Academic literature on the topic 'Weeks Pedagogical'
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Journal articles on the topic "Weeks Pedagogical"
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Bibik, Janice M. "Pedagogical Considerations Regarding Perceptions of Dance Competence." Journal of Teaching in Physical Education 12, no. 3 (1993): 266–85. http://dx.doi.org/10.1123/jtpe.12.3.266.
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This study examined how college-age students in a beginning jazz and modem dance class construct their self-perceptions of dance competence. Each class was videotaped one class per week for 12 weeks. During the 12th week a perceived competence in dance scale was administered to the students (N=26) and the teacher. Results indicated that 57.7% of the students’ perceptions of their competence were congruent with the teacher’s; 42.3% were incongruent (15.3% higher, 27% lower). Based on interviews, these groups displayed distinct characteristics regarding attribution for success, interpretation of feedback, and focus on classroom activities. Videotape analysis using the Dyadic Adaptation of CAFIAS indicated there was no differential treatment of the students by the teacher. It was concluded that, rather than the teacher expectation effect, the students’ interpretation of themselves in the instructional context accounted for their self-perceptions of their competence.
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Millican, J. Si. "Examining Pedagogical Content Knowledge of an Expert Band Director Teaching Lips Slurs." Journal of Music Teacher Education 26, no. 2 (2016): 90–103. http://dx.doi.org/10.1177/1057083716629610.
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The purpose of this case study was to describe how one band director used pedagogical content knowledge while working with beginning-band students to help them develop the skill of playing brass lip slurs. Data were generated from (1) video recordings of each class over two different weeks during the school year, (2) “think aloud” interviews in which the teacher described what educational actions and decisions the teacher was making, and (3) detailed observation notes. I used cognitive task analysis to develop a concept map illustrating components of pedagogical content knowledge the teacher used during instruction. The teacher combined content knowledge, knowledge of students, and curriculum knowledge providing examples of how pedagogical content knowledge manifests itself in teaching beginning band. Examining the teacher’s pedagogical content knowledge revealed core teaching practices that may be useful for music teacher educators to understand and develop.
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Madrid, Leticia. "ANÁLISIS CUALITATIVO ETNOGRÁFICO DEL DIARIO DEL ESTUDIANTE EN EL APRENDIZAJE DE LA INTERPRETACIÓN CONSECUTIVA." Cadernos de Educação Tecnologia e Sociedade 11, no. 2 (2018): 214. http://dx.doi.org/10.14571/brajets.v11.n2.214-227.
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Within the framework of the subject “Consecutive Interpreting, English-Spanish” (Translation and Interpreting Studies), we launched a pedagogical action in the classroom, where students wrote a semi-structured learning diary for 14 weeks. The goal was to analyze in depth the data gathered regarding the use of the diary as a pedagogical tool, from an ethnographic qualitative research. We believe that this methodology is the most suitable approach, since it allows the researcher to obtain a large variety of data, being this information more precise and not subject to interferences.
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Hashmi, Uzma M., Hussam Rajab, and Sayyed Rashid Ali Shah. "Cognitive Awareness of the EFL Learner of Contrastive Linguistics Between English and Arabic: A Case Study." Theory and Practice in Language Studies 11, no. 5 (2021): 469–74. http://dx.doi.org/10.17507/tpls.1105.02.
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Corpus-based contrastive linguistics has rarely been thoroughly explored with regards to cognitive awareness of the English as a Foreign Language (EFL), Arabic first language (L1) speaking learners. The current study, based on an intervention, quasi-experimental quantitative research design, aims at presenting a pedagogical implementation of learners’ awareness driven instructions on contrastive linguistics between English and Arabic languages interchangeably. A purposefully selected sample of 69 beginner level (A1 CEFR) Saudi EFL learners were placed into an experimental group (n = 35) and a control group (n = 34). Learners in the experimental group were exposed to four grammatical contrastive linguistics criteria (between English and Arabic) over a 14-weeks semester duration, and the control group underwent a normal taught course with no intervention over the same teaching duration. Both groups were assessed via purposefully designed, 20-items grammar test before and after the 14-weeks duration. The gathered data was analysed with one sample and independent samples t-tests. The analysis revealed the outperformance of the experimental group compared to the control group in all four grammatical contrastive linguistics criteria. The study concludes with pedagogical implications on the principle of utilising contrastive linguistics as a pedagogical tool in an EFL context.
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Lee, Sze Seau. "Design Principles of a Responsive Pedagogical Model for Multimodal Skills of Oral Presentation." Malaysian Journal of ELT Research 18, no. 1 (2021): 36–51. http://dx.doi.org/10.52696/uqbf6793.
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Within the scope of pedagogy, established methods have been found to be incongruous with the multimodal skills required of oral presentations in the 21st century. Despite pedagogical innovations situated in native-speaking and advanced countries being so productive in experimenting with pedagogical techniques for various types of oral skills, multimodal skills of oral presentations have still been overlooked. The author is a practitioner in Malaysian higher education who struggles with this pedagogical dilemma in her daily professional life. Therefore, to respond to this practical issue and theoretical gap, the author designed a pedagogical model named the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to respond appropriately and proactively to the gap in oral presentation pedagogy. A practical action research that was based on McNiff & Whitehead’s (2011) action-reflection cycle was implemented in a tertiary Malaysian classroom for 13 weeks contributed to five applicable and theoretically informed design principles of RMO2P which are based on the spirit of responsiveness. It is hoped that the explicit discussion on its design principles could inspire other teachers with no external funding and sophisticated technical expertise to embark on research for pedagogical improvement.
