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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the integration of surface electromyography (sEMG) technology into physical therapy education within the STEM framework. It highlights the benefits of incorporating sEMG technology in enhancing students' understanding of muscle function and control strategies. The article also addresses the challenges in implementing sEMG technology in educational settings, such as cost constraints and the need for technical expertise. Recommendations include interdisciplinary collaboration, innovative teaching methods, and the development of cost-effective alternatives to facilitate the integration of sEMG technology in physical therapy education. [Extracted from the article]

Oral biology is an important tool in clinical dental training. Therefore, a good understanding of oral biology is crucial for improving the outcomes of dental education. This study aims to assess dental students' perceptions of the relevance of oral biology in dentistry and investigate their attitudes toward learning and study approaches. We also investigated the acceptance of each teaching method and study resources. A Likert scale-based online questionnaire was administered to undergraduate dental students, dental interns and to a group of postgraduate dental students at the College of Dentistry, Umm AlQura university in the end of the academic year. Results and conclusion: The results indicated that most dental students consider oral biology relevant to dental education and clinical practice. Academic lectures appear to be the most favorable learning method for dental students, followed by practical sessions. Regarding preferred study resources, handouts appeared to be the most preferred, followed by online resources. Furthermore, it appears that students' preferences for teaching methods and study resources often vary according to their academic level; overall, it appears that students depend more on passive learning than active learning. [ABSTRACT FROM AUTHOR]

Computational thinking (CT), an essential competency for comprehending and addressing intricate issues in the digital world, has been incorporated into curriculum planning as a goal for programming education. This study introduced flow design into programming curricula to investigate its impact on undergraduates 'CT skills during pair work. Two types of flow design approaches, construct-by-self flow design (CBS-FD) and construct-on-scaffold flow design (COS-FD), were proposed to determine which approach better enhances students' CT skills. Seventy-six first-year undergraduates participated, including thirty in the CBS group and thirty-six in the COS group. Evaluations made from the results and processes of programming tasks were employed to describe computational performance and computational practices, respectively. Data gathered from CT skill surveys were thoroughly analyzed to gain a deeper understanding of computational perspectives. Our findings highlighted that COS-FD significantly improved participants' computational performance compared with CBS-FD. The COS groups fostered an engaging, sharing atmosphere, while CBS groups spent more energy on negotiating the manipulation of flow design. Moreover, both COS-FD and CBS-FD proved beneficial in enhancing participants' computational perspectives, with the COS groups better improving their algorithm thinking. The study presents valuable perspectives on the design and implementation of collaborative programming activities within curriculum education. [ABSTRACT FROM AUTHOR]

This essay details specific approaches to using the Smithsonian Institution's digital archives as tools for teaching with primary resources in American Studies and Native American and Indigenous Studies classrooms beyond the United States. The applications of these strategies are transferable across the humanities and social sciences. The article is based on my experience as a 2022–2023 "Teaching with Primary Resources" Fellow with the Smithsonian's Archives of American Art, an experience of intensive collaboration on course and assignment design with Smithsonian archivists, archival pedagogy experts, and former and current fellows. The article reflects on and presents as models the archive-based syllabus and corresponding assignments that I created as open access educational resources for the fellowship's capstone deliverables. Through these discussions, I highlight the challenges and payoffs of using digital archives as teaching tools abroad, hoping to provide guidance and motivation for educators who may be considering whether, why, and how they might introduce digital archives into their own pedagogy.1 [ABSTRACT FROM AUTHOR]

This study examines the relationship between the teaching strategies employed by Technology and Livelihood Education (TLE) teachers and the learning performance of Senior High School students in the Division of Valenzuela under the "New Normal" context. With the educational shifts due to the pandemic, this research aimed to identify the impact of different teaching methods such as entrepreneurial, contextualized, experiential, constructivist, and authentic approaches on student learning outcomes, including deep understanding, reasoning, skills, and product creation. The study utilized a quantitative research design, employing questionnaires distributed to 181 students and 24 teachers from selected high schools. Statistical tools, including Pearson's correlation and ANOVA, were used to determine the relationships and differences among the variables. The findings revealed a significant relationship between the teaching strategies of TLE teachers and the students' learning performance. However, no significant differences were found when the teaching strategies were grouped according to teachers' demographic profiles. Recommendations for enhancing TLE teaching strategies and addressing challenges like inadequate training and internet access were provided, emphasizing the need for continuous professional development and support for teachers. [ABSTRACT FROM AUTHOR]

This mixed-methods study explored teaching strategies that teachers in Miami-Dade County schools found most effective in supporting multilingual learners (MLs). Studies have reported that in-service teachers who interact with multilingual learners lack the preparedness to support their linguistic and learning needs. This research gathered data using a Qualtrics survey and semi-structured interviews to address the following questions: What types of teaching strategies do teachers find effective for improving the academic needs of multilingual learners? and b) What teaching strategies do teachers need to have to meet the needs of multilingual learners? Findings from this study identified two common themes which Miami-Dade County teachers implemented to enhance their student’s academic performances: In addition, seven Miami-Dade County teachers, trained with proper strategies, reported higher levels of self-efficacy and felt confident in their abilities to support multilingual learners in their classroom. However, participants in this study expressed a strong desire to have more practical professional development opportunities on pedagogical skills to embed in their classrooms. Further research is needed to explore how to implement practical professional development opportunities in school districts. [ABSTRACT FROM AUTHOR]

