Relevant bibliographies by topics / Thailand, constructivist teaching, learning environments, science / Journal articles
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Journal articles on the topic 'Thailand, constructivist teaching, learning environments, science'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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1

Mavuru, Lydia, and Sezanele Gugulethu Mbonane. "Sciences teachers’ creation of constructivist learning environments in their classrooms." Cypriot Journal of Educational Sciences 17, no. 8 (2022): 2838–50. http://dx.doi.org/10.18844/cjes.v17i8.7782.

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The study sought to establish science teachers’ perceptions about the learning environments and how they implemented constructivist teaching strategies. An explanatory mixed method research design was adopted. The Constructivist Learning Environment Survey was administered to 180 purposively selected grade 10-12 science teachers from 30 schools and analysed using descriptive statistics. Semi-structured interviews were administered to five selected teachers who had shown to be more constructivist than others and data was analysed using constant comparative method. Social constructivism was adop
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Legvart, Polonca, Metka Kordigel Aberšek, and Maja Kerneža. "DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS." Journal of Baltic Science Education 21, no. 5 (2022): 836–48. http://dx.doi.org/10.33225/jbse/22.21.836.

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Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners’ existing misconceptions and the process of transforming them into correct scientific concepts – using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-gra
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Seh, Maisa. "THE IMPACT OF THE CONSTRUCTIVIST TEACHING MODEL IN ENHANCING READING SKILLS." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (2022): 342–58. http://dx.doi.org/10.20319/pijtel.2022.61.342358.

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The aim of the study was to examine the impact of the constructivist teaching Model on the reading skills of third-grade children in the Galileel region. The study use quasi-experimental approach. The study sample consisted of all third-grade students from Hussein Yassin Primary School in the Galilee region, with a total of (39) female and male, who were divided into two groups: the control group (20) students and the experimental group (39) student. The study's findings revealed statistically significant differences in the performance of the study group. As a result of the constructivist lear
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Lamanauskas, Vincentas. "A CONSTRUCTIVIST APPROACH TO INTEGRATED SCIENCE EDUCATION: TEACHING PROSPECTIVE TEACHERS TO DO SCIENCE." Problems of Education in the 21st Century 41, no. 1 (2012): 5–9. http://dx.doi.org/10.33225/pec/12.41.05.

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Learner-centered approaches to teaching and schooling require supportive policies for preparing effective educators. Moving from constructivist philosophy, psychology and epistemology to the characterization of constructivist teaching and learning environments presents a challenge. Constructivist philosophy does not dictate how one should teach; however, it does make it incumbent upon the teacher to deal with each learner as an individual, to value diversity of perspective, and to recognize that the learner's behavior is a direct reflection of his / her life experiences. Bandura (1977, 1986, 1
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Cochrane, Thomas, and Roger Bateman. "Transforming Pedagogy Using Mobile Web 2.0." International Journal of Mobile and Blended Learning 1, no. 4 (2009): 56–83. http://dx.doi.org/10.4018/jmbl.2009090804.

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Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2
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Mandinach, Ellen B., and Hugh F. Cline. "Classroom Dynamics: The Impact of a Technology-Based Curriculum Innovation on Teaching and Learning." Journal of Educational Computing Research 14, no. 1 (1996): 83–102. http://dx.doi.org/10.2190/9mh6-lb76-7ef5-c43m.

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The Systems Thinking and Curriculum Innovation Network Project is a multiyear curriculum development, implementation, and research effort that examines the impact of using systems thinking and modeling on teaching and learning activities. Data reported here indicate positive effects on students' cognitive and motivational processes. The systems thinking approach also fundamentally changes the dynamics of the classroom and the role of the teacher by creating a constructivist, learner-centered environment. Implications for the design and installation of such environments are discussed.
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Strang, Kenneth David. "Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course." International Journal of Virtual and Personal Learning Environments 2, no. 3 (2011): 50–63. http://dx.doi.org/10.4018/jvple.2011070104.

