather than on its pedagogy. Yet such a focus is not only fair but necessary. The pedagogy is in this book a pawn of the theory. And the theory is, at best, a lesson in how not to teach students how to learn. For despite all its noisy celebrations of methodological, cultural, ontological, and occasionally even human “difference,” the anthology is really a chorus of self-defeating dogma. 1 Like the virtue of variety, even the relative absence of jargon here works as much against as for the book, revealing self-contradictions so perfectly unwitting that they are twice as funny. It is a good thing, then, that the authors eventually contradict these claims, too—even if they know not that they do.The canon? In accordance with postmodern tradition, “the canon” can be calibrated to be whatever best attacks whatever other tradition a particular theorist is aiming at. It is a very modular “monolith.” And theorists never try to “overdetermine” definitions, anyway. The classroom? As an “overdetermined” site of class-struggle, “the classroom (and the academy at large) is... a social institution designed to reproduce the interests, values, and politics of the dominant social classes” (p. 104). Convention? Anything “mainstream” is so polluted with “the notion of mastery, of total and complete knowledge” that even assigning “mainstream” theorists in a theory class “reproduces that hegemony, no matter how critically we read them” (pp. 105, 61). The runoff of mainstream theorists quoted here—conventional MLA Style—makes the same point. Culture? As always already—and only—“a struggle between power and its disenfranchised shadow,” culture “systematically excludes and marginalizes disenfranchised social members” (pp. 263–64, 20–21).Education? As Paulo Freire has revealed, 2 on the one, bad, goatish, wrong Right-wing hand of God, there is the repressive “banking” model of education; on the other, good-shepherdish, right Left-wing side, there is the liberating “problem-posing” model. You are either a droning clerk bent on subduing students into serfdom, or you are a resistance fighter lighting fuses of freedom. “Instrumental activity” does “pedagogical violence,” making the teacher a tyrant and the student a victim, a “submissive imitator” in a “system” that’s “abidingly committed [End Page 337] to the vision of a white-supremacist oligarchy.” Even asking students what level of “guidance” they feel they need is imposing “rhetorical control” (pp. 32, 23, 222, 135).Facts? The fact is, they are “the discursive gestures of the dominant groups” (p. 222). Unless they are... (shrink)

Critical Thinking: An Introduction to Analytical Reading and Reasoning, Second Edition, provides a nontechnical vocabulary and analytic apparatus that guide students in identifying and articulating the central patterns found in reasoning and in expository writing more generally. Understanding these patterns of reasoning helps students to better analyze, evaluate, and construct arguments and to more easily comprehend the full range of everyday arguments found in ordinary journalism. Critical Thinking, Second Edition, distinguishes itself from other texts in the field by emphasizing analytical (...) reading as an essential skill. It also provides detailed coverage of argument analysis, diagnostic arguments, diagnostic patterns, and fallacies. Opening with two chapters on analytical reading that help students recognize what makes reasoning explicitly different from other expository activities, the text then presents an interrogative model of argument to guide them in the analysis and evaluation of reasoning. This model allows a detailed articulation of "inference to the best explanation" and gives students a view of the pervasiveness of this form of reasoning. The author demonstrates how many common argument types--from correlations to sampling--can be analyzed using this articulated form. He then extends the model to deal with several predictive and normative arguments and to display the value of the fallacy vocabulary. Ideal for introductory courses in critical thinking, critical reasoning, informal logic, and inductive reasoning, Critical Thinking, Second Edition, features hundreds of exercises throughout and includes worked-out solutions and additional exercises at the end of each chapter. An Instructor's Manual--offering solutions to the text's unanswered exercises and featuring other pedagogical aids--is available on the book's Companion Website at www.oup.com/us/wright. (shrink)