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Lee, Ju Seong, Yuji Nakamura, and Randall Sadler. "Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL)." ReCALL 30, no. 3 (2017): 319–36. http://dx.doi.org/10.1017/s095834401700026x.
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AbstractDespite the accumulated body of research on teaching English as an international language (EIL), few have offered a detailed overview of how to implement an EIL classroom, and still fewer empirical studies have been conducted. Twenty-one university students at a Japanese university participated in the study in the spring semester of 2015. The videoconference-embedded classroom (VEC) as an instructional intervention was implemented for 14 weeks: (1) pre-videoconference task (i.e. reading and presenting/discussing EIL issues) (11 weeks), (2) during-videoconference task (i.e. interacting online with EIL experts from three circle countries) (2 weeks), and (3) post-videoconference task (i.e. writing/presenting the final term paper on EIL issues) (1 week). Using a mixed research method consisting of a questionnaire, post-course class evaluations in spring 2014 (without VEC) and spring 2015 (with VEC), and in-class observations, VEC was found to have important pedagogical benefits as it created an interactive learning environment and deepened the understanding of the EIL content. Additionally, 81% of the participants had positive perceptions of EIL. Pedagogically, practitioners can implement EIL ideas using VEC pedagogy at the instructional level. Theoretically, it can also add new empirical findings to the field, which may help bridge a discrepancy between theory and practice.
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Greene, Jackie, and Elia Vázquez-Montilla. "Bridging Cultural Borders: American Students’ Pedagogical Cross-Cultural Experiences in Hungary." Hungarian Cultural Studies 6 (January 12, 2014): 120–29. http://dx.doi.org/10.5195/ahea.2013.116.
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In exploring the best practices for preparing new teachers to meet the challenges of the changing demographics present in contemporary classrooms, cross-cultural internship experiences emerge as an important component to teacher training curriculums. The authors present information based on the experiences of American student teachers spending three weeks teaching English and American Culture in Szent István’s Practice School, making presentations to local clubs, churches, libraries, and traveling throughout Hungary. This exchange program presented a great opportunity for the authors to conduct a study related to exploring the impact of the student teaching abroad experience in their teaching dispositions as well as in developing an understanding of working within a culturally and linguistically diverse environment.
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Vishnumolakala, Venkat Rao, Daniel C. Southam, David F. Treagust, and Mauro Mocerino. "Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry." Chemistry Education Research and Practice 17, no. 2 (2016): 309–19. http://dx.doi.org/10.1039/c5rp00214a.
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Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG results in support of successful pedagogical interventions, a comprehensive construct-verified version measuring students' perceptions of their chemistry learning is lacking. This paper aims to identify latent constructs of the SALG instrument that was administered in Process Oriented Guided Inquiry Learning (POGIL) classes by using exploratory and confirmatory factor analyses. When the SALG was administered on two separate occasions with two different groups of students following four weeks of instruction on topics in stereochemistry, the results revealed a four-factor structure consisting of 32 items that included Active Learning, Concept Learning, Resources, and Process Skills. These findings demonstrate an approach to collect evidence to support the match between intended constructs and measured variables in light of a targeted pedagogical intervention.
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Hummel, Robert D. "Some Pedagogical Implications of Speech Act Theory: The Interpersonal Function in the First Six Weeks of Elementary German." Die Unterrichtspraxis / Teaching German 18, no. 1 (1985): 4. http://dx.doi.org/10.2307/3529988.
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Fleer, Marilyn, Nikolai Veresov, Linda Harrison, and Sue Walker. "Working with Teachers' Pedagogical Strengths: The Design of Executive Function Activities for Play-based Programs." Australasian Journal of Early Childhood 42, no. 4 (2017): 47–55. http://dx.doi.org/10.23965/ajec.42.4.06.
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EVIDENCE FOR THE PREDICTIVE effect of executive functions (EF) on school readiness and later school achievement has been noted. However, some studies show that EF activities are not sustained beyond the study period due to limited engagement by teachers and children. In light of this problem, this paper presents the pedagogical outcomes of a pilot study where teachers used ‘playworlds’ (Lindqvist, 1995) to embed EF into their programs. Five preschool teachers and five assistant teachers participated in the study over 10 weeks. Focus group interviews of all participants were conducted. A cultural-historical analysis showed that teachers developed motivating activities that promoted the sustainable development of EF in contexts of high child-engagement and motivation. The pedagogical features and implications for early childhood education are reported.
Dissertations / Theses on the topic "Weeks Pedagogical"
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Tessari, Elisabete Valdira de Sousa. "A formação continuada nas semanas pedagógicas de fevereiro no período 2007-2013 no estado do Paraná." Universidade Estadual do Oeste do Paraná, 2015. http://tede.unioeste.br/handle/tede/3302.
