27. Didactics - Learning and Teaching
Poster
“Let’s Teach about the Internet!”: Model Lessons about Concepts of the Internet for Grades 6-9
Michaela Mazná, Anna Yaghobová, Anna Drobná, Cyril Brom
Charles University, Czech Republic
Presenting Author: Yaghobová, Anna
The Czech national curriculum was revised in 2021 to include the basic principles of the Internet in teaching computer science at ISCED level 2. This topic was introduced into curricula in other countries in Europe and beyond (e.g. CSTA, 2017; Eurydice, 2019). However, support for teachers is lacking. Some textbooks addressed this topic (e.g. Page & Levine, 2019), but as far as we know, no evidence-based materials concerning principles of the Internet at ISCED 2 level are available.
Our goal is to fill this gap by creating and evaluating four 45-minute model lessons at two difficulty levels (Grades 6-7 and Grades 8-9) on the following topics:
- What does the Internet look like?
- How do we connect to the Internet?
- Packets, IP address, and what does the Internet companies know about me?
On a theoretical level, this work stems from a constructivist tradition and capitalizes on the Evocation – Realisation of meaning - Reflection educational model (ERR) (Meredith & Steele, 2010). Constructivist theories and models (e.g., Vygotsky, 1987) describe the acquisition of new, scientifically correct knowledge as an intensive process of creating new mental entities in students’ working memory and integrating them into long-term memory. In the process of integration, new knowledge is formed from, and on top of, prior knowledge. Prior knowledge cannot be erased, rather it is suppressed, altered or reused in new knowledge representations.
Prior knowledge, typically acquired during everyday tasks, is often called preconception. Knowing students' preconceptions about a topic is crucial for creating lessons that target parts of the topic that are difficult for students to understand. In this respect, our starting point presents preconceptions about the Internet studied previously (see Brom, 2023; Babari, 2023).
The ERR educational model follows this theoretical thread. The first phase, the evocation, activates pupils’ prior knowledge, rendering it apparent to both fellow learners and the instructor. The second phase, realization of meaning, brings new information in order to augment prior knowledge into knowledge closer to normative understanding. This could involve showcasing and discussing multimedia material, providing direct demonstrations, using analogies, or engaging in activities. The concluding phase, the reflection, involves solidifying the newfound knowledge alongside prior knowledge. Our model lessons are organized around these three phases.
Methodology, Methods, Research Instruments or Sources UsedWe created and tested four 45-minute-long lessons through a combination of action and design-based research. The research took place in 2023 across Czechia. The testing featured three phases. In the first phase, we reviewed the lessons and activities with individual pupils (N=4) to see if they found them relevant and informative. In the second phase, we visited 13 classrooms in six schools (N ~ 260) with working versions of the materials (step-by-step instructions for teachers, presentations, worksheets). We iteratively refined the lessons after each lesson was taught, up to six times. As a lecturer, four members of the research team took turns. We used independent observers who observed the course of each lesson and took notes. In the third phase, we tested the versatility and scalability of the model lessons, i.e. whether they can be taught by different teachers, and the final graphic design of the materials. We visited three other schools and taught the lessons again in six classes (N ~ 120 children).
Importantly, in the second phase, we also measured the effectiveness of the lessons using pre-, post-, and delayed tests we developed. The test included 30 closed questions. For each question, the children were to express their satisfaction or dissatisfaction with one statement on the scale “agree” - “not sure” - “disagree”. An example of a question is: “Servers are programs inside which we can search for information.”. The pre-test was completed by the children before the first lesson. The immediate post-test was completed by the children immediately after the end of the fourth lesson. The delayed post-test (n = 61) was completed approx. half a year later (the three tests included the same questions). For each question, we calculated the score achieved (correct = 2 pts, incorrect = 0 pts, not sure = 1 pts; theoretical scale 0 – 60). Scores were statistically evaluated using a paired t-test and a Cohen's d calculation.
Conclusions, Expected Outcomes or FindingsThe lessons had a very large impact on children's knowledge, which persisted even after several months (pre-post: d = 1.76, p < 0.001, n = 207; pre-delayed: d = 1.06, p < 0.001, n = 61). As far as we know, this is for the first-time effectiveness of lessons on the topic of Internet principles have been assessed. Informally, children and teachers have described our lessons as enjoyable and on an interesting topic. Hence, our key contribution is a unique set of lessons with measured effectiveness. At the same time, we created a set of questions for assessing child knowledge. After a slight modification of the format, they can serve as an assessment tool for teachers.
No work is without limitations. Most importantly, the present study lacks a no-intervention control group, so we cannot exclude the possibility that children acquired knowledge not from our lesson, but by other means (although this seems improbable given very large effect sizes). Also, we were unable to administer delayed tests on more than approx. 1/4 of the original sample.
All in all, despite limitations, we believe our lessons can be a useful addition to the shelf of evidence-based computing education interventions.
The lessons were made available to the teaching community in the Czech Republic. We plan to translate them into English and German so that they can be used in other countries as well.
ReferencesBabari, P., Hielscher, M., Edelsbrunner, P. A., Conti, M., Honegger, B. D., & Marinus, E. (2023). A literature review of children’s and youth’s conceptions of the internet. International Journal of Child-Computer Interaction, 37, 1–18. https://doi.org/10.1016/j.ijcci.2023.100595
Brom, C., Yaghobová, A., Drobná, A., & Urban, M. (2023). ‘The internet is in the satellites!’: A systematic review of 3–15-year-olds’ conceptions about the internet. Education and Information Technologies, 28(11), 14639–14668. https://doi.org/10.1007/s10639-023-11775-9
Computer Science Teachers Association (2017). CSTA K-12 Computer Science Standards, Revised 2017. Retrieved from https://csteachers.org/k12standards/.