From a purely formalist viewpoint on the philosophy of mathematics, experiments cannot (and should not) play a role in warranting mathematical statements but must be confined to heuristics. Yet, due to the incorporation of new mathematical methods such as computer-assisted experimentation in mathematical practice, experiments are now conducted and used in a much broader range of epistemic practices such as concept formation, validation, and communication. In this article, we combine corpus studies and qualitative analyses to assess and categorize the epistemic (...) roles experiments are seen—by mathematicians—to have in actual mathematical practice. We do so by text-mining a corpus of reviews from the _Mathematical Reviews_, which include the indicator word “experiment”. Our qualitative, grounded classification of samples from this corpus allows us to explore the various roles played by experiments. We thus identify instances where experiments function as references to established knowledge, as tools for heuristics or exploration, as epistemic warrants, as communication or pedagogy, and instances simply proposing experiments. Focusing on the role of experiments as epistemic warrants, we show through additional sampling that in some fields of mathematics, experiments can warrant theorems as well as methods. We also show that the expressed lack of experiments by reviewers suggests concordant views that experiments could have provided epistemic warrants. Thus, our combination of corpus studies and qualitative analyses has added a typology of roles of experiments in mathematical practice and shown that experiments can and do play roles as epistemic warrants depending on the mathematical field. (shrink)

Population genetics is often taught in introductory biology classes, starting with the Hardy–Weinberg principle (HWP) and genetic drift. Here I argue that teaching these two topics first aligns neither with current expert knowledge, nor with good pedagogy. Student difficulties with mathematics in general, and probability in particular, make population genetics difficult to teach and learn. I recommend an alternative, historically inspired ordering of population genetics topics, based on progressively increasing mathematical difficulty. This progression can facilitate just‐in‐time math instruction. This alternative (...) ordering includes, but does not privilege, the HWP and genetic drift. Stochastic events whose consequences are felt within a single generation, and the deterministic accumulation of the effects of selection across multiple generations, are both taught before tackling the stochastic accumulation of the effects of accidents of sampling. (shrink)

U radu je istražen utjecaj završenog srednjoškolskog obrazovanja i dobi/godine studije na interkulturalnu efikasnost studenata i njihove preferencije glazbi svijeta, zatim povezanost između interkulturalne efikasnosti i preferencija glazbi svijeta te utjecaj poznatosti na preferencije glazbenih ulomaka. Istraživanje je provedeno na uzorku studenata različitih fakulteta Sveučilišta u Splitu i Sveučilišta u Zagrebu, pomoću upitnika sastavljenog od tri dijela: Upitnik općih podataka, Upitnik interkulturalne efikasnosti te Upitnik za ispitivanje glazbenih preferencija. Rezultati ne potvrđuju utjecaj vrste završene srednje škole ni dobi/ godine studija (...) na razinu interkulturalne efikasnosti studenata, niti na njihove preferencije glazbi svijeta. Potvrđeno je postojanje povezanosti između razine interkulturalne efikasnosti i preferencija glazbi svijeta te između poznavanja glazbe i preferencija glazbenih ulomaka. Dobiveni rezultati imaju značajne glazbeno-pedagoške implikacije, posebno u kontekstu visokoškolskog obrazovanja. The paper explored the influence of high school education and age/year of study on students’ intercultural effectiveness and their world music preferences, the relationship between intercultural effectiveness and world music preferences, and the influence of familiarity of music on music preferences. The research was conducted on a sample of students from different faculties of the University of Split and the University of Zagreb, using a questionnaire composed of three parts: The Sociodemographic Questionnaire, The Intercultural Effectiveness Scale and The Music preferences Questionnaire. The results do not confirm the influence of the type of high school education or age/year of study on the level of the students’ intercultural effectiveness, nor on their world music preferences. The existence of a relationship between the level of students’ intercultural effectiveness, world music preferences and between familiarity of music and music preferences has been confirmed. The obtained results have significant implications for music pedagogy, especially in the context of higher education. (shrink)