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Previous issue date: 2015-08-28<br>This dissertation is analyzed the Pedagogical Weeks of February as continued training modality offered in Paraná. The overall objective was to assess the continuing education of teachers offered at the Pedagogical Week format February Parana, during the governments Roberto Requião Mello e Silva (2007-2010) and Carlos Alberto Richa (2011-2013). Through the guiding documents of the Pedagogical Weeks we sought to understand the actions of these governments what they bring as education proposal, as is projected continuing education of teachers during the Pedagogical Weeks, the actions developed at school for this purpose, the construction of knowledge and design of education and society, since the ideological lines of these governments seemed to differ. To arrest the general objective of the research, we formulate specific objectives that have guided our research: to present the educational legislation concerning the continuing education of teachers; discuss the different denominations and concepts that continued training received in official documents and authors who discuss the subject; and present a analyze the guiding documents of the Pedagogical Weeks of February 2007-2013, taking as its starting point the categories Political and Educational Project, curriculum, pedagogical work of the Organization and School Management. The survey of theoretical nature, is based on bibliographical and documentary analysis. In this sense, we have established dialogue with authors who have been discussing the issue and have helped us to understand the idea of public policy for continuing education of teachers, they are organized using public resources, its technical and financial limits, its contradictions, its possible limits or contributions to improving the quality of public education in Paraná. The management of Roberto Requião presented overcoming announcement of neoliberal policies implemented by his predecessor Jaime Lerner, who remained the guiding documents of the Pedagogical weeks. We came to the realization that the advertised speech was riddled with contradictory character, though, concomitantly there was an effort by SEED in overcoming the neoliberal educational model, with a Pedagogical Week proposal more consistent when it comes to understanding the curriculum, PPP, School management and Pedagogical Work Organization. The management Beto Richa and her 'the way of governing', brought in referring the guiding documents of the Pedagogical weeks the resumption of neoliberal education policy principles and transfers for weeks Pedagogical formative space the proposed training with managerial, motivational molds, constant monitoring in an attempt to resume the pedagogy of projects, implementation of a formal instrument of systematic evaluation for all SAEP state, disregarding the federal instrument SAEB, a ranking proposition of the state's schools and merit-based process<br>Esta dissertação tem como objeto de análise as Semanas Pedagógicas de fevereiro como modalidade de formação continuada oferecida no Paraná. O objetivo geral foi analisar a formação continuada de professores oferecida no formato de Semana Pedagógica de fevereiro no Paraná, durante os governos Roberto Requião Mello e Silva (2007-2010) e Carlos Alberto Richa (2011-2013). Por meio dos documentos orientadores das Semanas Pedagógicas buscou-se compreender nas ações desses governos o que trazem enquanto proposta de educação, como se projeta a formação continuada de professores durante as Semanas Pedagógicas, as ações desenvolvidas na escola para essa finalidade, a construção do conhecimento e concepção de educação e sociedade, uma vez que, as linhas ideológicas destes governos pareciam divergir. Para apreensão do objetivo geral da pesquisa, formulamos objetivos específicos que orientaram nossa pesquisa: apresentar a legislação educacional referente à formação continuada de professores; discutir as diferentes denominações e conceitos que a formação continuada recebeu nos documentos oficiais e autores que discutem o tema; e apresentar e analisar os documentos orientadores das Semanas Pedagógicas de fevereiro 2007-2013, tendo como ponto de partida as categorias Projeto Político-Pedagógico, Currículo, Organização do Trabalho Pedagógico e Gestão Escolar. A pesquisa realizada de caráter teórico, se fundamenta na análise bibliográfica e documental. Nessa acepção, estabelecemos interlocução com autores que vêm discutindo a temática e que nos auxiliaram a compreender a ideia de política pública de formação continuada dos professores, sua forma de organização utilizando os recursos públicos, seus limites técnicos e financeiros, suas contradições, seus possíveis limites ou contribuições para a melhoria na qualidade da educação pública no Paraná. A gestão de Roberto Requião apresentou o anúncio de superação das políticas neoliberais implantadas por seu antecessor Jaime Lerner, que se manteve nos documentos orientadores das Semanas Pedagógicas. Chegamos à compreensão de que o discurso anunciado esteve permeado de caráter contraditório, ainda que, concomitantemente houvesse um esforço por parte da SEED em superar o modelo educacional neoliberal, com uma proposta de Semana Pedagógica mais consistente no que tange ao entendimento do Currículo, PPP, Gestão Escolar e Organização do Trabalho Pedagógico. A gestão de Beto Richa e seu ‘no jeito de governar’, trouxe nos encaminhamentos dos documentos orientadores das Semanas Pedagógicas a retomada dos princípios de políticas educacionais neoliberais e transfere para as Semanas Pedagógicas o espaço formativo a proposta de formação com moldes gerenciais, motivacionais, monitoramento constante na tentativa de retomada da pedagogia de projetos, implementação de um instrumento oficial de avaliação sistemática para todo o estado SAEP, desconsiderando o instrumento federal SAEB, numa proposição ranqueamento das escolas paranaenses e o processo meritocrático.
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Justus, Michélle Barreto. "PROGRAMA DE FORMAÇÃO CONTINUADA DE PROFESSORES DO ESTADO DO PARANÁ NA MODALIDADE DE SEMANAS PEDAGÓGICAS 2007-2014: UMA ANÁLISE A PARTIR DA AVALIAÇÃO DOS PEDAGOGOS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2015. http://tede2.uepg.br/jspui/handle/prefix/1195.