The additive approach to multilingualism followed in South African public schools complicate teaching and learning in English Home Language. Many non-native speaking learners underperform since they must learn in an unfamiliar language, which differs from theirs socially and culturally. Throughout the teaching and learning process, learners encounter diverse language challenges. Consequently, teachers play a crucial role in aiding learners to surmount these hurdles by offering both sufficient and effective feedback. Proficient feedback practices have the potential to bolster the self-regulation capabilities of non-native speakers and underperforming learners, thereby preparing them for a lifetime of learning. The aim of this study was to investigate the predominant types and levels of feedback utilized in the classrooms of intermediate phase teachers within English Home Language education, as well as how this feedback is employed to promote the development of learners' self-regulated learning skills. The empirical study was approached by means of a qualitative research design in the form of an instrumental case study. Observations and individual, semi-structured interviews were used to collect data from 15 purposively selected teachers from five different schools in the Ennerdale region in Gauteng, South Africa. The findings indicate that while there is some promotion of self-regulated learning skills, discrepancies exist between participants' perceptions of how their feedback practices foster these skills, as revealed in interview data, and their actual teaching methods. Participants predominantly employ traditional, transmission-based teaching approaches, demonstrating limited comprehension of the diverse self-regulated skills that could enhance academic achievement, particularly in English Home Language. Moreover, there is a deficiency in pedagogical knowledge regarding the application of these skills within their teaching practices. These findings suggest a misalignment between teachers' perceptions of their feedback practices and the actual implementation of these practices in promoting self-regulated learning skills among students in English Home Language education. The predominance of traditional teaching approaches and limited understanding of self-regulated learning skills among teachers highlight potential barriers to the effective cultivation of these skills in the classroom. This misalignment is significant as it indicates a gap between teachers' intentions and their instructional practices, which can hinder students' ability to develop essential self-regulated learning skills necessary for academic success. Furthermore, the deficiency in pedagogical knowledge regarding the application of these skills underscores the need for targeted professional development initiatives to support teachers in integrating effective feedback practices that promote self-regulated learning. Overall, these findings underscore the importance of aligning teachers' perceptions and practices with the promotion of self-regulated learning skills, particularly in the context of English Home Language education. Addressing these discrepancies through targeted interventions and professional development can ultimately enhance students' academic achievement and overall learning outcomes. [ABSTRACT FROM AUTHOR]

This study aimed to assess the level of writing performance of Maritime freshmen students and teachers' strategies in handling English 1 classes in the College of Maritime Education. The descriptive-correlational analysis method was used in this research. The respondents of the study were the bona fide Maritime freshmen students enrolled in Bachelor of Science in Maritime Transportation, Bachelor of Science in Marine Engineering in the University of the Visayas, and English teachers assigned in the College of Maritime Education handling English 1 classes. The instrument utilized in the study was a researcher made questionnaire. The study revealed that the in the utilization of various teaching strategies in writing skills, the use of graphic organizers got the highest rank, followed by blue printing, and then peer talk. The least as ranked by the faculty were timeline, story starter, and simulation of games. The study further revealed that the Maritime freshmen students' level of writing performance as to vocabulary, 97.01% was identified as poor; 0.25% was identified as excellent, good, and satisfactory; and 2.24% was identified as unsatisfactory. For the level of writing performance as to sentence construction, 25.12% was identified as excellent; 18.41% was identified as very good; 17.91% was identified as good; 18.66% was identified as satisfactory; 8.71% was identified as unsatisfactory; and 11.19% was identified as poor. For the level of writing performance as to paragraph development, 88.31% was identified as poor; 1.24% was identified as good; 5.72% was identified as satisfactory; and 4.73% was identified as unsatisfactory. Nevertheless, the final grade obtained in English 1 classes was 2.7 identified as fair; 8.96% of the respondents' final grade was very good; 38.81% obtained a final grade as good; 41.2% obtained a final grade as fair; and 10.95% obtained a final grade of passed. However, the correlation of writing performance and final grade showed insignificant relationship, hence, all hypotheses were not rejected. The facilitating factors that influenced the teaching of writing skills were teachers' commitment, administration support and student's interest in writing. While the hindering factors were classroom non-conducive for learning, mass admission, lack of administration support, and heavy teaching load. In view of the findings and conclusion of the study, a program design is recommended to enhance the writing performance of maritime freshmen students which is beneficial to both students in the College of Maritime Education and English teachers as well. [ABSTRACT FROM AUTHOR]

AbstractResearch and development of digital mathematics textbooks are increasingly conducted in various countries, and they have been proven to have a positive effect on students' mathematics outcomes. However, there is limited research analyzing the effect of digital mathematics textbooks on teacher-student interaction. This study examines the impact of digital mathematics textbooks compared to Traditional Multimedia Classrooms (TMCs) on teacher-student interactions in secondary school settings in China. Eight classroom sessions were analyzed using a modified version of the iFIAS behavior coding scheme, with 7126 interactions recorded and reviewed from classroom videos. The analysis focused on four interaction themes: teacher-student, student-student, teacher-technology, and student-technology. Results from the Lag Sequential Analysis (LSA) indicate that while TMCs primarily facilitate teacher-technology interactions using interactive whiteboards, classrooms with digital mathematics textbooks enhance student-centered interactions, including both student-student and student-technology. Although the quantity of teacher-student interactions did not increase with digital textbooks, the quality and diversity of these interactions improved, promoting a more student-centered learning environment. [ABSTRACT FROM AUTHOR]