Singing is universal, and understanding sung words is thought to be important for many listeners’ enjoyment of vocal and choral music. However, this is not a trivial task, and sung text intelligibility is probably affected by many factors. A survey of musicians was undertaken to identify the factors believed to have most impact on intelligibility, and to assess the importance of understanding sung words in familiar and unfamiliar languages. A total of 143 professional and amateur musicians, including singers, singing teachers, (...) and regular listeners to vocal music, provided 394 statements yielding 851 references to one or more of 43 discrete factors in four categories: performer-related, listener-related, environment-related and words/music-related. The factors mentioned most frequently in each of the four categories were, respectively: diction; hearing ability; acoustic; and genre. In more than a third of references, the extent to which sung text is intelligible was attributed to the performer. Over 60% of respondents rated the ability to understand words in familiar languages as “very important,” but only 17% when the text was in an unfamiliar language. Professional musicians (47% of the sample) rated the importance of understanding in both familiar and unfamiliar languages significantly higher than amateurs but listed fewer factors overall and fewer listener-related factors. The more important the respondents rated understanding, the more performer-related and environment-related factors they tended to list. There were no significant differences between the responses of those who teach singing and those who do not. Enhancing sung text intelligibility is thus perceived to be within the singer’s control, at least to some extent, but there are also many factors outside their control. Empirical research is needed to explore some of these factors in greater depth, and has the potential to inform pedagogy for singers, composers, and choral directors. (shrink)

This book covers a very broad spectrum of experimental and theoretical activity in particle physics, from the searches for the Higgs boson and physics beyond the Standard Model, to detailed studies of Quantum Chromodynamics, the B-physics sectors and the properties of hadronic matter at high energy density as realised in heavy-ion collisions. Starting with a basic introduction to the Standard Model and its most likely extensions, the opening section of the book presents an overview of the theoretical and phenomenological framework (...) of hadron collisions, and current theoretical models of frontier physics. In part II, discussion of the theory is supplemented by chapters on the detector capabilities and search strategies, as well as an overview of the main detector components, the initial calibration procedures and physics samples, and early LHC results. Part III completes the volume with a description of the physics behind Monte Carlo event generators, and a broad introduction to the main statistical methods used in high energy physics. LHC Phenomenology covers all of these topics at a pedagogical level, with the aim of providing young particle physicists with the basic tools required for future work on the various LHC experiments. It will also serve as a useful reference text for those working in the field. (shrink)

Danas su nastavnici suočeni s brojnim izazovima, posebice u Hrvatskoj u kojoj je u tijeku provođenje opsežne reforme obrazovanja. Reforma obrazovanja stavila je u prvi plan drugačiju paradigmu procesa podučavanja i učenja koja zahtijeva od nastavnika neka nova znanja i vještine. Studije i analize pokazale su kako su upravo nastavnici najvažniji faktor ostvarenja obrazovnih ciljeva učenika. Pored stručnih kompetencija, za razvoj znanja, umijeća i stavova učenika od velike su važnosti i pedagoško-psihološko-didaktičko-metodičke kompetencije nastavnika. U ovom se radu uz pomoć podataka (...) prikupljenih upitnikom na uzorku od 115 studenata željelo detektirati u kojoj su mjeri studenti dviju visokoškolskih institucija – Fakulteta hrvatskih studija i Hrvatskog katoličkog sveučilišta – zadovoljni inicijalnom nastavničkom naobrazbom te smatraju li je pogodnom i dovoljnom za izazove koje nosi njihovo buduće zanimanje. Rezultati provedenog istraživanja pokazuju da su studenti u prosjeku zadovoljni kvalitetom studija i nastavničke naobrazbe te da preferiraju postojeći model stjecanja pedagoških kompetencija uz predmetni studij. Rezultati istraživanja analizirani su u kontekstu ispitivanja potrebe za sadržajnim i praktičnim osmišljavanjem novog načina stjecanja nastavničkih kompetencija, odnosno dorađivanjem ili proširivanjem studija nastavničke naobrazbe. Today, teachers are faced with numerous challenges, especially in Croatia, where extensive educational reform is underway. Education reform has placed a new teaching and learning paradigm in the foreground that demands new knowledge and skills from teachers. Studies and analyses show that teachers are the most important factor in reaching pupils’ educational goals. In additional to professional competencies, pedagogical, psychological, didactic, and methodical teacher competencies are of great importance to the development of knowledge. Using survey data from a sample of 115 students, this paper examines the extent to which students of two institutions of higher education – the Faculty of Croatian Studies and the Catholic University of Croatia – are satisfied with their initial teacher education, and whether they consider it appropriate and sufficient for the challenges their future careers hold. The results of this research show that students are, on average, satisfied with the quality of their studies and teacher education, as well as that they prefer the existing pedagogical competency attainment model that is added to the regular subject study. The research results are analysed in the context of examining the need for a new design of such programmes, their refinement or expansion of teacher education study programmes. (shrink)