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Previous issue date: 2015-12-21<br>This paper presents an analysis of the continuing education program of the State of Paraná teachers,
in the modality of Pedagogical Weeks 2007-2014, based on the evaluation of pedagogues. The research goal was to analyze the teacher training program in the modality of Pedagogical Weeks developed in public schools of Ponta Grossa in the period, with the guiding question: what is the assessment of public schools' pedagogues on the continuing education program of teachers, proposed by the SEED-PR, in the modality of Pedagogical weeks, from 2007 to 2014? The research field were state schools of a Paraná county, and the subjects participants were pedagogues teachers who work in the state system for at least 7 years, which were selected by sampling proportional to the size of the schools. The specific objectives were: a) to characterize the continuing education program for teachers proposed by SEED / PR for the public schools of Paraná; b) to investigate the meanings of the assessment of the continuing education program for teachers assigned by the pedagogues of
public schools of Ponta Grossa; c) to discuss the potentialities and weaknesses of Pedagogical
Weeks of continuing education program of evidenced teachers on the results of the evaluation process carried out with the schools pedagogues and d) to point out the contributions, perspectives and challenges for the development of a continuing education program for teachers aiming the improvement of continuous training and education of the state's public schools. The research was conducted in a qualitative approach, a case study evaluation was lead, and the procedures used were
documental analysis and questionnaire consisting of open and closed questions. The questions were tabulated, categorized and analyzed, considering the dimensions: relevance of the themes, adequacy of available materials, SEED's methodological guidelines to carry out the activities, the development of the proposed activities within the school and the contributions of the studies for the teaching and pedagogical work. The theoretical framework was built in dialogue with leading authors about the epistemological assumptions of educational assessment and evaluation of policies and programs,
such as Afonso (2009; 2010; 2011), Guba and Lincoln (2011), Draibe (2001), Belloni (2001 ), Ferreira and Tenório (2010) and Fernandes (2011); and Nóvoa authors (2002), Tardif (2002) and Araujo;Araújo and Silva (2015) about the fundamentals of the continuing education of teachers, among others. The research results indicate that there were different conceptions of continuing education in both evaluated periods, in other words, in the development of pedagogical weeks in the governments of Roberto Requião (2007-2010) and Beto Richa (2011-2014), which expresses the assumptions on
which the policies for education setled in Paraná in the period they ruled. Pedagogical weeks in the period 2007-2010 were best evaluated by pedagogues than in 2011-2014. The weaknesses observed in this study indicate the need to achieve more significant levels of efficiency, efficacy and institutional and social effectiveness, which suggests some adjustments to the development of this modality of continuing education for teachers in public schools of Paraná.<br>Este trabalho apresenta uma análise do programa de formação continuada de professores do Estado do Paraná, na modalidade de Semanas Pedagógicas 2007-2014, a partir da avaliação dos pedagogos. O objetivo da pesquisa foi analisar o programa de formação de professores na modalidade de Semanas Pedagógicas desenvolvida em escolas públicas de Ponta Grossa no
referido período, tendo como questão norteadora: qual é a avaliação dos pedagogos das escolas públicas estaduais sobre o programa de formação continuada de professores, proposto pela SEEDPR, na modalidade de Semanas Pedagógicas, no período de 2007 a 2014? O campo de pesquisa foram escolas estaduais de Ponta Grossa, e os sujeitos participantes foram professores pedagogos que atuam na rede estadual há pelo menos 07 anos, os quais foram selecionados por meio de
amostragem proporcional ao porte das escolas. Os objetivos específicos foram: a) caracterizar o programa de formação continuada de professores proposto pela SEED/PR para as escolas públicas estaduais paranaenses; b) investigar os significados da avaliação do programa de formação continuada de professores atribuídos pelos pedagogos das escolas públicas estaduais do município
de Ponta Grossa; c) discutir as potencialidades e fragilidades das Semanas Pedagógicas do programa de formação continuada de professores evidenciados nos resultados do processo avaliativo realizado com os pedagogos das escolas e d) apontar as contribuições, perspectivas e desafios para o desenvolvimento de um programa de formação continuada de professores voltados à melhoria da formação continuada e do ensino das escolas públicas paranaenses. A pesquisa foi realizada numa abordagem qualitativa, do tipo estudo de caso avaliativo, e os procedimentos escolhidos foram
análise documental e questionário, composto por questões abertas e fechadas. As questões foram
tabuladas, categorizadas e analisadas, considerando as dimensões: relevância dos temas propostos,
adequação dos materiais disponibilizados, as orientações metodológicas da SEED para a realização
das atividades, o desenvolvimento das atividades propostas no interior da escola e as contribuições
dos estudos para o trabalho docente e para o trabalho pedagógico. O referencial teórico foi construído em diálogo com autores de referência quanto aos pressupostos epistemológicos de avaliação educacional e avaliação de políticas e programas, como Afonso (2009; 2010; 2011), Guba e Lincoln (2011), Draibe (2001), Belloni (2001), Ferreira e Tenório (2010) e Fernandes (2011); e os
autores Nóvoa (2002), Tardif (2002), e Araújo; Araújo e Silva (2015) quanto aos fundamentos sobre a
formação continuada de professores, entre outros. Os resultados da pesquisa apontam que houve diferentes concepções de formação continuada nos dois períodos avaliados, ou seja, no desenvolvimento das semanas pedagógicas nos governos de Roberto Requião (2007-2010) e Beto Richa (2011-2014), o que expressa os pressupostos nos quais se assentaram as políticas para
educação no Paraná no período em que governaram. As semanas pedagógicas realizadas no período 2007-2010 foram melhor avaliadas pelos pedagogos do que no período 2011-2014. As fragilidades observadas neste estudo indicam a necessidade de se alcançar patamares mais significativos de eficiência, eficácia e efetividade institucional e social, o que sugere algumas
reformulações para o desenvolvimento dessa modalidade de formação continuada de professores nas escolas públicas estaduais paranaenses.
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Harrison, Gabriella, and Charlotte Elmér. "Seniorboende - en ny bostadsform för äldre : En studie om uppkomsten av seniorboende och varför äldre väljer att bo i denna boendeform." Thesis, University West, Division of Social Pedagogy and Sociology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1510.