European Education and Culture Executive Agency, Eurydice (2019). Digital education at school in Europe, Publications Office of the European Union. https://data.europa.eu/doi/10.2797/763
Meredith, K. S., & Steele, J. L. (2010). Classrooms of Wonder and Wisdom. Corwin Press.
Page, A. a Levine, D. (2019). Oxford International Primary Computing Student Book 1. Oxford, Oxford. ISBN 978-0-19-849779-0.
Vygotsky, L. S. (1987). Problems of general psychology. In The collected works of L. S. Vygotsky(vol. 1). Plenum Press.
27. Didactics - Learning and Teaching
Poster
A Systematic Review of Science Outreach: Characteristics, Definitions, and Impacts
Cristina Guarrella, Julia Hill, Victoria Millar, Maurizio Toscano, Jan van Driel, Deya Chakraborty
The University of Melbourne, Australia
Presenting Author: Guarrella, Cristina
Low participation in science has been an ongoing concern amongst science educators, policy makers and industry groups for several decades (Hoyle & ACER 2016). In Australia, this is particularly the case for Indigenous students, girls, and students from low Socio Economic Status (SES) backgrounds and rural areas. Science outreach is one approach that has arisen over recent decades that attempts to address this concern. Science outreach involves programs developed by university and non-university providers that aims to promote science to children, schools, families and the general public and often have a focus on creating opportunities for underrepresented groups to engage with science learning from a young age.
Recently, science outreach has become an industry in and of itself. Driven by research funding that requires evidence of research impacts for the community, many outreach programs are developed in fulfilment of research expectations. This has led to an increase in the number of science outreach programs offered to the general public and in turn, the research conducted on them. While the aims of many science outreach programs are to promote science to young people and the broader public, and to enhance science literacy, attitudes, engagement, and retention (Clark et al., 2016; Rennie, 2014) this body of research has been predominantly focused on single case studies. Further, rather than building on findings of previous science outreach programs the research tends to focus on individual outreach programs in isolation.
Although it is well understood that early experiences of science and the role of parents and carers are influential on science engagement, what research has been undertaken on the influences of science outreach itself has tended to be evaluative in nature, published across a diverse range of fields and publication types and rarely brings together and builds on previous work. Given the scale and investment in science outreach, understanding the nature of outreach’s influence is critical.
We now find ourselves in a position to review over 30 years of academic literature to gain a detailed picture of the type of research conducted on science outreach. This systematic literature review is a first attempt to bring together the existing science outreach research into a more coherent whole to understand the influences of science outreach, what science outreach does, and what it looks like.
Adopting a mixed-methods systematic review approach (Stern et al, 2021), this research aims to understand the common characteristics of outreach programs, the nature of science outreach research and the impacts and recommendations of this body of literature. The specific research questions address include:
- What are the common characteristics of science outreach programs reported in academic literature?
- How is science outreach defined across the academic literature, and what are the underlying reasons for initiating outreach?
- What are the impacts and recommendations of science outreach across the academic literature?
Methodology, Methods, Research Instruments or Sources UsedWe conducted a mixed-methods systematic review to identify relevant literature examining scientific outreach programs across the early years, primary and secondary school contexts. Mixed-methods systematic reviews combine quantitative and qualitative studies to create a greater breadth of understanding compared to single method reviews (Stern et al, 2021). The review was guided by the Preferred Reporting Items for Systematics Reviews and Meta-Analyses (PRISMA) statement (Page et al., 2021). This PRISMA statement consists of a 27 item checklist to guide the planning, conducting, and reporting of systematic reviews ensuring that all recommended information is captured. As recommended by Page et al. we referred to this PRISMA statement early in the writing process ensuring all applicable items were addressed.
Five databases were searched in May 2023, including Web of Science, Scopus, and three from EbscoHost (Academic Search Complete, Education Source, and ERIC). The search terms were developed by the research term and an academic librarian. We limited our search to publications focusing on science education including STEM (science, technology, engineering and mathematics).
In total 3773 publications were imported into Covidence (www.covidence.org;Veritas Health Innovation, 2022) a web-based collaboration software platform that streamlines the production of systematic reviews. Covidence automatically removed 1758 duplicates whilst a further 89 were manually removed. The 1926 remaining publications were then screened by two authors at the title and abstract level with 1650 references excluded based on pre-determined criteria. Science outreach that was a formal, informal, school base or external program, provided access to a scientist or tertiary scientist and focused on students aged 0-18 years/final year of school were included. This left 276 to progress to the next stage where full texts for each publications were read independently by all the authors. Ultimately a further 188 publications were excluded. The final systematic review included 88 science outreach publications.
Next, the 88 publications were distributed amongst the research team. Using the Covidence software, the team extracted the relevant data using a checklist which was guided by the research questions. Extracted data included study characteristics (e.g., age of and quantity of student participants, country of origin, year of data collection, area of science, who delivered the outreach) and major findings (e.g., impact description, outreach recommendations). The final step involved two researchers verifying the extracted data to ensure accuracy and consistency before the data was analysed.
Conclusions, Expected Outcomes or FindingsOur first research question sought to identify common characteristics of science outreach programs reported in the academic literature. Most frequently, the provider of an outreach program is one or more universities. This research has been conducted predominantly in the United States of America, but also from Australia, Germany, the United Kingdom, Canada, Israel, Italy, Brazil and Portugal. Most outreach programs included participants of mixed genders, and focused on secondary students. Outreach programs were mostly focused on biology, followed by chemistry, STEM, physics, astronomy, general science, earth science and environmental sciences. A range of methodologies were applied across the publications, including quantitative, mixed-methods and qualitative. In addition, multiple publications provided a descriptive overview of an outreach program, without adopting an empirical research methodology.