Mathematics is a complex subject where different teaching strategies need to be considered and utilized to teach more engagingly. However, each student has a different level of intellectual capacity some can learn fast, and some take time to internalize the topic. This study investigates the lived experiences of the students towards different strategies in teaching mathematics. The study used a qualitative methodology that utilizes Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) anchored on the Modified Van Kaam Approach popularized by Moustakas. The participants in this study were chosen using purposive sampling with inclusion criteria. The researchers conducted face-to-face interviews with ten BSED-Math students who are studying at Cebu Technological University which led to the following themes (1) The Pessimist, (2) The Optimist, (3) The Self-Directed, (4) The Discomfort, and (5) The Teachers' Criticizers. These themes emphasized the experiences and the unbearable pain of the students. It is advised to take the participants' degree of intelligence into account when planning how the teacher will present the lesson and by soliciting and taking into account the students' feedback both during and after the discussion as the class as a whole will benefit from smooth learning transitions. [ABSTRACT FROM AUTHOR]

Critical thinking is essential in academia and the workforce. Although writing can be used as a pedagogical tool for fostering deeper subject matter understanding, increased retention, and critical thinking, relatively few science courses are writing based. This writing-based introductory science course provided an opportunity for students to learn biology content through writing while also developing critical thinking skills. In this undergraduate introductory biology course, a learning progression framework was applied to writing assignments in order to promote critical thinking. Early course assignments focused on lower-order critical thinking, including information gathering and concept connecting activities, and served as the foundation for writing an evaluative research paper (REP) that required the application and analysis of biology content knowledge within different contexts. Based on the analysis of REP assignments using standardized criteria for assessing critical thinking, students were found to significantly increase their ability to demonstrate critical thinking. Students also became more aware of their critical thinking development, made stronger connections between concepts and applications in other contexts, and displayed measurable increases in critical thinking from their first to final drafts of their papers. [ABSTRACT FROM AUTHOR]

Despite the rapid increase of students' enrolment in online courses, higher education institutions in Malaysia face the problem of high dropout rates of students before completing their studies and earning a degree. With a view to addressing the issue, this study focused on critical factors to evaluate the effectiveness of distance learning systems using the criteria of course satisfaction and perceived learning. Further, this study developed a research model that integrated Transactional Distance Theory, Social Presence Theory and the Online Interaction Learning Model to facilitate student satisfaction with online courses. Three hundred and three usable online questionnaires were collected from respondents at Universiti Kebangsaan Malaysia (UKM) and Universiti Putra Malaysia (UPM). The data were analysed using SPSS and Amos version 22. Results supported all direct relationships between motivation, self-efficacy, self-regulated learning, instructor immediacy behaviour, perceived learning and course satisfaction. Interestingly, perceived learning fully mediated motivation, self-efficacy, and self-regulated learning. Findings from this study on the determinants of course satisfaction do provide guidelines to institutions on significant factors to prioritise when establishing an online learning system. [ABSTRACT FROM AUTHOR]

This study aimed to determine the role of modern teaching strategies or methods used by teachers of existing times to deepen critical thinking among students by using different means and resources in the classroom and outside the classroom as well, resulting in shaping up their thoughts by giving them directions and scaffolding them through teaching strategies to conceptualize knowledge by analysing it critically. However, in recent years it has been seen that teachers and educationists in Pakistan are using various modern practices to design their lesson plans to incorporate critical thinking in students and boost their mental skills for superior growth and development. This study is intended to determine contemporary teaching techniques to provide understanding to students of the 21st century to heighten their reasoning capabilities. The data was collected through interviews from primary school teachers, working in different schools and teaching different subjects. Interviews were conducted as open-ended questions from 6 experienced teachers to inquire about the strategies the teachers opt for in their classrooms fostering critical thinking. This study suggests that modern teaching practices, methods and strategies are linked to regulate critical thinking skills in students which amplifies their overall academic and educational performance. [ABSTRACT FROM AUTHOR]

In education, adapting teaching methods to students' learning styles is a fundamental concern for improving academic performance. This study investigates the importance of identifying and adjusting teaching practices to students' learning styles to optimize academic outcomes. The data collected, both through online teacher questionnaires and literature review, highlight that adapting to individual student preferences can significantly improve academic performance. Teachers recognize that tailoring teaching methods to prevailing learning styles contributes to student success, emphasizing the need to understand the diversity of learning styles in the educational process. These findings underscore the importance of adapting the learning process to the individual needs of students to improve academic performance. [ABSTRACT FROM AUTHOR]

Introduction: The purpose of the study was to identify effective teaching strategies to bridge the gap between theory-based and practical-based approaches to teaching a history curriculum. Methods: A qualitative exploratory case study was used. Twenty educators who taught history in K-12 classrooms participated in the study. Semi-structured interviews and document analysis served as data sources. Results: The findings indicated that History is better taught by actively engaging students. Innovative activities integrated with traditional methods to activate engagement and promote historical skills. Discussion: The key to making history come alive is using multiple teaching strategies. The strategies to bridge theory to practical application include engagement, innovative teaching, and authentic teaching. Limitations: It was difficult for some participants to commit to the scheduled interview. Conclusions: The content of the study may be used as a reference for practitioners to reflect on current teaching practices and developed strategies to implement in a history lesson or other content areas. [ABSTRACT FROM AUTHOR]