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<p>Seniorboende är en ny boendeform för äldre, från 55 år och uppåt. Vilka faktorer går att urskilja i offentliga debatten när det gäller tillkomsten av dessa boende? Varför flyttar människor dit och hur upplevs boendet? En stor förändring för äldre var när kvarboendeprincipen hade sitt intåg i Sverige under 1950- talet. Denna innebar att människor inte längre kunde tvingas flytta ifrån sina hem när de blev gamla och sjuka. Under våra verksamma år inom äldreomsorgen har vi sett ytterligare en stor förändring i form av ädelreformens införande år 1992. Ett ökat ansvar lades på kommunerna och i och med detta avvecklades ålderdomshemmen för att lämna plats för särskilda boenden. Dessa två stora förändringar har haft betydelse för hur man ser på den åldrande människan och boendet på äldre dar. Samhället har förändrats från att vara kollektivt inriktat till att idag vara allt mer inriktat mot individualismen. Dagens äldre har andra krav och förväntningar på boendet därför har tanken om seniorboende vuxit fram. Denna boendeform är en vanlig hyresrätt men utformningen är annorlunda med tanke på att de ska kunna bo kvar vid ökat hjälpbehov. När man uppför dessa boende bygger man ofta med central placering i samhället. En viktig faktor i byggandet är en gemensam lokal för att de boende ska ha möjlighet till gemenskap. Man utgår ifrån att boendet ska kännas tryggt och tillgängligt för de som bor där. Seniorboende kan vara en viktig faktor för äldre där svaga band kan utvecklas, då mångas sociala nätverk har utarmats, vid till exempel förändrade familjebildningar.</p><br><p>Senior housing is new living residents for elderly people, from 55 year and up. What factors can we see in official documents for the establishment of senior housing? Why do the people move to these living residence and how is the living there? One big changing for the elderly people was when the “kvarboendeprincip” started in Sweden under the 1950 century. That means that people not longer had to move from their home when they become older and ill. During the time we have worked in geriatric care have we seen a large changing in shape of the “ädelreform” which came 1992. A larger responsibility was giving to the municipality and they started to phase out the old people´s home and started with “särskilda boenden” instead. These two big reformatories have had importance for the sight of the human being and her living residence. The society has gone from position of collectivism to a more individualistic society nowadays. Today have the elderly person more demands and expectations on their living form and that’s why the thought of senior hosing has grown. This form of living residence is an ordinary renting apartment but the shape are different and the thought are that they could live there if they become in need of more help in the home. When they started to build these senior housing they often build them central in the society. One important factor for the buildings is that they have a joint local for they who live there should have a feeling of solidarity. They assume from that the living residence shall feel securely and easy of access for them who lives there. Senior housing can be an important factor for elderly people there week ties can be developed, when the social networks has been changed, by for example changed family situations</p>
Book chapters on the topic "Weeks Pedagogical"
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Khoo, Hoon Eng, and Trisha Craig. "Implementing “Week 7” at Yale-NUS College, Singapore: A Pedagogical Experiment Beyond Disciplinary Boundaries." In Education Innovation Series. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2877-0_3.
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Veliz, Leonardo. "Translanguaging as a Pedagogy for Equity, Inclusion, and Social Justice in a Multilingual Classroom." In Evolving Multicultural Education for Global Classrooms. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7649-6.ch007.
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The present study reports on an investigation into the benefits of a translanguaging pedagogy in an ELICOS class as a pedagogical approach to integrate students' complex socio-cultural, multilingual practices and experiences into a classroom learning community. This was explored through semi-structured interviews with five ELICOS students and their teacher over the course of four weeks. Interview questions addressed three specific areas of teaching and learning: (1) teacher perceptions of the pedagogical effectiveness of the translanguaging pedagogy, (2) students' views of the implementation of the translanguaging pedagogy and its benefits for their language development, and (3) students' perceived changes to their self-image as language learners throughout the pedagogical implementation. Findings revealed that the integration of a translanguaging pedagogy created more inclusive and equitable opportunities for students to draw on their hybrid and fluid multilingual experiences and resources to participate more actively in communicative interactions.
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Horan, Deborah A., Afra Ahmed Hersi, and Patrick Kelsall. "The Dialogic Nature of Meaning Making Within a Hybrid Learning Space." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch049.
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The chapter presents a reflective case study of a specific instance of hybrid teaching with preservice teachers in a graduate course on the languages and literacies of bilingual elementary children. The intensive summer course occurred across eight weeks, with four on-campus meetings and the remainder of the course occurring online. The authors address three specific pedagogical tools meant to scaffold dialogic meaning making through instructor-mediated learning and student individualization. The chapter is framed within a social constructivist stance that examines the nature of dialogic meaning making and hybrid teaching. The chapter includes detailed examples of three pedagogical tools: discussion boards as community-building spaces, dialogue journals an individualization spaces, and content application as approximation spaces for knowledge building. Interdisciplinary examples for teaching linguistically diverse children relate to mathematics, science, social studies, and language arts. In addition, the authors discuss implications and directions for research.
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Horan, Deborah A., Afra Ahmed Hersi, and Patrick Kelsall. "The Dialogic Nature of Meaning Making within a Hybrid Learning Space." In Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9680-8.ch002.