Second, we looked at explicit and implicit definitions of science outreach within the literature. Connections between schools, universities, industries, and scientists were a recurring feature of explicit definitions of science outreach. In addition, these connections were often linked to the need to increase scientific literacy and understanding of science content or gaining access to specialised scientific equipment not available in schools. In turn, it was often proposed that this understanding and access needed to occur to increase engagement in, and attitudes towards, science to ultimately increase the number of students pursuing a career in science.
Finally, the impacts of science outreach were reported positively across all publications reviewed. These positive impacts fall into two broad categories. The first relates to opportunities afforded to students both through the acquisition of knowledge and skills, and access to human expertise and material resources. The second category concerns secondary effects and affect in terms of outreach fostering positive student experiences, perspectives, and science identities.
ReferencesClark, G., Russell, J., Enyeart, P., Gracia, B., Wessel, A., Jarmoskaite, I., ... Roux, S. (2016). Science educational outreach programs that benefit students and scientists. PLoS Biology, 14(2), e1002368. doi:10.1371/journal.pbio.1002368
Hoyle, P. & ACER. (2016). Must try harder: An evaluation of the UK government’s policy directions in STEM education.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. International journal of surgery, 88, 105906.
Rennie, L. J. (2014). Learning science outside of school. In Handbook of research on science education, Volume II (pp. 134-158). Routledge.
Stern, C., Lizarondo, L., Carrier, J., Godfrey, C., Rieger, K., Salmond, S., ... & Loveday, H. (2020). Methodological guidance for the conduct of mixed methods systematic reviews. JBI evidence synthesis, 18(10), 2108-2118.
Veritas Health Innovation. (2023). Covidence systematic review software. Melbourne, Australia
27. Didactics - Learning and Teaching
Poster
Already Adaptive or Just Explained Differently? - Identification of Adaptive Teaching Through Videography in Elementary School Mathematics Lessons
Anne-Kathrin Buttchereyt, Claudia Pereira Kastens
IFB, Bergische Universität Wuppertal, Germany
Presenting Author: Buttchereyt, Anne-Kathrin
Recent comparative analyses indicate a continuous rise in the number of students who fail to meet basic educational standards. This highlights the necessity for personalized and focused support to address the diverse needs of students (OECD 2023, p. 141).
Adaptive teaching is often considered crucial in dealing with heterogeneity in primary education. Recognized for its responsiveness to individual student needs, adaptive teaching is currently seen as a central approach to designing instruction to meet these challenges and is receiving increasing attention (Bernard et al., 2019).The concept is defined as a key competence for addressing the diverse social, linguistic, motivational, didactic and cultural teaching needs of students and their learning processes and it refers to a reservoir of specific interactions and measures that occur at the procedural micro level (Beck et al., 2008; Parsons et al., 2018).
Adaptive teaching is the ability to meet the varying social, linguistic, motivational, didactic, and cultural instructional needs of students and their individual learning processes (Helmke & Weinert, 1997; Vaughn & Parsons, 2013). Parsons' (2018) meta-analysis identifies adaptive teaching as a source of specific instructional actions and interactions, such as questioning, assessing, encouraging, modeling, managing, explaining, providing feedback, challenging, or making connections (Parsons et al., 2018). Teachers adapt to students' needs when planning and teaching, resulting in an interplay between intended and situational execution at the interactional level (Corno, 2008; Cronbach & Snow, 1981; Hardy et al., 2019). During the teaching and learning process, educators engage in metacognitive observation and reflection as they develop and communicate instructional adaptations. These processes, known as 'moment-to-moment' (Hardy et al., 2019, p. 175), rely on finely structured diagnostic strategies (Tetzlaff et al., 2021).
This understanding is fundamental not only to the interaction itself but also to instructional concepts such as scaffolding and formative assessment, which are central to our research perspective (de Boer et al., 2020). Research has identified various forms of scaffolding, including feedback, explanation, modeling, and questioning. However, maintaining a nuanced balance between supporting and activating learners presupposes the use of formative assessment (van de Pol et al., 2023). Educators can assess students' current understanding and encourage cognitive engagement through well-crafted feedback using diagnostic strategies. This approach goes beyond mere assessment, as it encourages students to reflect on and refine flawed strategies (Buttlar, 2019).
In empirical research, teaching and learning take place in the dynamic and multidimensional environment of the classroom. It is imperative to identify adaptive teaching and learning within a specific instructional context, observed authentically in a classroom setting. However, the scarcity of tools for operationalizing and validating adaptive teaching has led to limited empirical models, underscoring the need for further investigation (Hardy et al., 2019).
This study aims to address this gap by employing a deductive-inductive approach to develop a category system. The research analyzes teacher-pupil interactions in eight primary mathematics classes through video recordings.
Methodology, Methods, Research Instruments or Sources UsedThe data focuses on instructional sequences and was collected in math classes across five primary schools in Germany, spanning grades 1-4.
To create the content framework, each surveyed lesson is part of a symmetry sequence. The participating teachers are provided with a box of materials created by the project team, which they can use flexibly. The survey's authentic setting allows for a comparable instructional approach while still providing a range of didactic and methodological implementation options within the subject-specific topic.
Our analysis focuses on the teacher's interactions with the students, which will be recorded using Go-Pro cameras attached to the teacher to capture events from their perspective. This approach enables a more in-depth analysis and exploration of additional nuances.
In addition to the Go-Pro, the recording setup will include two other cameras - a still camera and a handheld camera - and three microphones to capture both video and audio tracks. Immediately after the recorded lessons, teachers will be interviewed to reconstruct their observation, reflection, and decision-making processes. This multi-perspective approach is intended to capture the complexity of what happens in the classroom during the work phase.