This study analysed the content of 30 in-service primary school music teachers' lesson plans for mobile music creation during a 5-week professional development course from 2019 to 2022 in Hong Kong. During the course, the teachers were taught by the researcher on how to use the mobile application GarageBand in their instructional design for classroom music teaching. Various mobile learning pedagogies were discussed during the course to facilitate listening, performing and creating in music teaching and learning. As a learning outcome of this course, the teachers were asked to upload their lesson plans to the Knowledge Transfer website to exchange ideas for further discussion and professional sharing with other in-service teachers from their respective schools. The purpose of this study was to provide an analysis of their teaching plans based on previously published research on mobile learning and motivation. This study aimed to a) deepen the understanding of music lessons in mobile music creation, and b) analysing the lesson plans and suggesting how different teaching strategies and approaches can be used in classroom teaching. Based on the results of the study, a pedagogical model is proposed as a reference point for knowledge exchange in the research and practice of music education. [ABSTRACT FROM AUTHOR]

Statement of the problem: The concentration of medical students in the classroom is important in promoting their mastery of knowledge. Multiple teaching characteristics, such as speaking speed, voice volume, and question use, are confirmed to be influential factors. Purpose: This research aims to analyze how teachers' linguistic characteristics affect medical students' classroom concentration based on a speech recognition toolkit and face recognition technology. Materials and methods: A speech recognition toolkit, WeNet, is used to recognize sentences during lectures in this study. Face recognition technology (FRT) is used to detect students' concentration in class. The study involved 80 undergraduate students majoring in stomatology. The classroom videos of 5 class hours in the dental anatomy course were collected in October 2022. A quantitative research methodology is used in this study. Pearson correlation, Spearman correlation and multiple linear regression analyses were used to analyze the impact of time and teachers' linguistic characteristics on students' concentration. Results: As a result of regression analysis, the explanatory power of the effect of the linguistic characteristics was 7.09% (F = 83.82, P < 0.001), with time, volume and question being significant influencing factors (P < 0.01). The local polynomial smooth of the scatter between the concentration degree and the use of questions with time appears to fluctuate cyclically and suggests a potential inverse relationship between the use of questions and the concentration degree. Conclusions: The results of this study support the significant positive influence of volume and questioning technique, the negative influence of time, and the insignificant influence of speaking speed and the interval between sentences on students' concentration. This study also suggested that teachers may adjust their questioning frequency based on their observation of students' concentration. [ABSTRACT FROM AUTHOR]

The interest in blended synchronous learning environments has increased dramatically since the COVID-19 pandemic. However, a key challenge is how to simultaneously encourage online and onsite student participation. Response systems have been found to stimulate student participation in classroom and online education settings. This study investigates how online and onsite students participate in blended synchronous seminars where a response system is being used. The data comprises observations of blended synchronous seminars, students' written reflections, and student interviews, all of which were thematically analyzed. It was found that using a response system encouraged online and onsite students to participate in various ways. Although online students mostly remained quiet, they perceived to engage through listening and thinking, participating in the seminars by absorbing information, and interacting with the content displayed via the response system. The onsite students participated vocally and more spontaneously. All students participated in written, anonymous, and game-based modes, suggesting that there were different and complementary ways for students to participate when using a response system, which extended beyond merely talking or chatting. Notably, most students perceived the response system crucial to their participation in the blended synchronous seminars. The findings underscore the importance of encouraging student participation in blended synchronous learning environments, highlighting response systems as effective tools to encourage onsite and, particularly, online student participation. [ABSTRACT FROM AUTHOR]

This study explored the practices of Grade 3 teachers in Cataingan East District, employing an Explanatory-Sequential Study design to identify strategies, assess efficacy, address challenges, and determine support needs. Quantitative analysis scrutinized socio-demographic profiles, teaching strategies, and effectiveness perceptions, while qualitative inquiry through thematic analysis delved into challenges and support mechanisms. Participants included 21 elementary teachers from Cataingan East District, predominantly female, married, and experienced, representing diverse backgrounds. Commonly used strategies such as Vocabulary Instruction and Interactive Read-Aloud were identified, with potential enhancements suggested for areas like Literature Circles. Phonics Instruction emerged as highly effective. Challenges included student reading levels, learning styles, resource scarcity, waning student interest, and parental involvement. Teachers articulated requisites for enhanced literacy instruction, including conducive environments, tutoring support, parental involvement, ongoing training, ample resources, and mentorship opportunities. Recommendations emphasized supporting teacher professional development, fostering collaborative instructional approaches, ensuring sustained support and resource availability, developing targeted interventions, and nurturing a supportive teaching environment. These insights advocated tailored initiatives aimed at empowering Grade 3 teachers, optimizing teaching practices, and addressing systemic challenges in literacy instruction, ultimately fostering student success and promoting holistic educational development. [ABSTRACT FROM AUTHOR]

Purpose: Teaching Games for Understanding (TGfU) has received positive support. However, implementing TGfU-based physical education (PE) can reveal notable differences between urban and rural contexts depending on the prevailing cultural capital. This study aimed to explore the differences in TGfU-based PE between one urban and one rural primary school from the perspective of cultural capital.Method: The participants were 44 fifth-graders from one urban and one rural primary school. Twenty TGfU-based PE sessions were conducted over a 10-week period. Participatory observation and semistructured interviews were employed to collect the data.Findings: The differences observed in TGfU-based PE between these urban and rural primary schools included disparities in the acceptance of TGfU, (2) adaptation to the changing game rules in TGfU, and (3) volleyball skills and game performance.Discussion/Conclusion: Urban–rural differences were discerned in the implementation of TGfU-based PE as the resources in the rural school might be limited. Given the relatively constrained cultural capital and environmental resources at the rural primary school, the adoption of TGfU-based PEs might necessitate tailored strategies for rural contexts. The findings of this research may serve as a reference for PE teachers in TGfU-based PE lesson planning. [ABSTRACT FROM AUTHOR]