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Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methods for virtual learning. Constructivism learning theory is applied using knowledge management principles to teach an online masters-level
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Luong, Thanh-Thao, and Eunyoung Kim. "Teachers’ Training Course Using Synchronous Conferencing Tools for Hospitality and Tourism Education in Vietnam: A Constructivist Approach." International Journal of Information and Education Technology 11, no. 5 (2021): 229–34. http://dx.doi.org/10.18178/ijiet.2021.11.5.1516.

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Despite its significant damage to the hospitality and tourism industry, the pandemic of COVID-19 indeed has reinforced the needs for not only the hospitality and tourism education, but also the whole educational system of Vietnam, to make use of technological innovations in education, among which synchronous conferencing tools are currently utilized for changing their mode from physical classroom to online learning. This study adopts the constructivist approaches to propose a training course designed to enhance the skills needed for teaching with synchronous conferencing technology for teacher
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Makarskaitė-Petkevičienė, Rita. "APIE MOKYMO (SI) PRIEMONES IR NE TIK [ABOUT TEACHING/LEARNING DEVICES AND NOT ONLY]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 1 (2018): 4–7. http://dx.doi.org/10.48127/spvk-epmq/18.10.04.

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In this introductory article the question is raised about teaching/learning devices in schools, what their mission is in the constructivist learning conditions. European Union project “Provision of schools with nature and technology science devices is introduced and information is provided about the Project internet café (http://www.vedlys.smm.lt/), which already contains activity descriptions, students’ activity sheet samples and other. Today, it is very little to know - about, today one needs to know - why, to know – how, to know – who, to know – when. Having such a situation in schools, one
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Srikan, Parawee, Paitoon Pimdee, Punnee Leekitchwatana, and Akan Narabin. "A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 22 (2021): 68. http://dx.doi.org/10.3991/ijim.v15i22.24963.

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The objective of this research was to develop a Problem-Based Learning (PBL) Model which used a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. Initially using a mixed-methods approach, a five-step model was conceptualized. Thereafter, a panel of five academic experts gave input into the model’s design from which the model was expanded to include six related learning environments. The instrument used in the research was a problem-based assessment form. Data collection was carried out utilizing group chats and analyzed us
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Zilka, Gila Cohen. "Advantages and disadvantages of regularly using a laptop computer in class, in primary and secondary schools and in higher education from the point of view of preservice teachers." International Journal of Information and Learning Technology 38, no. 4 (2021): 364–80. http://dx.doi.org/10.1108/ijilt-02-2021-0041.

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PurposeEducation systems worldwide are facing the question whether to adopt the “Bring Your Own Device (BYOD)” approach and allow students to bring their personal laptops to school. The purpose of the study was to understand the advantages and disadvantages of using a laptop during lessons in schools and in institutions of higher education, from the perspective of preservice teachers who watch the lessons and practice teaching in schools, while studying at an institution of higher education.Design/methodology/approachThe research questions were: What are the pros and cons of a regular use of p
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Morgado, Margarida. "CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography and Science for Primary School." e-TEALS 9, s1 (2018): 132–52. http://dx.doi.org/10.2478/eteals-2018-0016.

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Abstract This article describes the didactic principles underlying the creation of a ready-made fifteen lesson plan package for primary CLIL (for Maths, Geography and Science) for pupils aged 5 to 12, developed through the collaboration of an international group of English and primary teachers, teacher educators, researchers and teaching materials developers across four European countries in the framework of the CLIL for Children (C4C) project (2015-2018) on educating teachers for CLIL teaching environments. These principles are presented in the framework of a brief state-of-the art discussion
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Dooly, Melinda. "New competencies in a new era? Examining the impact of a teacher training project." ReCALL 21, no. 3 (2009): 352–69. http://dx.doi.org/10.1017/s0958344009990085.