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The chapter presents a reflective case study of a specific instance of hybrid teaching with preservice teachers in a graduate course on the languages and literacies of bilingual elementary children. The intensive summer course occurred across eight weeks, with four on-campus meetings and the remainder of the course occurring online. The authors address three specific pedagogical tools meant to scaffold dialogic meaning making through instructor-mediated learning and student individualization. The chapter is framed within a social constructivist stance that examines the nature of dialogic meaning making and hybrid teaching. The chapter includes detailed examples of three pedagogical tools: discussion boards as community-building spaces, dialogue journals an individualization spaces, and content application as approximation spaces for knowledge building. Interdisciplinary examples for teaching linguistically diverse children relate to mathematics, science, social studies, and language arts. In addition, the authors discuss implications and directions for research.
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Laksov, Klara Bolander, Charlotte Silén, and Lena Engqvist Boman. "Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program." In Cases on Professional Distance Education Degree Programs and Practices. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4486-1.ch010.
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In this case, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.
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Naidoo, Shamila, and Roshni Gokool. "Towards the Implementation of E-Assessment in L2 IsiZulu." In ICT-Based Assessment, Methods, and Programs in Tertiary Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3062-7.ch008.
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This chapter reports on a quantitative study that investigated the adoption and implementation of e-assessments of listening comprehension tasks on second language learners registered for the Basic isiZulu module at the University of KwaZulu-Natal, South Africa. Specifically, the chapter examines the process used in the design of listening comprehension activities. It focuses on the pedagogical implications of adopting such tasks within the assessment rigour. Drawing on Hemmati and Ghaderi's study, the focus is on the format of questions. The experiment was conducted over four weeks with a cohort of non-mother-tongue learners of isiZulu. Encouragingly, the findings of the experiment suggest that formative e-assessments of listening comprehension tasks are beneficial to students. Language teachers should, however, engage in a careful and thoughtful planning process in the design of relevant and authentic listening comprehension tasks.
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Alm, Antonie. "Piloting Netflix for intra-formal language learning." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.979.
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The expansion of the Netflix TV-network around the globe has made foreign language films and TV-series accessible for formal and informal language learning experiences. As students in educational settings are starting to engage in informal second language (L2) Netflix viewing, it is time that new pedagogical approaches support learners to optimise the resource for successful language learning. This pilot study reports on a project conducted with 12 intermediate level German students who watched self-selected German TV-series. For three weeks, students described and commented on each other’s viewing experiences in their weekly blogs. In a final report, participants reflected on their affective and cognitive engagement with the series. Findings of this study indicate that previous informal exposure to Netflix series positively impacted on the participants’ willingness to engage in extensive out-of-class listening. The learning experience in the formal context positively affected subsequent informal L2-series watching.
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Wu, Sumei, Paige Ware, and Meei-Ling Liaw. "Promoting Peer-to-Peer Synchronous Online Discussions." In Handbook of Research on Online Discussion-Based Teaching Methods. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3292-8.ch012.
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This chapter examines ways to support peer-to-peer synchronous discussions that move beyond the basic exchange of information toward complex online intercultural communication. It begins by providing an overview of the affordances and challenges of online communication tools. It then explores how tasks and facilitation protocols were structured into small-group interactions through the lens of a case study in which teachers from Taiwan and the United States collaborated for 13 weeks in an online project, for which a structured facilitation protocol was designed based on a framework from teacher education, the Principled Use of Video. It draws on examples from the teachers' peer-to-peer interactions to highlight ways in which the tasks and protocols elicited intercultural discussions focused on topics of importance to their unique contexts. It ends by summarizing key takeaways with an emphasis on pedagogical implications and suggestions for future research.
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Kozlova, Iryna. "Factors Affecting Learner Collaboration in 3D Virtual Worlds." In Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7286-2.ch002.
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This chapter explores factors affecting learner collaboration by observing the performance of eight English as a foreign language (EFL) learners collaborating on tasks in a 3D virtual world (3D VW) over a period of six weeks. Students used an audio channel to interact with their peers and a text-based channel to make notes on a collaboration board. Their performance was recorded using Camtasia Relay, a screen-capture software, and then transcribed. Data analysis revealed that students' collaboration skills improved over time. The factors that facilitated collaboration included (1) learners and instructors' familiarity with 3D VWs, (2) learners' familiarity with the format of the learning activity, (3) learners' experience with the spontaneous use of the second language (L2), and (4) instructors' use of pedagogical techniques that facilitated collaboration. These results suggest that for students to benefit from collaborative learning, both learners and instructors need to be prepared for this type of instruction.
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Saona-Vallejos, Miguel, and Michael Thomas. "An Investigation of Social Networking Sites for Language Learning and the User Experience." In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1282-1.ch004.
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This chapter investigates the user experience of the language learning platform Busuu as a tool for learning Spanish as a Foreign Language (SFL). Social constructionism has been highlighted by previous research as the theory on which Busuu is based, however, Álvarez concluded that Busuu constitutes an ecological system of nested semiotic spaces where pedagogical elements and principles from different theories of language learning interweave in complementary ways. Following a review of existing research, the chapter analyses data arising from a study involving a mixed group of university students who used the premium version of Busuu for four weeks. Data were collected via pre- and post-tests, a user experience questionnaire, and individual interviews, and were analysed using descriptive statistics and thematic analysis. Findings suggest that Busuu did not fully satisfy the requirements of a social network in terms of ease of participation, communication, and collaboration. Further research is required to explore the implications of usability testing for the design of effective SNSLL.