Background: Effective communication in education employs diverse methods, with hologram technology representing teaching staff. Holograms, using different character realism levels, aim to sustain student interest and motivation. This study explores whether student valence, influenced by hologram tutor character appearance, significantly mediates the relationship between character realism and emotions in student learning. Objectives: The study aimed to determine whether valence acts as a significant mediator in the relationship between the appearance designs of three hologram tutor characters and students' overall enjoyment in learning. Methods: We employed a quasi‐experimental design for this study to examine the relationship between hologram tutors and their effectiveness across three different levels of character realism. A total of 90 higher education institute students participated in the research. The data collection process utilised the Self‐Assessment Manikin (SAM) and the Achievement Emotion Questionnaire (AEQ) questionnaire sets. Regression analysis, following Baron and Kenny (1986) model, was applied to test and analyse whether students' enjoyment attributed to the hologram tutor's character design acted as a significant mediator. Results: The findings surprisingly revealed no significant mediating effect when employing an appropriate hologram tutor character appearance. There was no statistically significant regression observed in the relationship between hologram tutor appearance and overall learning enjoyment. Notably, the enjoyment mean scores for all character designs were within the positive emotions range. Conclusion: In conclusion, the enjoyment experienced by students due to the hologram tutor's character design does not emerge as a significant mediator in the relationship between the level of realism of the hologram tutor and the emotional responses in student learning. The contributing factors influencing this finding are elaborated upon in the subsequent discussion. Implications: This study brings novel insights to the use of hologram tutor character appearance, aiming to enhance valence and emotional engagement in student learning experiences. The findings contribute to understanding effective strategies for utilising hologram technology in education. Lay Description: What is already known about this topic?: Hologram technology is increasingly utilised in education as a means of enhancing teaching and learning experiences.Previous research has shown that hologram tutors, representing teaching staff, have the potential to positively impact student engagement and motivation in learning.The level of realism in hologram tutor character appearance can influence students' emotional responses during learning sessions. What this paper adds?: This study investigates the role of valence, influenced by hologram tutor character appearance, as a potential mediator between character realism and student enjoyment in learning.Contrary to expectations, the findings suggest that valence stimulated by hologram tutor appearance does not significantly mediate the relationship between character realism and student enjoyment.The study provides insights into the complexities of designing effective hologram tutor experiences and highlights the importance of considering various design elements beyond mere replication of human figures. Implications for practice: Educators and designers should carefully consider the design elements of hologram tutors, including character appearance and interactive features, to optimise their effectiveness in enhancing student learning experiences.The findings suggest that the use of well‐designed 3D human cartoon characters and human‐robot characters could be beneficial in developing hologram tutor media.Further research is needed to explore additional factors, such as facial expressions and delivery style that may influence student enjoyment and engagement with hologram tutors. [ABSTRACT FROM AUTHOR]

This paper analyzes the textual and graphic discursive keys of two non-fiction picture books focused on nature from the award-winning collection "Los ciclos del universo", by Zahori Books. Infinito (2020) and Opposites (2021) present similar proposals that allow cognitive and emotional factors. This proposal develops a case study of a didactic intervention that combines dialogue strategies (Tough, 1976) with active methodologies strategies (Goodwin et al., 2019) to promote sustainable literary and environmental education in line with the Agenda 2030 and the SDGs facilitating both cognitive and emotional responses. This research also constitutes a cycle of broader research, which included a previous study (Cristóbal and Sanjuán, 2023) and which is being continued during the year 2024 with a mixed methodology research in two classrooms with two others later books from the same collection. This cycle has allowed us to confirm the adequacy of these works both from a cognitive and emotional point of view. Likewise, a progressive assimilation, both cognitive and emotional, has been observed and an improvement in the response between the two phases of this proposal when it comes to differentiating between facts, questions, feelings and personal connections. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching online poses unique challenges for keeping participants engaged. To enhance the effectiveness of virtual childbirth education, this article explores how active learning techniques can guide the design of online prenatal classes. Active learning involves encouraging class participants to process and engage with ideas as the instructor presents them in class, rather than just hearing about concepts through lectures. This article draws from pedagogical literature on active learning and applies its key components to the needs of childbirth instructors in an online setting. Specific recommendations for activities to involve participants and create lasting learning are also provided for synchronous online classes. [ABSTRACT FROM AUTHOR]

The aim of this clinical article is to provide perinatal educators with strategies on integrating content on consensual nonmonogamy (CNM) and parenthood into their perinatal education practice. The strategies are based on both authors' research programs and clinical practices. The article is divided into six sections: an overview of CNM and parenthood, perinatal education and CNM, perinatal educators' preparation for this integration, the three guiding principles underlying this integration, the nine strategies to adapt perinatal education for CNM and parenthood, and getting support and collaboration from different levels of associations for a successful integration curriculum outcome. Acknowledging and including all partners and family members in CNM-related perinatal education programs are part of providing inclusive and comprehensive education. [ABSTRACT FROM AUTHOR]

This study utilized a qualitative research design to investigate the teaching strategies employed by special education teachers within inclusive classrooms. Adopting a phenomenological approach, the research aimed to explore these educators' lived experiences and perspectives, focusing on how their strategies fostered inclusive environments. This study explored the experiences of special education (SPED) teachers in inclusive classrooms, revealing their efforts to address diverse learning needs through personalized education plans and differentiated instructional strategies. Despite facing challenges like insufficient resources, stakeholder resistance, and lack of support, SPED teachers employed coping mechanisms such as individualized education plans (IEPs), multisensory teaching methods, and assistive technology to enhance student accessibility and outcomes. Collaboration with professionals and parents, along with continuous professional development, proved crucial for comprehensive support. Their lived experiences demonstrated a strong commitment to fostering inclusive, empathetic, and respectful classroom communities, underscoring the importance of adequate resources, stakeholder support, and ongoing training to overcome barriers and improve educational experiences for students with disabilities. [ABSTRACT FROM AUTHOR]