Personal information, grades, gender, immigration status and specific details such as special needs are collected through class lists and a student questionnaire.
Conclusions, Expected Outcomes or FindingsAfter conducting an extensive literature review, the initial step was to create a schema that encompasses the cyclical nature of adaptive teaching and identifies observable characteristics for description on three levels. A) Students differ in various dimensions with respect to their initial learning situations, from which individual needs are derived. Teachers perceive these needs through various measures of B) observation and assess them, leading to C) adjustments of instructional offerings on various dimensions. All three levels imply teacher-student interactions which, depending on the social form, may occur for the whole class, in work phases for small groups or individually for a child. All characteristics can refer purely content-related and organizational aspects.
A category system was developed based on a fully transcribed initial video. Basic categories were identified using content analysis and conversation analysis approaches (Mayring, 2016). Teacher-student interactions take place during observed work phases with individual children or small groups. They are initiated by a child's question or in response to the teacher's observation. Nonverbal interactions, such as gestural explanations with materials, occur between the teacher and individual children or subgroups. Initiations are nearly equal from both children and the teacher. The identified adaptations relate to language, learning objectives, explanations, materials, or instructional structure and align with the three levels of organization, content, or both.
In the coming months, we anticipate gaining further insights into adaptive instruction through comparative analysis. Adaptive teaching involves various fundamental instructional factors, including student prerequisites, in different learning environments. To facilitate the identification and comparison of adaptive teaching across significantly diverse classes, the study's categorization system captures and dissects recurring patterns. This approach facilitates the practical development of the construct and its impact on instructional processes in educational research.
ReferencesBeck, E., Baer, M., Guldimann, T., Bischoff, S., Brühwiler, C., Müller, P., Niedermann, R., Rogalla, M., & Vogt, F. (2008). Adaptive Lehrkompetenz. Analyse und Struktur, Veränderung und Wirkung handlungssteuernden Lehrerwissens. Waxmann.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Waddington, D. I., & Pickup, D. I. (2019). Twenty-first century adaptive teaching and individualized learning operationalized as specific blends of student-centered instructional events: A systematic review and meta-analysis. Campbell Systematic Reviews, 15(1–2), e1017.
Buttlar, A.-C. (2019). Sequenzielle Analysen interaktiver Verfahren des lehrerseitigen Umgangs mit Schüleräußerungen. Interaktion im Klassenzimmer: Forschungsgeleitete Einblicke in das Geschehen im Unterricht, 97–117.
Corno, L. (2008). On Teaching Adaptively. Educational Psychologist, 43(3), 161–173.
Cronbach, L. J., & Snow, R. E. (1981). Aptitudes and instructional methods: A handbook for research on interactions. Ardent Media.
de Boer, H., Bonanati, M., Breuning, M., Jähn, D., Last, S., & Wagener, M. (2020). Schüler*innen mit unterschiedlichen (Lern-)Voraussetzungen im ‚Fachgespräch‘ – Mikroperspektiven auf videografierte Unterrichtsszenen. In N. Skorsetz, M. Bonanati, & D. Kucharz (Hrsg.), Diversität und soziale Ungleichheit: Herausforderungen an die Integrationsleistung der Grundschule (S. 222–233). Springer Fachmedien.
Hardy, I., Decristan, J., & Klieme, E. (2019). Adaptive teaching in research on learning and instruction. Journal for educational research online, 11(2), 169–191.
Helmke, A., & Weinert, F. E. (1997). Bedingungsfaktoren schulischer Leistungen. Psychologie des Unterrichts und der Schule, 71–176.
Mayring, P. (2016). Einführung in die qualitative Sozialforschung. Beltz.
OECD (2023), PISA 2022 Ergebnisse (Band I): Lernstände und Bildungsgerechtigkeit, PISA, wbv Media, Bielefeld.
Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ Instructional Adaptations: A Research Synthesis. Review of Educational Research, 88(2), 205–242.
Tetzlaff, L., Schmiedek, F., & Brod, G. (2021). Developing personalized education: A dynamic framework. Educational Psychology Review, 33, 863–882.
van de Pol, J., van Braak, M., Pennings, H. J., van Vondel, S., Steenbeek, H., & Akkerman, S. (2023). Towards a conceptual framework of adaptivity in face-to-face-interaction: An interdisciplinary review of adaptivity concepts. Annals of the International Communication Association, 47(1), 1–19.
Vaughn, M., & Parsons, S. A. (2013). Adaptive teachers as innovators: Instructional adaptations opening spaces for enhanced literacy learning. Language Arts, 91(2), 81–93.
27. Didactics - Learning and Teaching
Poster
Developing Analysis and Synthesis Skills through the Use of Problem-based Learning
Zakira Seidualiyeva, Damira Ashirova, Nassibakhan Iskakova, Balnura Kydyrbayeva, Galina Stanishevskaya
NIS Kazakhstan, Kazakhstan
Presenting Author: Ashirova, Damira;
Kydyrbayeva, Balnura
The modern world places high demands on the education, it must provide students with high-quality education. The Republic of Kazakhstan is modernizing the education to meet international standards. The quality of education becomes a top priority in educational institutions. The key criterion for the quality of education is the necessary skills for students in the 21st century: the ability to express their point of view, listen to other people, analyze and evaluate various life situations, draw conclusions. According to a modern scientist and teacher Mark Potashnik: “The quality of education is the ratio of goal and result, a measure of achieving goals (results), while the goals are set only promptly, predicted in student’s potential development zone”.