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AbstractThis article describes follow-up research aimed at exploring the long-term impact on participants of a teacher training course that integrated a variety of projects focusing on ICT use in language teaching. Internet in education is often promoted for its features that allow for new opportunities for constructivist approaches in the classroom. Nevertheless, this will not simply happen on its own. Teacher education must help shift students teachers’ pedagogical premise toward approaches that promote autonomous learning and collaborative problem-solving. Teacher training can highlight how
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Said, Alison. "Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study." International Journal for Research in Vocational Education and Training 5, no. 1 (2018): 42–63. http://dx.doi.org/10.13152/ijrvet.5.1.3.

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 The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualitative data was adopted. A purposive approach to multiple case study selection was
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Alfaro Víquez, Helen, and Jorma Joutsenlahti. "Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators." Education Sciences 11, no. 2 (2021): 70. http://dx.doi.org/10.3390/educsci11020070.

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Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers’ beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa R
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 2 (2016): 40. http://dx.doi.org/10.18844/cerj.v6i2.1238.

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Dear Readers,It is the great honor for us to publish sixth volume, second issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning
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Baskan, Gulsun Atanur. "Editor message." Contemporary Educational Researches Journal 7, no. 2 (2017): 44. http://dx.doi.org/10.18844/cerj.v7i2.2035.

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Dear Readers,
 
 It is the great honor for us to publish seventh volume, second issue of Contemporary Educational Researches Journal.
 
 Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning,
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18

Sitticharoon, Chantacha, Nipith Charoenngam, Issarawan Keadkraichaiwat, Pailin Maikaew, and Vasu Lertsiripatarajit. "Happiness of Preclinical Students: Evaluating Factors Influencing Happiness of Preclinical Students." International Educational Research 4, no. 2 (2021): p28. http://dx.doi.org/10.30560/ier.v4n2p28.

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This study aimed to determine factors influencing happiness in preclinical students especially in aspects of teaching and learning, students’ motivation, study habits, and academic achievement. This study was a questionnaire-based cross-sectional study. The questionnaire was validated and approved for clarity, readability, rational analysis, and comprehensiveness by the experts. Questionnaires were sent to all second and/or third-year medical students of the 2018 (328) and 2019 (329) classes, Faculty of Medicine Siriraj Hospital, Mahidol University, Thailand. Cronbach’s alpha values were 0.886
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19

Kelly, Stephanie, Stephen M. Croucher, Kyung Yong Kim, et al. "A General Math Anxiety Measure." Education Sciences 12, no. 6 (2022): 370. http://dx.doi.org/10.3390/educsci12060370.

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Math anxiety is a psychological burden that can hinder individuals across their lifetimes. However, the current literature lacks a valid measure of math anxiety that can be used across instructional modalities and among non-student populations. As such, it is difficult to assess math anxiety in virtual learning environments, track math anxiety across lifetimes, or determine the utility of math anxiety inoculations for non-student populations. This study presents a validity portfolio for a generalized math anxiety measure that can be used across teaching modalities, across lifetimes, and is sim
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Laborda, Jesús Garcia. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.

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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years.
 As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning
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Firn, Jennifer. "Capping off’ the development of graduate capabilities in the final semester unit for biological science students: review and recommendations." Journal of University Teaching and Learning Practice 12, no. 3 (2015): 20–36. http://dx.doi.org/10.53761/1.12.3.3.

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Biology is the most rapidly evolving scientific field of the 21st century. Biology graduates must be able to integrate concepts and collaborate outside their discipline to solve the most pressing questions of our time, e.g. world hunger, malnutrition, climate change, infectious disease and biosecurity. University educators are attempting to respond to this need to better prepare undergraduates to face these challenges by undergoing a dramatic shift in teaching practice from teaching-centered to studentcentered and from discipline knowledge to graduate capabilities. With this shift came the dev
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Kittiravechote, A., and N. Thinarat. "Activities on reflection of light based on low-cost materials at eighth grade." Journal of Physics: Conference Series 2145, no. 1 (2021): 012069. http://dx.doi.org/10.1088/1742-6596/2145/1/012069.