Oral biology is an important tool in clinical dental training. Therefore, a good understanding of oral biology is crucial for improving the outcomes of dental education. This study aims to assess dental students’ perceptions of the relevance of oral biology in dentistry and investigate their attitudes toward learning and study approaches. We also investigated the acceptance of each teaching method and study resources. Materials and methods: A Likert scale-based online questionnaire was administered to undergraduate dental students, dental interns and to a group of postgraduate dental students at the College of Dentistry, Umm AlQura university in the end of the academic year.Results and conclusion:The results indicated that most dental students consider oral biology relevant to dental education and clinical practice. Academic lectures appear to be the most favorable learning method for dental students, followed by practical sessions. Regarding preferred study resources, handouts appeared to be the most preferred, followed by online resources. Furthermore, it appears that students’ preferences for teaching methods and study resources often vary according to their academic level; overall, it appears that students depend more on passive learning than active learning.

Background: The current curriculum for Norwegian primary and early secondary schools (grades 1–10) encourages teachers to work in an interdisciplinary environment. Purpose: This study examines how interdisciplinary peer teaching contributes to learning for university students in teacher education and bachelor’s degrees in sport science. Methodology/Approach: The peer teaching consisted of outdoor life students teaching the food and health students, and food and health students teaching the outdoor life students, during a one-day session. All students (47 in total) were organized into small interdisciplinary groups. Qualitative data was gathered in the form of an open-ended question immediately after the peer teaching, and three retrospective interviews one year later. The data analysis was thematic. Findings/Conclusions: The study showed the importance of learning in nature. Students reported improved learning of the subject they themselves taught and also experiencing the use of multiple teaching strategies when teaching. Students also learned from being taught. Implications: The study shows that interdisciplinary peer teaching is a valuable educational method in the subjects of food and health and outdoor life, and is useful for future professional practice.

Effective teaching and learning of speaking skills are vital for achieving proficiency in any language, particularly in Arabic, where precise verbal communication is essential. This study investigates the design, implementation, and evaluation of Arabic speaking skills instruction at Institut Agama Islam Negeri Metro, aiming to identify best practices and areas for improvement. The research addresses three key questions: how lecturers prepare and comprehend their teaching plans, the effectiveness of various learning designs and strategies, and the challenges students encounter in mastering speaking skills. A qualitative approach was employed, involving interviews with lecturers and observations of speaking classes. The data analysis technique was a qualitative data analysis technique from Miles and Huberman include condensation, display, and verification for conclusion. Findings indicate significant variability in lecturer preparation, with some relying heavily on curriculum materials and others primarily on the syllabus, leading to discrepancies in instructional quality. The design of learning plans also varies, with proactive and reactive approaches affecting the coherence of the teaching process. In implementation, inconsistencies were found in the use of multimedia resources and the emphasis on practical speaking activities, resulting in gaps in student engagement and practice opportunities. Challenges faced by students, particularly in vocabulary and fluency, highlight the need for a more integrative teaching approach that combines grammar, vocabulary, and real-life communication tasks. The study concludes that improving Arabic speaking skills instruction at Institut Agama Islam Negeri Metro requires enhanced lecturer preparation, diverse teaching methods, and more effective assessment strategies. Addressing these issues could significantly improve instructional quality and student outcomes in Arabic language proficiency.

Abstract Statement of the problem The concentration of medical students in the classroom is important in promoting their mastery of knowledge. Multiple teaching characteristics, such as speaking speed, voice volume, and question use, are confirmed to be influential factors. Purpose This research aims to analyze how teachers’ linguistic characteristics affect medical students’ classroom concentration based on a speech recognition toolkit and face recognition technology. Materials and methods A speech recognition toolkit, WeNet, is used to recognize sentences during lectures in this study. Face recognition technology (FRT) is used to detect students’ concentration in class. The study involved 80 undergraduate students majoring in stomatology. The classroom videos of 5 class hours in the dental anatomy course were collected in October 2022. A quantitative research methodology is used in this study. Pearson correlation, Spearman correlation and multiple linear regression analyses were used to analyze the impact of time and teachers’ linguistic characteristics on students’ concentration. Results As a result of regression analysis, the explanatory power of the effect of the linguistic characteristics was 7.09% (F = 83.82, P

English is evolving into a lingua franca, reflecting its capabilities in global communication. Educators are challenged to prepare students for this linguistic landscape. The ELF teaching component facilitates effective cross-cultural communication, which is essential in today's interconnected world. This study aims to explore the implementation and pre-service teachers' perceptions of English as a Lingua Franca (ELF) and provide insights for Indonesian teacher preparation programs and curriculum development. The research design used mixed methods, with questionnaires and interviews as research instruments, and involved 64 pre-service English teachers in Indonesia. Convenience sampling was used to collect quantitative data. Google Form responses from the participants were taken for data analysis and tabulation. Descriptive statistics were conducted on the data using the Statistical Package for the Social Sciences (SPSS v. 20). The results show the importance of improving pre-service teachers' understanding and implementation of ELF teaching practices in Indonesia. They need assistance in implementing ELF-based teaching approaches. Recommendations are given to incorporate ELF more effectively into the curriculum and teacher training to support the development of their teaching skills. Therefore, ELF teaching not only influences English language teaching but also plays an essential role in preparing students to communicate in a multilingual global context. Through better understanding and implementation of ELF teaching practices, teachers can help students develop critical cross-cultural communication skills.