The basis for this study was the results of the PISA International Study, which was conducted among students aged 14-15 years. Analysis of the PISA results showed that most students have difficulty analyzing information and drawing conclusions. Therefore, it was decided to conduct research in Chemistry, History, and English on topic “Developing analysis and synthesis skills through the use of problem-based learning (PBL)”. The research question: How will problem-based learning (PBL) contribute to the development of analysis and synthesis skills? The choice of the tool is justified by the fact that PBL provides a deeper and better understanding of the topic, “it meets the requirements of modernity: to teach by exploring, to explore by teaching” [1]. PBL is an educational approach based on the search for solutions to real problems. In 1969, Howard Burrows, a professor at McMaster University in Canada, and his colleague Robin Tamblyn decided to introduce a new approach to teach students to solve real problems. According to Borrow “PBL is learning that is the result of the process of working on understanding the solution to a problem. The problem is the first element of the learning process”. PBL refers to active learning technologies that promote the development of high-level skills and students’ creative abilities. Students receive a practical assignment before they acquire knowledge about the object being studied. The challenge that students receive in the process of working on a task pushes them to independently search for the necessary knowledge and tools, stimulates creativity and critical thinking. Working in pairs or groups, participants analyze the problem, divide it into mini problems; discuss ideas, identifying their strengths and weaknesses, that is, again, develop the skill of analysis. Students form hypotheses, study additional information, and choose optimal solutions, constantly analyzing and making choices (developing synthesis skills). “The student must be well aware of the problem and the meaning of his own activity, otherwise the whole course of the search for the unknown will not be mastered by him, even if it is shown correctly by the teacher”. [2]. One of the important advantages of PBL is that students must find not only the right solution, but also determine the area of their ignorance. That is, they needed to understand what knowledge or skills were missing in the process and cover those gaps.
The use of PBL in the learning process leads to a change in the teacher’s professional role. He turns from a standard teacher into a facilitator and expert. Candidate of Psychological Sciences Valeria Petrova, notes in the article “The possibilities of using PBL technology in higher education practice” the objectives of a teacher are:
• formation of a bank of problem-based cases,
• feedback on students' work,
• maintaining a positive classroom atmosphere,
• evaluate the results together.
Thus, there is a “horizontal” interaction between teachers and students, in which responsibility for learning, control, and evaluation falls equally on both participants.
Methodology, Methods, Research Instruments or Sources UsedThe research was conducted over two years: from 2021-2022 to 2022-2023 academic years. It includes 2 stages:
- problem identification and methodology selection.
- approbation and determination of its effectiveness.
At the beginning of the research, a group of 12 students aged 14-15 years was selected. Before the survey, an observation was carried out, based on which the survey was compiled. The survey process contained 2 tasks. Firstly, to identify the causes of low analytical skills among students and secondly, the expectations regarding the learning process. The survey contained 2 blocks of questions, 12 in total:
- what students pay attention to when they complete a task: input data, the form of information, the style of presentation of information, etc.;
- whether students have a systematic approach to studying the material.
- whether form of the receiving information affect their understanding.
- what information is better perceived (visually, audibly, or kinesthetically?).
- what form of work contributes to a deeper analysis of information (group, individual, pair).
Based on the survey results, PBL technology was selected and a series of lessons in Chemistry, History and English were developed. After the lessons, during the second survey, students were asked to evaluate their success in completing tasks. It was important to determine how the PBL method contributed to the development of data analysis skills and independent formulation of conclusions. To do this, students had to specify:
- the degree of their confidence and comfort in completing tasks:
- to what extent does the proposed format of the material contribute to the understanding.
- how does self-search for information affect the understanding of content.
Data on students’ success were analyzed in parallel. The analysis showed that independently finding a solution to the problem leads to the fact that students can analyze all the information, conduct a ranking, and formulate a conclusion. During the second stage, 4 groups of 12-13 students were included. Totally 49 students were enrolled. In two groups, lessons were conducted in a traditional format, where the teacher is the main source of information. Other 2 groups used PBL technology. The main goal was to identify the effectiveness of the PBL method for developing analytical skills and independently formulating a conclusion. Termly, a survey was conducted focused on the students’ expected results. All the data were used in further planning and teaching. At the end of semester, students were tested to determine the level of analysis skills development and independent formulation of conclusions.
Conclusions, Expected Outcomes or FindingsThe analysis of the results of the survey and the quality of knowledge at the first stage showed that the use of PBL contributes to the development of the studied skills and improves the quality of students' knowledge. In groups where lessons were based on independent problem solving, students were more interested in the learning process. The students showed more initiative, more active and motivated to achieve high results. At the first stage, it was found that the problem-based learning technology contributes to more successful learning using high-order skills, such as text analysis, information, or experimental data. The skill of identifying the main ideas and formulating a conclusion has also improved. On average, the quality of knowledge in the tested group increased by 6.6%, including 5.4% in Chemistry, 7.2% in History and 7.2% in English. All these data were considered when planning lessons at the second stage. At the second stage, the following data was found: 82% of students believe that this form of work is interesting and contributes to a deeper understanding, 78% concluded that they can independently analyze and interpret data, 68% indicated they have improved their skill in formulating a conclusion. And almost all the students, 92.8%, indicated their emotional state in the lesson had improved. Students explain it that the teacher enables them to learn independently while solving certain problems. The second indicator was the analysis of termly summative assessments. In groups using PBL, the quality of knowledge increased by 9.2% in Chemistry, 13.4% in History and 12.3% in English compared to the previous term. The groups with traditional lessons, the quality of knowledge over the same period shows Chemistry by 3.4%, History by 5.2% and English by 6.2%. It was also found to improve the quality of knowledge when performing tasks focused on high-order skills, namely the ability to analyze information and formulate a conclusion.
