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"teaching-learning activities"
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A living classroom : ideas for student creativity and community service
\"Teaching methods and ideas to promote service learning\"-- Provided by publisher.
Book
Teachers' and students' perceptions of teaching-learning activities used in secondary school biology classrooms: a comparative study
The quality of education provided to students is closely related to teacher professional knowledge and teaching-learning activities used in classrooms. Teachers' and students' perceptions of teaching-learning activities used in their classrooms may influence and give insight into educational quality. This study compared 40 teachers' and 469 students' perceptions about teaching-learning activities used in biology classrooms. The participants were selected from eight Zambian secondary schools, and data were collected using paper-based Likert-scale surveys. Data were analysed using the statistical package for the social sciences (SPSS) to compute frequencies and Chi-square tests. The results revealed that teachers had more positive perceptions than students for all teaching-learning activities indicators. Furthermore, the perceptual differences between teachers and students were statistically significant for most (65%) of the teaching-learning activities. The results also revealed that the participants' perceptions of teaching-learning activities in the components 'making biology teaching-learning easy' and 'assessment strategies' were negative. The implications of these findings for teaching and learning were discussed. The study recommends exploring the reasons behind the participants' perceptions through data from actual classroom observations. The study also recommends supporting teachers' enactment of teaching-learning activities related to the categories 'making biology teaching-learning easy' and 'assessment strategies'.
Journal Article
Building stronger ties: how constructive alignment boosts civil–military collaboration in crisis management exercises
Purpose Sweden’s accession to NATO on 7th March 2024, amid heightened regional threats and hybrid security challenges, underscores the growing importance of civil–military collaboration in strengthening total defense and comprehensive emergency preparedness. This study evaluates whether an enhanced constructive alignment model, integrating context support from Edmondson’s team learning theory, can offer a systematic and pedagogically grounded framework for analyzing and improving civil–military collaboration exercises. Design/methodology/approach A qualitative case study was conducted during a civil–military exercise at a Swedish air base in June 2024. Data from participant observations were analyzed using the enhanced constructive alignment model, focusing on the alignment of intended learning outcomes, teaching and learning activities, task assessment and context support. Findings The model effectively guided the design and evaluation of the exercise. Stronger alignment and contextual support improved learning. Key success factors included clear objectives, structured leadership, legal expertise and a shared decision-making method. Research limitations/implications The absence of formal task assessment limits quantitative evaluation. Sole reliance on observation may restrict insight into individual experiences. Future studies should incorporate interviews. Practical implications The model offers a pedagogical structure for designing civil–military exercises. It supports readiness through coherent teams, legal integration and structured decision-making, suitable for complex emergency scenarios. Social implications Improved civil–military collaboration strengthens societal resilience and democratic legitimacy in crisis response. The model contributes to greater public trust and equity in managing emergencies. Originality/value This study presents a pedagogical framework linking learning theory and contextual support, with practical relevance for education in emergency management.
Journal Article
A dialogue between two theoretical perspectives on languages and resource use in mathematics teaching and learning
In this paper, we turn to the notion of networking theories with the aim of contrasting two theoretical mathematics education perspectives inspired by Vygotsky’s work, namely, the Theory of Objectification and the Documentational Approach to Didactics. We are interested in comparing/contrasting these theories in accordance with the following three main questions: (a) the role that the theories ascribe to language and resources; (b) the conceptions that the theories bring forward concerning the teacher, and (c) the understandings they offer of the mathematics classroom. In the first part of the paper, some basic concepts of each perspective are presented. The second part includes some episodes from a lesson on the teaching and learning of algebra in a Grade 1 class (6–7-year-old students). The episodes serve as background to carry out, in the third part of the paper, a dialogue between proponents of the theoretical perspectives around the identified main questions. The dialogue shows some theoretical complementarities and differences and reveals, in particular, different conceptions of the teacher and the limits and possibilities that language affords in teaching–learning mathematics.
Journal Article
Professor`s awareness and attention to the teaching of social ethics in teaching-learning activities from the perspective of technical engineering graduates
The purpose of the present research is to examine the attention degree of social ethics in teaching-learning activities. The present study is applied research and its method is descriptive-survey. Statistical population included all 320 graduates in IT and mechanical engineering at Isfahan University. Method of sampling was stratified random sampling. According to the Cochran's sample size formula 170 graduates were chosen as sample. Research data has been collected through questionnaire which is prepared by research. The validity of questionnaire is determined through content validity ratio and and the reliability of the questionnaire is estimated 0.90 by using Coronbach`s Alpha method. The analysis of this research is done by using statistical software SPSS-19 in two levels of descriptive and inferential statistics. In descriptive statistics, statistical characteristics such as frequency, percentage, mean and standard deviation and inferential statistics, T-test was used. The result showed that attention to the teachings of accountability in teaching-learning activities is meaningful and acceptable. Attention to the teachings of arguments and criticism in teaching-learning activities isn’t meaningful and acceptable. Attention to the teachings of teamwork in teaching-learning activities isn’t meaningful and acceptable. Attention to the teachings of respecting the rights of others in teaching-learning activities isn’t’ meaningful and acceptable. Attention to the teaching of responsibility taking in teaching-learning activities is meaningful and acceptable.