The research aims to determine Web 2.0 tools usage levels of teachers teaching at preschool, primary and secondary school levels, in terms of school levels and educational backgrounds, and to reveal the possible relationship between teachers' use of Web 2.0 tools and their self-efficacy levels. The study comprised 203 instructors from Zonguldak province with various education levels and teaching at various school levels. The data in this study was collected through “Competency in Using Web 2.0 Tools" and "Teachers' Self-Efficacy Perceptions" scales. Correlation and two-factor ANOVA analyses were used to determine the outcomes after verifying the data's normal distribution and the scales' fit indices. According to the study's findings, scores on the "Web 2.0 Tools Usage Competency Scale" were higher in favor of teachers with a master's degree. It was concluded that teachers' usage levels of Web 2.0 tools were significantly related to classroom management, one of the sub-dimensions of the teachers' self-efficacy perception scale, and their educational level, one of the demographic characteristics of the teachers. Furthermore, when the self-efficacy measure sub-dimensions were examined, it can be concluded that teachers' levels of the use of Web 2.0 tools did not differ significantly by school level or educational level, but they did differ significantly in terms of classroom management. The research findings also offer suggestions.

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey.

Background Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context. Methods We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor. Results A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies. Conclusions This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.

Background We conducted an overview of systematic reviews about the effects of teaching strategies that can be used to teach primary and secondary school students to think critically. Our objective was to inform decisions about what teaching strategies to use in resources that we developed to teach critical thinking about health in secondary schools. Methods We mapped characteristics of systematic reviews of teaching strategies and summarised findings from the most relevant reviews to teaching students to think critically about health. We included reviews that assessed the effects of teaching strategies that could potentially be used in primary or secondary schools to teach students to think critically, had a Methods section with explicit selection criteria, reported at least one outcome measure of the ability to undertake one of four basic types of cognitive tasks (memory, procedural, comprehension, or opinion), and were published after 1999. Results We included 326 systematic reviews. The reviews evaluated a wide range of teaching strategies for a variety of purposes. Important limitations of the reviews included not considering adverse effects (99% of the reviews), not assessing the risk of bias for included studies (93% of the reviews), and not assessing the credibility of subgroup effects (100% of the reviews). We summarised the findings for 37 teaching strategies that we considered most relevant. The certainty of the evidence of the effects varied from very low to moderate. We used 12 of the strategies in resources that we developed to teach secondary students to think critically about health. Conclusions A tremendous amount of work has gone into evaluating the effects of a wide range of teaching strategies. The results of this research can inform decisions about how to teach critical thinking and future research. However, well-designed, up-to-date systematic reviews are still needed for many teaching strategies.

AbstractAimsMethodsResultsConclusionsTo describe the teaching strategies that physiotherapists currently employ in individual therapy sessions for children with DCD using the OPTIMAL theory for motor learning as a framework, focused on (1) autonomy (supporting autonomy vs. therapist-controlled), (2) expectancies (enhancing vs. lowering expectancies), and (3) attention (promoting an internal vs. an external focus of attention).Eighteen physiotherapy sessions were videotaped and analyzed with Noldus The Observer XT using the OPTIMAL Strategies Observational Tool (OSOT). Relative duration (% of session time) and frequency were extracted for teaching strategies related to autonomy, expectancies, and attention.Physiotherapists mostly applied strategies to support autonomy and enhance expectancies in contrast to therapist-controlled strategies, and lowering expectancies. Strategies to promote either an internal or an external focus of attention were used to a similar extent. Furthermore, strategies were frequently combined; physiotherapists often employed more than one teaching strategy at a time.The insight into current physiotherapy teaching practice that this study provides can help inform research and application regarding effective motor teaching for children with DCD. Follow up studies are needed to further investigate how child and task characteristics influence teaching strategy employment and to examine physiotherapists’ reasoning behind their choice of strategies. [ABSTRACT FROM AUTHOR]

AbstractThere is a need to determine the teaching strategies of Criminology Instructors and the basic competencies learned by the students. This paper explores the teaching strategies of the faculty members of the Criminology Department and the basic competencies acquired by graduates as a result of the teaching strategies. The study used both the quantitative and the qualitative research designs where survey questionnaires and interview were used to gather data among 190 respondents. The results suggest a link between the teaching strategies utilized by the Criminology Department faculty at MPSPC and the transferable skills acquired by the graduates during their college years. It demonstrates that faculty members and the institution are preparing their students to be competitive through the transfer of knowledge and skills. As evidenced by the graduates’ ability to acquire fundamental competencies, the majority of the teaching strategies employed by faculty members are outcomes-oriented. [ABSTRACT FROM AUTHOR]