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Abstract Studying science through hands-on activities within the context of teaching and learning using local environments and resources has been recognized as a fundamental prerequisite of school curriculum in many developing countries, including Thailand. Accordingly, we are interested in implementing such a concept in designing science teaching and learning for middle school students that emphasizes student participation in the provision of materials and equipment for scientific activities. The purposes of this study are to design hands-on activities for eighth grade students on the topic o
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Suwandayani, Beti Istanti, Kuncahyono, and Ade Ika Anggraini. "POLA IMPLEMENTASI TEORI KONSTRUKTIVISME PADA PEMBELAJARAN TATAP MUKA TERBATAS DI SEKOLAH DASAR." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 5, no. 2 (2021): 609–18. http://dx.doi.org/10.30738/tc.v5i2.11472.

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This study aimed to examine the implementation pattern of the constructivist theory in limited face-to-face learning (PTMT). The method used was descriptive qualitative with the subject of teachers in the Malang City area. Data was collected by using a survey distributed online through Google Forms. The results showed that the implementation pattern ofconstructivist theory in limited face-to-face learning (PTMT) was carried out through 5 (five) base of learning implementation, namely the application of problem-based learning, the application of project-based learning, the use of digital-based
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Rahardjo, Budi, Fachrul Rozie, and Jessika Maulina. "Parents’ Role in Children's Learning During and After the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (2022): 69–84. http://dx.doi.org/10.21009/jpud.161.05.

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When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight p
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ISKANDAR, Fuat, Bedjo SUJANTO, and M. Syarif SUMANTRİ. "Character Education Human Nature Based-Curriculum in Science Learning of Primary School." International e-Journal of Educational Studies, October 29, 2022, 184–90. http://dx.doi.org/10.31458/iejes.1171845.

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Dioramas are seen as unique teaching tools for environmental education in general and biodiversity education in particular as they present realistic learning environments that can reflect the components of the biodiversity, relationships among these components and changes occur over time. The aim of this study is to examine middle school students' views on diorama supported biodiversity education. A phenomenological approach based on student experiences were employed for the study. The study group of the research consists of twenty-four 7th grade students studying during the 2021-2022 academic
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ASLAN EFE, Hülya, Sadreddin TUSUN, Ali Osman ALAKUŞ, and Rıfat EFE. "An Investigation of Middle School Students’ Views on the Contributions of Dioramas to Biodiversity Education." International e-Journal of Educational Studies, October 29, 2022, 136–47. http://dx.doi.org/10.31458/iejes.1131985.

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Dioramas are seen as unique teaching tools for environmental education in general and biodiversity education in particular as they present realistic learning environments that can reflect the components of the biodiversity, relationships among these components and changes occur over time. The aim of this study is to examine middle school students' views on diorama supported biodiversity education. A phenomenological approach based on student experiences were employed for the study. The study group of the research consists of twenty-four 7th grade students studying during the 2021-2022 academic
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27

Hang, Ngo Vu Thu. "Transformative Learning and some Suggestions on Applying it into Teaching and Learning Practices in Vietnam." VNU Journal of Science: Education Research 35, no. 1 (2019). http://dx.doi.org/10.25073/2588-1159/vnuer.4219.

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This paper presents basic theoretical knowledge on a perspective of transformative learning. It focuses on the definition, principles, characteristics of transformative learning, and possiblities to apply it into teaching and learning practices in Vietnam. Alternatives to innovate traditional learning approaches towards a transformative learning approach are also proposed with suggestions on the application of open-ended learning tasks. To effectively apply the transformative learning perspective in schools, it needs more applied research in which integrated approaches and cooperations among r
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28

Laborda, Prof Dr Jesus Garcia. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (2018). http://dx.doi.org/10.18844/prosoc.v5i3.3927.