ReferencesSitarov V.A. Problem-based learning as one of the directions of modern learning technologies // Problems of Pedagogy and Psychology, 2009. No. 1. p. 157.
Obukhov A.S. Research position and research activity: what and how to develop? // Development of students' research activities, 2003. No. 4, p. 31
Kwietniewski, Katelyn, "Literature Review of Project Based Learning" (2017). Career & Technical Education Theses. 1.
27. Didactics - Learning and Teaching
Poster
Developing Research Skills of Introverted Students through Collaboration
Aigul Suleimenova, Zhanar Baimetova
NIS Karaganda, Kazakhstan
Presenting Author: Baimetova, Zhanar
Education is the right of every citizen as it helps people, if done effectively, develop a positive perspective on internal and external factors of their life, which in turn, can guarantee success on education and career (Outlaw, 2016). Starting from primary school students encounter challenges which they need to be taught how to overcome without losing own identity and contributing to the betterment of the world. However, every decade educationalists have to rethink their approaches and adapt to the new realities. Currently they are faced with the urge to teach the first generation of learners, generation Alpha (Perano, 2019). One of the most striking features about that generation is that they are known as introverted population (Das, 2023). Thus, educational system is required to adjust to the needs of such students.
It is crucial to consider the educational needs of the introverted personality type seriously since the world’s population, 30–75% are introverts (Laney, 2002; Helgoe, 2008; Cain, 2013). Moreover, according to Koceva (2021) the presence of introverted learners in every classroom is undisputable. It is advisable not to try to help introverts be more extraverted but work with their strengths and honor their personality type (Friedlund, 2016; Stewart, 2019). Thus, there is an overwhelming majority of research conducted within classroom settings since students spend most their school time there (Chamorro-Premuzic, Furnham, & Lewis, 2007; Pawlowska, Westerman, Bergman, & Huelsman, 2014 and other). However, education takes place not only at the lesson. Time after class hours is valuable as well. This is when teachers’ guidance can be of a paramount importance as they are helping to adapt their behaviors to fit different contexts (Jacobs, 2014). Educators should be equipped to help students discover their own strengths, identify and improve their weaknesses, and offer opportunities to practice their skills (Hakim 2018).
The purpose of this study is to identify how collaborative learning develops research skills of introverted students in a non-classroom environment. The idea that learning is a social process in which children gain knowledge through social interaction and exchanging ideas with their classmates (Vygotsky, 1978) was utilized to conduct a Science school club. As a result of this study, a new Geology school club was created where mainly students who self-identified as being introverted participated.
The following research questions were shaping this study:
How can schools organize extracurricular activities for introverted students to enhance their research skills?
What is the attitude of introverted students to collaborative form of learning and its influence on their research achievements?
What do teachers think about introverted students and their preferences in learning?
To understand the educational needs of introverted students and organize extracurricular activities more effectively, thorough analysis of literature was organized. The main topics that were selected are as follows: the modern characteristics of introverted students, the most effective learning conditions for introverts and collaborative work among students. These findings may help teachers to guide when to incorporating changes into educational process for enhancing students’ research skills.
Methodology, Methods, Research Instruments or Sources UsedThis research adopts an intricate descriptive methodology and a mixed-methods approach to identify the effect of collaborative learning on research skills in a group where the prevailing number of students had been self-identified as introverts. Employing a survey questionnaire of students, one-to-one interviews with subject teachers, and school psychologist’s personality test mainly based on Myers–Briggs Type Indicator, the efficiency of the school science club can be detected, and the most striking findings can inform future studies.
While conducting this study a duet of teachers worked together and applied action research to answer the research questions. This type of work can serve as a method aimed at improving the professional activity at the time of conducting the study. Action research is based on observation, experimentation, and reflection. It is the most suitable approach for teachers as it allows to comprehend students ‟preferred learning strategies which is paramount for efficacious language instruction and accommodating diverse needs” (Lestari &Wahyudin, 2020). It can enable educators to tailor instruction, changing teaching approaches, by devising engaging sessions, improving the quality of targeted feedback, and providing productive strategies (Nisbet & Shucksmith, 2017).
Initial psychological diagnostics of students will be carried out based on the use of an individual typological questionnaire (L.N. Sobchik, 1970) and the Myers-Briggs typological questionnaire (1940). These questionnaires are psychological diagnostic tools for identifying extraversion - introversion of a personality and assessing the individual typological characteristics of students' personality.
The next stage of the action research is to conduct semi-structured interviews with subject teachers. Questions will be focused on characterizing what methods, approaches and forms of organization of educational detail are used by subject teachers to develop research skills for students to be later employed for club engagement. A semi-structured interview will allow to obtain comparable data from subject teachers for analysis and processing of information.
To complete the action research, we plan to conduct a semi-structured survey of students which will consist of open questions to which students in the club must give detailed answers. The survey is aimed at obtaining information about the role and the educational activities used in the club, and the most comfortable conditions for effective work.
The result of the study will be a review of students’ achievements in the geological Olympiad, which will demonstrate how the use of educational activities and the choice of teaching methods contribute to the development of students’ research skills.
Conclusions, Expected Outcomes or FindingsTeacher’s teaching methods and techniques are the most important factor in the educational process. They directly influence students’ learning process and determine students’ future advancement in a particular subject. The results of this study revealed that success can be guaranteed even if students are not good at a particular area, but with careful guidance and support the results might be promising. For this study the participants of the newly formed Geology club, which is an only working scientific club in our school, have been working collaboratively for more than two years. They consistently devoted their time after lessons and won more than 10 prizes on State and International competitions as a part of Geology Olympiad.
