Journal of Curriculum and Teaching

Journal Information
ISSN / EISSN : 1927-2677 / 1927-2685
Published by: Sciedu Press (10.5430)
Total articles ≅ 388
Archived in
SHERPA/ROMEO
Filter:

Latest articles in this journal

, Kara McCormack, , Gina-Maria Pomann,
Published: 23 October 2022
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n8p1

Abstract:
This communication describes the process and results of a curriculum review of a first-year sequence of courses in statistical inference within a Master of Biostatistics program. Our primary aim was to develop an innovative course in statistical theory that meets the needs of a diverse student audience, the majority of whom are seeking a terminal master’s degree while a minority will pursue PhD training in biostatistics. The main results were (1) different course paths for job-bound and PhD-bound students; and (2) the development of an innovative first course in statistical inference, which is a computationally-aided self-discovery of a salient (albeit not comprehensive) set of key concepts and techniques pertaining to statistical inference. The redesign process addressed a key conceptual barrier: namely, the unexamined assumption that deductive proofs are a necessary condition for rigorous presentation. Consistent with the principles of constructivism, we navigated this barrier by redefining the task to which pedagogic rigor should be applied: namely, to help students to develop a sound mental map of statistical inference. We believe that the approach we used to accomplish this redefined task could be generalized to additional aspects of statistical education, among others.
Lauren B. Birney, Brian R. Evans, Joyce Kong, Vibhakumari Solanki, Elmer-Rico Mojica
Published: 23 October 2022
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n8p53

Abstract:
The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration of multiple institutions and organizations led by Pace University and is in collaboration with New York City Public Schools. This large-scale project, Innovative Technology Experiences for Students and Teachers (ITEST), generated a large amount of data through programming that engaged both teachers and students. This article presents the third part to the study with focus on the Digital Platform and results from the student Symposium presentations. Part 1 focused on Underrepresented Minority (URM) student interest in STEM as motivated by the original project. Part 2 focused on URM student engagement with teachers to support students in teaching science through experiential learning and lessons that connect science to the real world, particularly through science in the New York Harbor. Moreover, the second part of the study focused on teacher engagement in the program, and what the researchers had learned in the process. The third aspect of the study, and primary focus on this paper, had found additional positive results cited by the teachers in the study both using the Digital Platform and after the project outcomes from the student Symposium presentations.
Zhenchen Li, Ahmad Johari Bin Sihes
Published: 23 October 2022
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n8p30

Abstract:
Problem-based Learning (PBL) is a student-centered teaching method with teachers as facilitators. In order to promote the mastery and implementation of PBL by primary school English teachers, this study is conducted to determine the knowledge and implementation level of the PBL, and compare the knowledge and implementation level of the PBL between English major and non-English major teachers. A total of 150 English teachers from public primary schools in urban areas of Neijiang City, Sichuan Province, China was involved in the study. The instrument used was an online questionnaire. The result from descriptive statistics and T-test showed that the knowledge and implementation level of PBL among primary school English teachers is high. Besides, there is no significant difference between English major and non-English major primary school English teachers in knowledge and implementation level of PBL. It was found that English major background has no effect on teachers’ knowledge and implementation level of PBL in primary school English reading class. Overall, this study explored the implementation of PBL among primary school English teachers in reading and promoted teachers’ attention to PBL, improved teachers’ ability to apply PBL, enhanced the English reading ability of primary school students, and promoted the reform and development of teaching methods.
Haroon Tawarah, Omar Musa Mahasneh, Walaa Al-Shuaybat
Published: 23 October 2022
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n8p43

Abstract:
The Coronavirus pandemic (COVID-19) has caused countries to resort to using distance education, as the study tried to uncover the factors that affect in the achievement of universal courses objective by using distance education during (COVID-19) pandemic. The researchers used the relational descriptive Methodology through the questionnaire Instrument. The questionnaire consisted of (24) items distributed on (6) factors (Effectiveness of Students, Effectiveness of faculty members, Methods of Distance Teaching, Motivation of Students, Availability of facilities and Achieving of course objectives). The study sample consisted of (1320) students from university colleges in Jordan, which were chosen by the Available sample method. The appropriate statistical analysis represented by the path analysis was found through the IBM SPSS Statistics. The results of the study showed the validity of the study hypotheses and that the specific factors (Effectiveness of Students, Effectiveness of faculty members, Methods of Distance Teaching, Motivation of Students and Availability of facilities) affect the Achieving of course objectives. According to the results of the research, the researchers recommended concerned universities in taking the factors found in the study to improve the effectiveness of distance education. Where the research contributes to supporting e-learning by developing it as a method of distance education and identifying the most important factors that affect its achievement of the objectives of the courses, especially in countries where the use of e-learning is considered a preliminary experience due to the Corona pandemic, which has not happened previously, and the state did not resort Jordanian to rely on him previously.
Eric Mendelson, Jody S. Piro
Published: 23 October 2022
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n8p13

Abstract:
Educators and researchers have long contemplated the most effective ways to provide feedback to students, to build sustainable feedback practices, and to establish feedback literacy. While a considerable amount of research, theory, and practical approaches exist to support the effect of formative feedback practices, less research exists on the impact of affective elements related to feedback. This study set out to explore pre-service teachers’ perceptions of a feedback intervention that included affective, formative, and data-driven aspects. A mixed-reality simulation environment was selected as the context for the study, and eight pre-service teachers performing in the simulation were selected as participants. This qualitative multicase study included three rounds of simulation observations, a feedback intervention, and interviews. Data were analyzed using a thematic analysis framework. Findings showed that the application of confirmation, empathy, and reciprocity in the feedback intervention prompted the development of helping relationships that promoted personal growth. Humanism became a useful framework for these emergent findings. In addition, findings included participants’ preferences for formative feedback over data-feedback, particularly formative feedback that introduced engaging language, purposeful organization, and details and examples. Lastly, findings revealed participants’ perceived personal growth in feedback literacy, especially in managing emotions and committing to the feedback process.
Norah Saleh Mohamed Al-Muqbil
Published: 23 October 2022
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n8p63