Currently, improving student learning in topics related to social studies represents a challenge for educators. However, it is evident in many cases that the necessary conditions for the effective development of skills, abilities, and creativity do not exist. Taking into account the above, the present research aims to develop a methodology that implements didactic strategies with the use of digital resources to improve the learning of social studies in children in the eighth year of Basic General Education. The research was carried out through a mixed-type development study, combining qualitative and quantitative approaches of a pre-experimental type. 32 eighth-grade students from the El Playón Educational Unit participated in the implementation. The study analyzed how the integration of technology in the classroom can improve the understanding and retention of key concepts in this subject. The results suggest that didactic strategies with digital resources increased student interest, allowed the exploration of content in an interactive way, and promoted meaningful learning. In conclusion, the methodology developed for the implementation of didactic strategies using digital resources to improve the learning of Social Studies in eighthgrade students of General Basic Education included five key stages:1)Diagnosis and training, where the technological needs of teachers were assessed, and the learning styles of the students were identified; 2)Selection, evaluation, and adaptation of digital resources, ensuring that the resources were tailored to the specific characteristics of the students;3)Selection of didactic strategies, designing activities based on learning styles and subject content;4)Implementation, ensuring access to technology in classrooms and overcoming access limitations; and 5)Evaluation and analysis of results, measuring the impact on learning and adjusting the methodology according to the results obtained. [ABSTRACT FROM AUTHOR]

This study offered a literature of Physical Education (PE) strategies employed in the United States, China, and Nigeria, shedding light on diverse approaches influenced by unique cultural, societal, and governmental factors. In the United States, a flexible and inclusive PE curriculum prioritizes student engagement and lifelong physical activity through diverse activities and personalized instruction. Conversely, China's structured PE programs emphasize discipline, physical fitness, and early talent identification, supported by robust government policies. Nigeria's PE teaching strategies integrate cultural relevance, community involvement, and adaptive resource utilization to promote physical activity despite resource constraints. Through cross-cultural learning and recommendations for government investment, teacher training, community engagement, and health education integration, stakeholders can enhance PE programs globally, fostering physical activity, sports participation, and overall well-being among students. [ABSTRACT FROM AUTHOR]

Due to the COVID-19 pandemic, Biology Teaching Assistants (TAs) were tasked with transitioning and adapting their instruction to an online environment by quickly implementing Emergency Remote Teaching (ERT) practices. Effective online and in-person teaching requires student-centered approaches to support undergraduate student learning. Using interviews and the Approaches to Teaching Inventory (ATI), a case study was conducted to explore the impact on TAs approaches to teaching during the transition to an online emergency remote environment, and to identify areas where TAs need further support through Teaching Professional Development (TPD). The findings revealed themes regarding challenges in the ERT context, such as decreased active learning opportunities, decreased office hours attendance, decreased student engagement, and more time spent on teaching tasks. Our work provides educational researchers and practitioners with key aspects that can improve TPD for online teaching and learning. [ABSTRACT FROM AUTHOR]

Teaching science and biology to deaf students requires overcoming challenges to ensure equitable access to scientific knowledge. Therefore, the creation of accessible teaching materials, combined with stimulation, critical thinking and active participation is essential for teaching to be enriching. The main objective of this review was to discuss the effectiveness of serious games, present in the adapted materials, in promoting the learning of science and biology by deaf students. The review brings a compilation of research aimed at practical and transformative instructions in the inclusive educational area, with a view to teaching science and biology. The research revealed that the use of serious games and adapted game elements is a promising strategy for engaging and motivating deaf students in science and biology classes. [ABSTRACT FROM AUTHOR]

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

Developments in cognitive psychology have advanced our understanding of human learning and yielded practical implications for improving learning. The studies reported in this special section offer contributions to both theory and practice, especially in the area of learning strategies. Although translating a given research finding into educational practice is not straightforward, the articles in the special section provide suggestions for strategies that students and teachers should have in their repertoire. [ABSTRACT FROM AUTHOR]

Massive waste generation linked to overconsumption is considered one of the most significant socio-ecological issues today, becoming a challenge for health and well-being and a barrier to achieving sustainability. Education is key to raising awareness and involving citizens in the adoption of responsible consumption habits, facilitating the recognition of the relationship between our daily activities and the production of waste. The aim of this exploratory study is to analyse the perceptions and commitments of future secondary school teachers (FTs) toward this issue and to explore the educational approaches they propose to address it in the classroom (n = 138). In this work, a mixed-methods approach was used based on quantitative and qualitative data collected through a questionnaire. The results show that FTs have difficulties in recognising the different factors involved in the problem of massive waste generation. However, they incorporate the health and ecological vision, which is close to the holistic vision of the One Health approach. The majority of them take personal responsibility for the problem, although they opt for low-effort options. Regarding the educational proposals they design, only a minority can do it following a commitment-oriented approach. [ABSTRACT FROM AUTHOR]

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

The study aims to explore inadequate pedagogical training for higher education and strategies that could enhance effective teaching. The study adopted a constructivist paradigm and qualitative research design as it is qualitative in nature. Bandura's social cognitive theory forms the basis for the study. The theory holds that learning occurs in a social context, interacts with the surroundings and actions, and applies the already stored schemata to acquire new knowledge. Data were generated from the critical review of the relevant literature. It was interpreted and analyzed thematically following Castle and Amanda's five steps of thematic analysis. The results showed inadequate funding and wrong assumptions about the teaching abilities of lecturers with advanced degrees. In addition, there is also a lack of formal training programs, which contributes to the poor state of teacher training. The study revealed that enough funding and transparent lecturers' pedagogical training structures can enhance lecturers' teaching abilities. The study concludes that teacher training for higher education is insufficient. However, proper financial support for relevant and effective teacher training programmes could improve lecturers' teaching skills and thus better students' performance. The study recommends that all lecturers in higher education should go under formal teacher training. Universities should also source funds to enhance formal teacher training for novice lecturers. There should be frequent refresher courses on the latest teaching methods for gurus already in the field. [ABSTRACT FROM AUTHOR]