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It is the great honor for us to edit proceedings of “9th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2018)” held on 26-28 October 2018, at the Quality Hotel Rouge et Noir Congress Center, Roma, Italy. This privileged scientific event has contributed to the field of educational sciences and research for nine years.
 
 As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology
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Laborda, Prof Dr Jesus Garcia. "Message from the Guest Editors." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018). http://dx.doi.org/10.18844/prosoc.v4i8.3056.

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It is the great honor for us to edit proceedings of “8th World Conference on Learning, Teaching and Educational Leadership, (WCLTA 2017)” held on 26-28 October 2017, at the Universidade Aberta, Lisbon, Portugal. This privileged scientific event has contributed to the field of educational sciences and research for eight years. As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, C
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Weinhandl, Robert, Susanne Thrainer, Zsolt Lavicza, Tony Houghton, and Markus Hohenwarter. "Providing online STEM workshops in times of isolation." SN Social Sciences 1, no. 6 (2021). http://dx.doi.org/10.1007/s43545-021-00110-z.

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AbstractThe global spread of COVID-19 has resulted in learning and teaching being confronted with immense challenges and changes since spring 2020. Measures to contain the COVID-19 pandemic had and continue to have a particularly strong impact on non-formal and informal learning, which are important features of out-of-class on-line STEM workshops combining science, technology, engineering and mathematics. We developed and carried out online STEM workshops for approximately 250 students during times of isolation in the spring and summer of 2020. To identify potential success factors and stumbli
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Kaljo, Kristina. "Narrowing expansive horizons: Experiences of first-year medical students and teaching faculty in a new multidirectional digital classroom for three- and four-year medical school programs." Journal of Regional Medical Campuses 2, no. 4 (2019). http://dx.doi.org/10.24926/jrmc.v2i4.2044.

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Introduction: 
 To address the country’s shortage of primary care physicians and increasing medical student debt, the Medical College of Wisconsin matriculated students into accelerated 3-year campuses in Central City and Packer City, while maintaining its traditional 4-year campus in Brew City, Wisconsin. To ensure consistent content delivery within the basic science curriculum, students at all three campuses simultaneously participate in daily learning activities, utilizing distributed learning through a multidirectional digital classroom incorporating video-conferencing and audience re
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"Language learning." Language Teaching 38, no. 3 (2005): 123–32. http://dx.doi.org/10.1017/s0261444805222991.

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05–225Acevedo Butcher, Carmen (Sogang U, Korea), The case against the ‘native speaker’. English Today (Cambridge, UK) 21.2 (2005), 13–24.05–226Barcroft, Joe & Mitchell S. Sommers (Washington U in St. Louis, USA; barcroft@wustl.edu), Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 387–414.05–227Barr, David, Jonathan Leakey & Alexandre Ranchoux (U of Ulster, UK), Told like it is! An evaluation of an integrated oral development pilot project. Language Learning & Technology (U of Hawaii, Manoa,
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Silva, Fernando César. "Linguagem e o processo de ensino e aprendizagem em Química: leituras contemporâneas de Vigotski apoiadas por Tomasello (Language and the teaching and learning process in Chemistry: contemporary readings of Vygotsky supported by Tomasello)." Revista Eletrônica de Educação 12, no. 3 (2019). http://dx.doi.org/10.14244/198271992765.

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Considering a sociocultural perspective, the role of language in the teaching and learning process in Chemistry goes beyond a simple vehicle for the transfer of information, such as names of substances, laboratory glassware and formulas. This new reading of the role of language in the process of teaching and learning is anchored in Vygostsky's studies, which emphasizes the importance of the social and cultural nature of mental activities. The Tomasello's ideas can clarify the discussion about cultural processes at the origin of language acquisition. For this discussion, in the form of a theore
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