The current study seeks to validate L2 grit measure among 637 Chinese senior middle school students using a bifactor modeling approach. To do so, we first assessed and compared four alternative measurement models including CFA, bifactor CFA, ESEM, and bifactor ESEM models. Among these models, CFA exhibited the poorest fit to the data collected from the sample. ESEM showed partial fit to the data with a slightly lower factor correlation between two components of L2 grit than CFA. Two bifactor models (...) demonstrated excellent fits to the data. The more parsimonious bifactor CFA model was selected as the optimal one. Based on the bifactor CFA model, we confirmed measurement invariance across gender and predictive validity of L2 grit on subsequent language achievements. Based on these findings, methodological and pedagogical implications were discussed. (shrink)

Studies focusing on debate as pedagogy have been gaining attention recently. However, most research has employed policy debate, which is a traditional debate style. Parliamentary debate, which is an impromptu debate style, has been recently gaining popularity worldwide. As minimal research exists on parliamentary debate as pedagogy, the present study examined the correlations between parliamentary debate participation, communication competence, communication apprehension, argumentativeness, and willingness to communicate. Moreover, this study aimed to investigate the unique characteristics of communication variables and correlations with (...) the experience of participating in a parliamentary debate in a Japanese context, an area that interests many scholars. The results showed some differences in correlations between Japanese and United States samples, which was explained by analyzing a trait of Japanese culture that is characterized as highly contextual. Regarding the correlations between communication variables and parliamentary debate participation, significant differences were found for all variables except for communication competence, where less communication apprehension, more argument approach, less argument avoidance, and more willingness to communicate were observed compared to non-debaters. Finally, the study findings revealed that those with parliamentary debate experience obtained lower scores for communication apprehension and higher scores for argumentative approaches compared with those who did not have such experience; the effect sizes were smaller in women than men. These findings suggest that parliamentary debate participation is an effective way to foster communication variables. (shrink)

_This study primarily focused the EFL undergraduate students at a public university in Pakistan. In this study, task-based language assessment (TBLA) was used to assess reading skills because it is one of the most assessed language skills in Pakistan. Reading is an academic skill. Supposedly, students should have good reading skills at higher education. Thus, there are three courses taught specifically focusing on English language at higher education and reading is a prime focus in all three of them. However, the (...) reading test items are criticized for testing rather the writing skills instead of reading. Thus, a Task-based Language Assessment (TBLA) was used to check its backwash effect. TBLA has not been adopted in the local context yet, specifically in a reading context. Therefore, the present study was conducted to examine the backwash effect of TBLA on reading skills. In this study, action research design was followed within the qualitative research paradigm. Sample was drawn using convenient sampling. The participants were 12 undergraduate students. Students’ reading journals, exit slips and teacher’s diary were used as data collection instruments. The findings revealed that TBLA has a positive backwash effect on both teaching and learning in the EFL context. Further pedagogical implications are proposed in the study._. (shrink)

Today, teachers are faced with numerous challenges, especially in Croatia, where extensive educational reform is underway. Education reform has placed a new teaching and learning paradigm in the foreground that demands new knowledge and skills from teachers. Studies and analyses show that teachers are the most important factor in reaching pupils’ educational goals. In additional to professional competencies, pedagogical, psychological, didactic, and methodical teacher competencies are of great importance to the development of knowledge. Using survey data from a sample (...) of 115 students, this paper examines the extent to which students of two institutions of higher education – the Faculty of Croatian Studies and the Catholic University of Croatia – are satisfied with their initial teacher education, and whether they consider it appropriate and sufficient for the challenges their future careers hold. The results of this research show that students are, on average, satisfied with the quality of their studies and teacher education, as well as that they prefer the existing pedagogical competency attainment model that is added to the regular subject study. The research results are analysed in the context of examining the need for a new design of such programmes, their refinement or expansion of teacher education study programmes. (shrink)