Consequently, the conducted research shows that in order to develop students’ research skills, it is important to conduct personality test. It is required to take into account the characteristics of students’ personality, which is an important basis when choosing methods of teaching both introverts and extroverts. Considering the characteristics of an introvert’s character, the teacher needs to create a collaborative, favorable environment for them, taking into account their needs, think through the form of organizing educational activities and developing various types of tasks, which all together contribute to the growth and development of research skills and the socialization of introverts. Another important factor is working collaboratively reduces the amount of stress as the students’ responses potentially represent not their own ideas but the joint products of their discussions with their partner. As a major side-effect of this action research students developed their soft skills and could communicate easily with their peers nside and putside the classroom. They became more flexible and valued the power of a critical feedback.
ReferencesCain, S. (2012). Quiet: The Power of Introverts in a World That Can’t Stop Talking. New York, NY: Crown Publishers.
Das, R. (2023). Gen Alpha. The Chant. https://nchschant.com/24491/opinions/gen-alpha/#:~:text=Heavily%20affected%20by%20the%20consumption,technology%20can%20destroy%20their%20development
Dow, S. E. (2013). The Invisible Students in the classroom: How to include the introverts without excluding the extroverts.
Eysenck, H. J. (1967). The biological basis of personality. Springfield, IL: Charles C. Thomas.
Flanagan, K., & Addy, H. D. (2019). Introverts are not disadvantaged in Group-Based active learning classrooms. Bioscene: The Journal of College Biology Teaching, 45(1), 33–41. http://files.eric.ed.gov/fulltext/EJ1223951.pdf
Friedlund A. (2016). Introverts and extroverts require different learning environments
Hakim, M. (2018). A research and development study to EFL learners: Designing a speaking module for introvert students based on cooperative learning. International Journal of English and Education, 7(2).
Jacobs, G. M. (2014). Introverts can succeed with cooperative learning. Parole, 4(1), 83-93.
Jung, C. G. (1933). Modern Man in Search of a Soul. San Diego, CA: Harcourt Brace Jovanovich Publishers.
Koceva, A. (2021). TEACHING FORMS, METHODS AND TECHNIQUES USED BY EFL TEACHERS AND THEIR INFLUENCE ON INTROVERTED STUDENTS. Vospitanie, 16(1), 79–85. https://doi.org/10.46763/jestp211610079k
Lambregts, M. (2020). Introverts and Extraverts Collaborating: The Influence on Participation, Transactivity and Group Work Perceptions during an Online Discussion. https://essay.utwente.nl/85145/
Nussbaum, E. M. (2002). How Introverts versus Extroverts Approach Small-Group Argumentative Discussions. Elementary School Journal, 102(3), 183–197.
Paige, A. (2013). “Team-Building Empathy Exercises”. Houston Chronicle. Retrieved from: http://smallbusiness.chron.com/teambuilding-empathy-exercises- 22622.html.
Rauch, J. (2003, March). “Introverts of the World, Unite!” The Atlantic. Retrieved from: http://www.theatlantic.com/magazine/archive/2003/03/caring-for-your- introvert/302696/.
Rogers, K., & Wood, D. (2010). Accuracy of United States regional personality stereotypes. Journal of Research in Personality, 44, 704–713.
Schmeck, R. & Lockhart, D. (2002). TEACHING SCIENCE TO LEARNER.S OF AN INTROVERTED TYPE
Stewart, J. (2019). Supporting introverted students. BU Journal of Graduate Studies in Education, 11(1), 47–50.
Tuovinen, S., Tang, X., & Salmela‐Aro, K. (2020). Introversion and Social Engagement: Scale Validation, Their Interaction, and Positive Association With Self-Esteem. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.590748
Wier, M. (2006). Confessions of an Introvert: The Shy Girl’s Guide to Career, Networking and Getting the Most Out of Life. New York, NY: iUniverse.
27. Didactics - Learning and Teaching
Poster
Exploring Perspectives on Linguistically Responsive Teaching among Language and Mainstream Teachers in schools for gifted children
Gulmira Yestepbergenova, Gulzhikhan Arystanova, Gulzhazira Nakipbekova, Sairangul Sembayeva
Kazakhstan, Kazakhstan
Presenting Author: Yestepbergenova, Gulmira;
Nakipbekova, Gulzhazira
Linguistically responsive teaching (LRT) involves recognizing the significance of language in creating meaningful learning environments. This study explores the perceptions of linguistically responsive teaching among language specialist teachers and mainstream teachers at Nazarbayev intellectual school in 7th and 8th grades. The aim is to gain insights into how these professionals perceive and implement strategies that support language development in linguistically diverse classrooms. The research utilizes a mixed-methods approach, combining surveys and interviews to gather comprehensive data. Findings highlight differences in teachers' perceptions, with language teachers demonstrating more comprehensive insights into the LRT framework compared to their mainstream counterparts. The study contributes valuable information to educational practices, emphasizing the importance of tailored approaches to support diverse language needs in both specialized and mainstream educational settings.
The study concludes that, although teachers acknowledge various elements of the LRT framework, further emphasis on skills and knowledge related to second language acquisition is crucial for better preparation of linguistically responsive educators.