Conference papers on the topic "Weeks Pedagogical"
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Tandzegolskienė, Ilona, and Asta Lapėnienė. "EXPERIENTIAL LEARNING PROCESSES USING AN E-DIARY IN STUDENTS’ INTERNSHIP." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end016.
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The article/presentation analyses data from e-diary taken by 88 students from three groups of pedagogical programs who were studying in the following school years: 2018-2019 and 2019-2020. As part of the internship tasks, the diary had to be written regularly weekly (for a total of 20 or 22 weeks). According to the provided half-standardised e-diary form, every week, the research participants had to document the most significant/successful/problematic situation in their school internship and raise any questions. The database on an e-diary basis contains 1962 situations of internship pedagogical activity. The data presented in the article is general for the whole group of research participants. The data analysis is based on six stages: access to the data, data coding, finding topics, revision of the topics, a summary of the topics and preparation of the report. The article presents how the e-diary was designed and how the e-diary stimulates the metacognitive capacity to reflect upon thinking capacities. The thematic analysis of the entries in e-diary has been conducted according to the following three aspects: emotional, cognitive, and the change in internship activity. The thematic analysis's emotional aspect (which was revealed in the e-diary notes) has been reflected by the dynamics of satisfaction from the professional activity. The intellectual aspect has been revealed by the dynamics of changes in students' self-estimation, attitude towards learning, and the teaching profession. The diaries provided the opportunity to analyse the learning situations via descriptions in the e-diary and the participant's self-reflections on their gained internship experience.
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Hossain, Awlad, Jason Durfee, Heechang Bae, and Kyle Larsen. "Teaching an Undergraduate Dynamics Course for Mechanical “Engineering Technology” Students: Successful Implementation for Students Learning." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65079.
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Applied mechanics is a branch of the physical sciences that describes the response of bodies (solids and fluids) or systems of bodies to external forces. It deals with the basic concepts of force, moment and its effects on the bodies at rest or in motion. It helps engineers or engineering students to understand how different bodies behave under the application of different types of loads. Mechanics can be broadly divided into two branches as called Statics and Dynamics. Statics deals with the bodies at rest whereas dynamics involves studies related to bodies in motion. In particular, the major emphasis of a dynamics course is to provide the details of the principles of applied mechanics or physics with the studies of motion of objects caused by forces or torques. It is an important course to develop a method of stripping a problem to its essentials and solving it in a logical, organized manner. In our institution, we offer a one-quarter long Dynamics class for Mechanical Engineering Technology (MET) curriculum. This course teaches several topics of solving dynamics problems that belong to Kinematics in Rectilinear & Angular Motions, Plane Motion, Kinetics, Work & Energy, and Impulse & Momentum. This course is designed for the MET students, who are more “hands-on” and have mathematical knowledge up to Calculus II. However, the prerequisite of this course is Tech Statics, not Calculus II. On the other hand, the prerequisites of Tech Statics are Physics and Pre-Cal-II. Therefore, MET students enrolled in Dynamics course solve problems using algebra rather than using calculus. As a whole, this course becomes challenging to convey different concepts of dynamics to our students within 10 weeks’ time frame. To facilitate the overall learning, the course instructors solve different interesting realistic dynamics problems, besides solving the conventional problems from the text book. Solving these realistic dynamics problem helps our students to enhance their conceptual understanding, and motivate them to pursue further in subsequent chapters. The paper presents in details several interesting problems related to different chapters and how they are linked to convey the targeted message related to course objectives. The paper also presents how different topics taught in this class fulfill the targeted course objectives, which are mapped with ABET Engineering Technology criteria. While a course in Dynamics could be a common offering in many universities, the authors of this paper presents the pedagogical approaches undertaken to successfully teach or implement the course objectives to the undergraduate engineering technology students.
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Gill, Grandon, William Patterson, and Diane Williams. "The Increments and Transformations Institute at the University of South Florida: A Case Study." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3047.
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The paper presents a research case study that describes the three year history of the Increments and Transformations Institute (ITI) at the University of South Florida. The ITI's goal is to encourage faculty members from all disciplines to enhance the effectiveness of their teaching through the appropriate use of technologies and pedagogical strategies. Institute participation consists of a year-long cohort-based program of faculty development divided into three distinct phases. In Phase I, participating faculty members attend an intensive week-long workshop on teaching with technology. Phase II takes place during the fall semester that follows, during which time each participant must implement a single technology-based/pedagogically-informed change to one or more courses (a.k.a., an "increment"). During Phase III, in the spring, each participant must share his or her experiences with additional departmental and college colleagues in a formal setting. There is also an optional Phase IV, during which participants may return to the institute and act as facilitators for subsequent cohorts. Since it was established, the ITI's organization and approach has undergone two significant changes, moving from extensive reliance on outside facilitators to almost exclusive use of former participants and moving from traditional workshop activities to a structure based around teaching cases. The case study considers how these changes impacted outcomes and have led to an approach to faculty development that is both highly effective and increasingly self-sustaining.
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Métioui, Abdeljalil, and Louis Trudel. "ACQUISITION OF SCIENTIFIC AND PEDAGOGY COMPETENCES BY PRIMARY PRE-SERVICE TEACHERS: MYTH OR REALITY?" In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.70.