Journal Article
Curriculum Redesign to Build the Moral Courage Values of Accelerated Bachelor’s Degree Nursing Students
The increasing complexities of health care coupled with the decreasing importance of ethical values held by college students, including nursing students, compel nurse educators to step up efforts to strengthen the moral courage values of their students. While the nursing curriculum is the ideal breeding ground for building moral courage values, few studies describe how these values were embedded in any nursing curriculum, much less an accelerated bachelor’s degree in nursing (ABSN) curriculum. This study outlines an ABSN curriculum with teaching-learning activities designed to build moral courage values in its classroom and clinical settings. Faculty perceptions of 29 ABSN students’ honesty, respectfulness, responsibility, fairness, and compassion were surveyed 4 weeks after beginning, and again at the end of the ABSN program. The ABSN exit questionnaire administered annually by the College Office of Institutional Research, assessed the effectiveness of the ABSN curriculum. Of the 20 learning outcomes on the questionnaire, five related to moral courage values. The 5-point response scale ranged from Not at All, to Somewhat, Moderately, Well, and Extremely Well. t-test calculations revealed significant growth for four of the five values surveyed. Honesty, responsibility, fairness, and compassion were each positively significant at the p < .05 level. For the 27 of the 29 ABSN students who responded to the exit questionnaire, the Well and Extremely Well responses ranged from respectfulness and responsibility at 73%, to compassion and honesty at 78%, and fairness at 82%. Teaching-learning activities to build moral courage values successfully promoted the nursing program objective that the student will demonstrate proficient clinical, technological, and ethical competence in the delivery and management of health care.
Journal Article
Teachers’ perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching–learning activities
This study investigates the relationship between teachers’ perceptions of the implementation of constructivist teaching–learning activities and of constructivist curriculum change. Data were collected from 236 primary school teachers through a questionnaire measuring the perceptions of constructivist curriculum change and of the implementation of constructivist teaching–learning activities. The questionnaire was developed by the researchers based on the related literature. It was subjected to expert review for content validity, and its reliability was established through a pilot study. The data were analyzed through bivariate correlations and linear regression analyses. Results indicated that teachers’ perceptions of the implementation of constructivist teaching–learning activities are positively correlated with and predicted by their perceptions of constructivist curriculum change.
Journal Article
Design of Learning Activities – Pedagogy, Technology and Delivery Trends
There are many questions that must be addressed in the design of teaching-learning situations/scenarios. They include: how to adapt content/activities to learner´s specific needs; how to plan corrective feedback; how to fit teaching-learning-assessment techniques to a specific educational context; how to choose the educational tools more appropriate to a teaching-learning-assessment method; how to choose a language to express a pedagogical model; how to adequate the teaching-learning-assessment activities deployment to a specific educational format (distance, face-to-face or blending learning). Currently, educators, teachers included, are faced with those questions and therefore the development of teaching-learning systems is vital to help them in the design of learning situations in order to alleviate their burden in preparing lessons or teaching-learning activities. This paper presents an overview of a set of mechanisms that can help educators taking informed decisions when designing teaching-learning scenarios. To this end, a survey of the most relevant computer-based teaching-learning systems since 1960 along with developments in the learning and the instruction domains are presented. In addition, reflections on educational material design, teaching-learning activities more specifically, are also introduced. Those considerations aim at bridging the gap between relevant theoretical aspects and the teachers’ daily activities in the design of teaching-learning scenarios. Finally, this paper introduces our proposed model for automatic recommendation of teaching-learning techniques to support teachers in designing of teaching-learning activities.
Journal Article
Signs and the process of interpretation: sign as an object and as a process
Historically the words representation and symbol have had overlapping meanings, meanings that usually disregard the role played by the interpreter. Peirce's theory of signs accounts for these meanings and also for the role of the interpreter. His theory draws attention to the static and dynamic nature of signs. Sign interpretation can be viewed as a continuous dynamic and evolving process. The static and dynamic nature of signs helps us understand the teaching-learning activity as a process of interpretation on the part of teacher and students. The paper attempts to explain the classroom interpretation process on the part of the actors involved using the Peircean theory of signs.
Journal Article