Nazarbayev Intellectual Schools implement education in Kazakh, Russian and English languages. Kazakh is the state language and is the duty of every member of the school community, Russian is the language of international communication, and English is important for integration into the global community. [1] Consequently, in 2007, the government announced adoption of a new policy, “Trinity of languages”, which aimed to develop multilingualism in Kazakhstan. In 2015 the Ministry of Education and Culture introduced “the Strategy of Multilingual Education in Kazakhstan”. The program targets to facilitate joint trilingual education throughout the whole education system, relying on international teaching standards and practices in all contexts of education. This implies that high schools are expected to carry out the progression towards teaching natural science courses in English, History of Kazakhstan and Geography courses in Kazakh and World History in Russian. [9] In NIS, teachers are expected to use all three languages in balance, and if they are not proficient, then they are expected to learn these languages. Apart from that, teachers have access to training programs where the schools welcome cross-curricular and cross-linguistic integration (AEO NIS, 2013b, as cited in Bakytzhanova.[7]
Methodology, Methods, Research Instruments or Sources UsedParticipants:
This study examines how LRT, seen as a manifestation of intercultural education, is perceived by 12 NIS language specialist and mainstream teachers instructing Science and Humanitarian subjects. The study involved a diverse sample of language specialist teachers and mainstream teachers from various educational settings. Language specialist teachers were selected based on their specialized training and certification in language instruction, while mainstream teachers were chosen to represent a cross-section of educators in different disciplines.
Limitations
This study centered on investigating the perceptions of linguistically responsive teaching among language and other subject teachers at the secondary level, specifically within the context of Nazarbayev Intellectual School for Gifted Children in Almaty. Despite intentional efforts to ensure diversity and representation in the sample, it is essential to acknowledge certain inherent limitations. These potential constraints encompass regional variations and the influence of individual teaching contexts unique to the specified educational setting. Consequently, the applicability of the study's findings may be restricted to educational settings and populations that closely refletc the distinctive context of Nazarbayev Intellectual School for Gifted Children in Almaty.
Data Collection:
Surveys: Participants, NIS teachers, completed a survey designed to assess their beliefs, knowledge, and practices related to linguistically responsive teaching. The survey included both closed-ended questions for quantitative analysis and open-ended questions to gather qualitative insights.
Interviews: A subset of participants was selected for in-depth interviews to explore their experiences, challenges, and successes in implementing linguistically responsive teaching strategies. Semi-structured interviews allowed for a deeper understanding of participants' perspectives.
The interviews started with general introductory questions about the presence of new admitted students in their classrooms, their past experiences with linguistic diversity and their training, then, guiding questions were as follows:
1. how do you value linguistic diversity in the classroom?
2. how important is for you learning about newt students ‘language backgrounds
and experiences?
3. how do you scaffold instruction to promote new students’ learning? please,
describe some of the strategies you use.
Data Analysis:
Quantitative data from surveys were analyzed using statistical software to identify patterns and trends in participants' responses. Qualitative data from interviews underwent thematic analysis to identify recurring themes and generate rich descriptions of participants' experiences.
Ethical Considerations:
Ethical guidelines were followed throughout the research process. Informed consent was obtained from all participants, and confidentiality and anonymity were ensured. The study received approval from the relevant ethics committee to guarantee the ethical treatment of participants.
Conclusions, Expected Outcomes or FindingsThe study provides valuable insights into the perceptions of linguistically responsive teaching among language specialist teachers and mainstream teachers. Findings reveal a spectrum of beliefs, knowledge, and practices within both groups, emphasizing the need for targeted professional development to enhance educators' capacity to address linguistic diversity.
Language specialist teachers, with their specialized training, demonstrated a strong awareness of linguistically responsive teaching strategies. However, challenges in collaboration with mainstream teachers were identified, pointing to the importance of fostering interdisciplinary communication and collaboration to create a cohesive educational environment.[10]
Mainstream teachers, while expressing a commitment to inclusivity, varied in their understanding and implementation of linguistically responsive practices.[6] This highlights the necessity for professional development opportunities that address the unique linguistic needs of diverse student populations within mainstream classrooms.
The integration of both quantitative and qualitative data allowed for a comprehensive understanding of the complexities surrounding linguistically responsive teaching. The study's findings underscore the importance of acknowledging and addressing diverse language needs to create inclusive learning environments.
In conclusion, this research contributes to the ongoing discourse on linguistically responsive teaching by providing evidence-based insights into the perceptions and practices of language specialist teachers and mainstream teachers. The implications of the study extend to teacher training programs, school policies, and educational leadership, urging stakeholders to prioritize and invest in strategies that support linguistic diversity in the classroom.
References1) Bakytzhanova, G. (2018). Language Policy in Kazakhstan: Current Trends and Challenges. In Current Perspectives on the TESOL Practicum: Practicum in TESOL (pp. 43-54). Springer.
2) Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1-28. Doi: 10.1515/9783110239331.1
3) Dooly, M. (2005). How aware are they? Research into teachers’ attitudes about linguistic diversity. Language Awareness, 14(2-3), 97–111. Doi: 10.1080/09658410508668827
4) García, O., & Hesson, S. (2015). Translanguaging frameworks for teachers: Macro and micro perspectives, in A. Yiacoumetti (Ed.) Multilingualism and language in education: Current sociolinguistic and pedagogical perspectives from commonwealth countries (pp. 221-242). Cambridge University Press.
5) García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave MacMillan.
6) Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
7) Kubieva, A., Sadykova, G., Tazhigaliyeva, N., & Zhazbayeva, A. (2021). Enhancing Multilingualism in Kazakhstan: Challenges and Strategies. In Bilingualism and Multilingualism in the 21st Century (pp. 209-224). Springer.
8) Menken, K., & Kleyn, T. (2010). The long-term impact of subtractive schooling in educational experiences of secondary English language learners. International Journal of Bilingual Education and Bilingualism, 13(4), 399-417. Doi: 10.1080/13670050903370143.
9) Moldagazinova, G. A. (2019). The Role of Language Education in Implementing the Concept of Trilingual Education in Kazakhstan. International Journal of Emerging Technologies in Learning (iJET), 14(02), 172-180.
10) Pettit, S. K. (2011). Teachers’ beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5(2), 123-147.
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