This study was aimed at formulating a model to examine the potential value of perceived constructivist pedagogical practices in decreasing tendency to neutralize academic cheating through a psychological outcome of academic self-efficacy, in three academic learning settings: new learning environments, traditional face-to-face learning environments and distance learning environments. Data were collected from a sample of 289 undergraduate college students. Path analysis main results showed positive connections between the extent to which constructivist practices are present in the learning settings, as (...) perceived by the participants, and SE, which in turn reduced the tendency toward justifying academic cheating. Analysis of variance results showed that most of the constructivist dimensions were perceived by students enrolled in the NLE as relatively highly present compared with the other groups. Moreover, NLE students held more positive academic SE beliefs and were less inclined toward academic cheating justification than the other groups. Interpretation of these results and implications for future research are discussed. (shrink)

This article provides a critical reading of the ‘Parecer CNE-CES 60, de 2014’, from the Ministry of education, Brazil, which defines the curriculum guidelines for courses of Baccalaureate in Theology. In its first section it discusses the theoretical background of the ‘Parecer’, questioning its illuminist orientation, as well as its pedagogical theory focused on contents and not on the students activities. It aims to show that are two opposed educational paradigms in the ‘Parecer’, the illuminist and the constructivist, although (...) the illuminist is the dominant one. It also question the view of the theologian present in the ‘Parecer’, marked by significant absences from the professional field of religious work. In the second section, the article presents a sample of particular interpretation of the ‘Parecer’, indicating the guidelines of a curriculum based on the constructivist paradigm. It dedicates special attention to the occult dimension of the curriculum and to an articulation of the student’s activities in relationship to the disciplines of the course. (shrink)

Using a religious studies methodology, this paper offers a detailed contextual mapping and a structural configuration of how collective violence is justified in Orthodox Christianity. The research design is explanatory, whereby the functional perspectives of doctrine, ethics and worship are all investigated and probed as phenomena of lived religion and orthopraxy. While predominantly initiatory and pedagogical, the paper also proposes a systematic platform for advanced research on this subject, by flagging contexts, themes and areas of inquiry that a researcher (...) might examine in order to untangle the inner workings of the justification of violence in the mind of the Orthodox. Given the ongoing Russian War on Ukraine, relevant samples are drawn from this case.Contribution: This paper outlines the Orthodox Christian justification of violence from the perspectives of doctrine, ethics and ritual and identifies pivotal areas of ambiguity between orthodoxy and orthopraxy. (shrink)

With the continuous lockdown and staying home strategies of COVID-19, both instructors and learners have met with the presence challenges in language learning. To address the complex and dynamic relationships of different presences in blended learning during COVID-19, based on the Community of Inquiry framework, 215 Chinese English learners were obtained as samples for an empirical test. SPSS 23 and PROCESS for SPSS were utilized to examine the hypotheses. Results indicate that teaching presence has a significant direct positive impact on (...) social presence, sense of community, and cognitive presence. SP has a significant positive impact on CP and partially mediates the relationship between TP and CP. SoC is also found to impact CP and partially mediates the relationship between TP and CP. The findings also validate the chain mediating role of SP and SoC between TP and CP. Pedagogical implications are discussed. (shrink)

PurposeThe purpose of this research paper is to examine the early stages of a research project aimed at evaluating the pedagogic effectiveness of a teaching module in computing ethics.Design/methodology/approachScores of students' cognitive capabilities to make moral judgements were measured before and after they had taken the module by means of the “Defining Issues Test”. This is a standard test of students' capability to make moral judgement based on the work of Lawrence Kohlberg. Interviews were then used to help understand the (...) results of the test.FindingsResults revealed low mean scores of post‐conventional thinking skills and wide variation in overall scores of capability for moral judgement. Interviews with the students about the course and the test revealed the importance of understanding students' beliefs about the importance of ethics in interpreting the results.Research limitations/implicationsDifficulties in matching “before and after” results for each subject limited the sample size in what was an early step in the overall research project.Practical implicationsThe results point towards the importance of addressing students' own understanding of the importance of ethics when teaching computing ethics.Originality/valueThe paper reveals some of the limitations of tests of capabilities for moral judgement which rely on strongly individualistic notions of ethics. It enables a new appreciation to be made of the strengths and weaknesses of assessing student moral development in higher education in terms of cognitive factors. (shrink)