Abstract:
The study examined the impact of teaching a unit based on the Theory of Successful Intelligence and Augmented Reality in Biology on developing lateral thinking and science fiction among high school students in Al-Saih City, Saudi Arabia. To verify the research experience's effect, a quasi-experimental design, the "Lateral Thinking Test," and the "Science Fiction Scale" were used. The research sample included 34 experimental and 37 control students (all high school students). The research tool used to examine both groups' lateral thinking contains 24 questions on concepts, alternatives, linkages, and ideas. Science fiction skills include alertness, flexibility, imagery, daydreaming, retreating from reality, and sustaining direction. The results demonstrated a statistically significant difference (0.05) between the average scores of the experimental and control groups for each lateral thinking skill and the lateral thinking test as a whole, in favor of the experimental group. Also, teaching a unit based on the Theory of Successful Intelligence and Applications of Augmented Reality in biology helps develop lateral thinking and science fiction. The research advocated applying the notion of Successful Intelligence and Augmented reality in high school, based on the study's results, to improve educational outcomes such as "lateral thinking" and "science fiction".
Aneesa Mohammed Al-Rahbi, Abdo Mohammed Al-Mekhlafi, Thuwayba Al-Barwani, Ehab Omara
Published: 23 October 2022
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n8p79

Abstract:
This study aimed to explore the level of critical thinking skills integrated into the tasks of the Omani English language curriculum of young learners. The study implemented a content analysis checklist that was based on the six critical thinking skills which were agreed upon by a group of international critical thinking experts and declared in the Delphi Report that was published by the American Philosophical Association (APA). The two textbooks of grade four, second semester (4B) beside the Teacher’s Book, were utilized as the sample of this analysis. Results of the study showed a low level of critical thinking skills integrated into the tasks of these textbooks as these tasks made up only (35.55%) of all the tasks in the textbooks. In addition, the self-examination subskill was highly represented compared with the other critical thinking subskills (20. 81%). Moreover, results showed that four of the critical thinking subskills (detecting arguments, analyzing arguments, presenting arguments, and self-correction) were absent from the tasks of both textbooks. Based on these findings several implications were addressed.
He Taibo, Chen Liang
Published: 19 October 2022
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n7p7

Abstract:
As one of the channels to cultivate compound talents with innovative features, STEAM education, has attracted widespread attention from all walks of life. Engineering thinking, among the core qualities of STEAM education, has gained increasingly growing importance in the K12 stage. The main aim of the study is to analyze the training mode of children's engineering thinking with the concept of steam education. With "paper-cutting" as the theme of the teaching activity, this research selects 16 fourth-grade primary school students as the research objects and carries out three rounds of teaching activities under the framework of STEAM activities for the cultivation of engineering thinking capability. Through three rounds of iterations with the action research method, as well as the overall scoring table and the sub-item scoring table to conduct paired sample t-test on the data of the three rounds of the teaching process, it is found that STEAM education has a significant effect on improving children's engineering thinking capability.
Pan Junling, Li Xianyin
Published: 19 October 2022
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n7p15

Abstract:
The talent training orientation of these higher vocational colleges is no longer to cultivate research talents and general talents but to cultivate professional talents and professional talents. How to cultivate excellent professionals has become an important issue faced by higher vocational colleges after entering the new century. The talent training orientation of local higher vocational colleges is to train qualified basic education teachers, and professional and professional talents. Students studying in a higher vocational college should clarify their learning objectives, improve their learning investment, enhance their professional identity, master learning methods, and learn specialized knowledge and skills. Therefore, it is of both practical and theoretical significance to study the relationship between professional identity and the learning harvest of higher vocational students. Based on the analysis of the research results on learning input and professional performance at home and abroad, starting from the psychological and environmental levels of higher vocational students, this paper takes constructivist learning theory, self-identity theory, and ecosystem theory as the theoretical basis of the research. Through the analysis of the questionnaire survey results and combined with the interview survey, it is found that there is a positive correlation between professional identity and learning harvest, and learning input has an obvious intermediary role.
Jiaqin Guo, Wei Chen
Published: 19 October 2022
Journal of Curriculum and Teaching, Volume 11; https://doi.org/10.5430/jct.v11n7p1

Abstract:
Cultivating college students’ innovation ability is an important task of higher education. Innovation is regarded as the soul of a nation and the basic driving force of a country’s sustainable development. The purpose of the current study is to explore and examine the practical path of maker education mode on the improvement of the innovation ability of Chinese college students majoring in digital media art, as well as through the teaching strategy exploration and teaching method practice on the basis of the five stages of teaching mode of I-E-C-E-E including situational inspiration, architecture design, project creation, maker’s experience and demonstrating evaluation to conduct action research, summarize the practical application of maker teaching mode in the teaching of digital media art, and also to promote the development of the teaching mode of digital media art in application-oriented undergraduate colleges. The results of this study show that the experimental group is more desirable than the control group in creativity, practicability and technical characteristic.
Back to Top Top