The incorporation of technology by teachers as a teaching tool is a challenge. Our aim is to analyse whether ICT resources influence the use of pedagogical models and active methodologies by secondary school teachers in Melilla to teach Mathematics. In this cross-sectional quantitative study, a sample n= 61 (83.56% of the population) was evaluated using a validated 20-item questionnaire with three indicators: B.1 Methodologies and Pedagogical Models, B.2 Teaching Practice and C.3 ICT Resources in the teaching environment. Statistical (...) power allows extrapolation of the findings. (shrink)

In this study, Open Mind – an interactive learning platform – was introduced as a pedagogical tool in developing students’ intellectual humility using a sample of 35 upper level undergraduate business students enrolled in a business ethics course in the mid-Atlantic region of the U.S.. Students completed the 5-step Open Mind learning assignment as a measure of intellectual humility during the first four weeks of class. Class lectures were concurrently given while students completed the Open Mind exercise. Students were (...) subsequently required to debate a controversial topic during the remaining 11 weeks of the class. Various grading rubrics as well as skill assessment matrix are provided to assist faculty in adopting this learning platform in their classrooms. Initial evidence showed that Open Mind was efficacious in fostering student intellectual humility. Implications for teaching business ethics using Open Mind to cultivate intellectual humility are discussed. (shrink)

The “dynamic turn” in the field of second language acquisition catalyzed scholarly devotion to the complex dynamic relationships between learner and teacher variables and various academic emotions. As such, the present study examined the varying effects of the aforementioned variables on the constructs of positive and negative flow, and determined their strongest predictors, respectively. This study used a mixed-method approach to collect data from 607 Chinese English-as-a-Foreign-Language learners. In stage one of the research, the researcher first assessed the participants’ levels (...) of positive flow and negative flow in a blended learning context, then performed Pearson correlation analysis to confirm a significant, but weak positive relationship between positive flow and negative flow. Then, significant difference tests were run to determine the varied effects of those variables on flow. Finally, two multiple regression analyses were conducted to identify five predictors of positive flow, with the biggest contribution coming from learners’ attitudes toward the foreign language, and three predictors of negative flow, with the learners’ major accounting for the majority of variance. In the second stage of the research, a qualitative corpus was constructed, based on accounts of classroom experiences from 71 participants of the total sample, and further illustrated the quantitative findings. Pedagogical implications for educational psychologists and teachers of second and/or foreign languages are addressed. (shrink)

Teaching Secondary Science: Theory and Practice provides a dynamic approach to preparing preservice science teachers for practice. Divided into two parts - theory and practice - the text allows students to first become confident in the theory of teaching science before showing how this theory can be applied to practice through ideas for implementation, such as sample lesson plans. These examples span a variety of age levels and subject areas, allowing preservice teachers to adapt each exercise to suit their needs (...) when they enter the classroom.Each chapter is supported by pedagogical features, including learning objectives, reflections, scenarios, key terms, questions, research topics and further readings. Written by leading science education researchers from universities across Australia, Teaching Secondary Science is a practical resource that will continue to inspire preservice teachers as they move from study into the classroom. This book includes a single-use twelve-month subscription to Cambridge Dynamic Science. (shrink)

Design education requires a specific setting that facilitates teaching/learning activities including lecturing, demonstrating, and practicing. The design-studio is the place of design teaching/learning activities and where students/students and students/instructor interaction occur. Proper interior design improves not only the function of such learning environment but also the confidence of its users involved in the teaching/learning process. This study finds impetus in the lack of research data relative to the design of the design-studio classroom, most crucial space in design and architectural education. (...) The purpose of the study is to examine the design-studio classroom environment and to determine, by the perception of its users, to which level this specific environment assures users’ needs and objectives. A survey was developed and distributed to a purposive sample of design and architecture educators. Ninety four responds were collected. The results of the study support the stability of earlier findings that the physical environment has a direct impact on the satisfaction of the space users. The findings suggest that lighting, noise, glare, air quality, temperature, seats comfort and possibilities of arrangement are all essential environmental features in the achievement of an appropriate pedagogic environment. Likewise, it was found that designated workstations are important part of the teaching/learning process of design. It also emerges from this study that lighting is the most important feature. (shrink)