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In the present research of a qualitative type, we present the results of an experimentation led with 94 pre-service primary teachers from Quebec in Canada. The experimentation, which lasts four months at the rate of three hours per week, took place in two phases. The first phase took place in 4 steps in order to help student teachers to acquire knowledge competency in science and pedagogical knowledge competency, in accordance with the curriculum of the ministry of the education of the government of Quebec. In the second phase, the students had to prepare two teaching sequences centered on laboratory experimentations to the intention of their future pupils of the first, second or third cycle (please note that each cycle lasts for two years). For it, they had to follow an approach similar to the one experienced in the first phase. Finally, they had to complete a questionnaire to specify the difficulties of a scientific or pedagogical nature that they encountered during the conceptions of their teaching sequences. The analysis of the sequences constructed and of the data of the questionnaire shows an effort important on their behalf, in spite of the difficulties they met and that will be presented. Key words: training, pre-service teachers, primary school, knowledge competence, pedagogical knowledge competence.
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Baglione, Melody L. "Incorporating Practical Laboratory Experiments to Reinforce Dynamic Systems and Control Concepts." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10135.
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The Cooper Union is developing a new simultaneous lecture and laboratory approach to address the pedagogical challenge of finding the appropriate balance between theory and hands-on experimentation in teaching dynamic systems and control concepts. The new approach dedicates one hour each week to laboratory experiments with the class subdivided into small student groups having greater faculty interaction. Bench top experiments from National Instruments and Quanser include DC motor and inverted pendulum modeling and control workstations. Process control test rigs from Feedback Inc. include level, flow, temperature, and pressure control trainers. Devoting significant time to laboratory experiments gives students the opportunities to fully appreciate feedback control concepts and to acquire valuable practical skills. This paper discusses the new instructional approach, preliminary results, lessons learned, and future plans for improving the systems and control curriculum.
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Harnack, Jacob, X. J. Xin, Liang-Wu Cai, and Malcolm Panthaki. "Assessment of the Efficacy of Learning Modules on FEM Instruction." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40613.
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A module-based approach is promoted for introducing FEM applications into undergraduate engineering courses. A Learning Module (LM) is defined as a well-structured, compact, and self-sufficient learning resource that provides a learner the desired contents in a precise and concise manner, enabling the learner to learn efficiently and effectively. Each LM is designed to be equivalent to one week’s learning time. A navigatable and editable multi-media (NEMM) format of presentation for learning modules is proposed. Critical to the construction of a learning module is the principle of conceptual analysis which allows the extraction of general concepts, principles, and procedures from FEM software specifics. Two learning modules are developed, and their efficacy in FEM learning is assessed. The pedagogical foundations behind the module-based learning are explored from the cognitive science perspective. The advantages and disadvantages of the module-based learning are discussed.
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Arriaran Olalde, Iñigo, and Nagore Ipiña Larrañaga. "Indicators needed to design a student dashboard from lecturers’ perspectives: a qualitative study." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9415.
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The number of students’ enrolled in Higher Education online courses is increasing, and as a result, more data about their learning process is generated. The data produced can be displayed on a dashboard and help students in their learning process. However, lecturers’ perspective should be taken into account to define the indicators of the dashboard as the design of the courses could impact on the elements included on it. And that is precisely the aim of this paper: to define the indicators needed to design a student dashboard in online courses taking into account lecturers' perspectives. This study was carried out with 10 lecturers from the Faculty of Humanities and Education from Mondragon Unibertsitatea. Online qualitative questionnaires were used to gather participants’ perceptions. Results show that most of the lecturers participating in the research study identified four indicators to design a student dashboard: number of times students access the course forum, amount of contributions in the forum, number of times students consult the information booklet, and number of times each student has accessed the course in a week time. Conclusions drawn from this study highlight the importance of training lecturers and students on the pedagogical use of data visualization.
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Bruno, Bradford A., and Ann M. Anderson. "Using Objective-Driven Heat Transfer Lab Experiences to Simultaneously Teach Critical Thinking Skills and Technical Content." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82689.
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The heat transfer course at Union College has been redesigned to improve critical thinking and problem solving skills, provide an understanding of the origin of the data and parameters used in heat transfer analysis, and familiarize students with modern experimental and computer analysis tools. The course is taught in the junior year and combines a 4-hr/wk lecture with a 3-hr/wk integrated lab component during a 10 week term. The lecture covers the traditional conduction, convection and radiation heat transfer material whereas in the lab students combine hands on experimental measurements with the use of sophisticated design tools. Our method for achieving the course goals is to use objective-driven lab exercises. Students are asked directed questions about a concrete problem involving heat transfer and are required to develop an experimental/numerical plan to answer the questions. Initial labs are more directed and are designed to introduce experimental / numerical analysis techniques which students may then use in the end of term design project which is more open ended. We have focused on the use of small scale inexpensive equipment which allows us to use multiple set-ups and have students work in small (2-3 person) groups. In this paper we present the weekly lab exercises and discuss how they contribute to the pedagogical goals for the lab, course, and curriculum.
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Érsek, Attila. "Történelmi forrásokhoz kapcsolódó kritikai gondolkodásfejlesztés tapasztalatai." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.179.
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Az előadás egy átfogó kutatási téma eredményeinek megosztására irányul (Érsek, 2019). Olyan neveléstudományi témában kerestem módszertani megoldást, amely szorosan kapcsolódik a kritikai gondolkodás fejlesztéséhez elektronikus tanulási környezetben. A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek mérési, fejlesztési területeire koncentráltam. A történelemtanítás kutatásának nemzetközi dimenziójában az egyik megközelítés szerint a kritikai gondolkodás fejlesztésének és a forráselemzésnek kell a történelemtanítás középpontjában állnia (Jancsák, 2019). A feladat és a fogalmi keret összetettsége miatt kevés a sikeresnek tekinthető empirikus vizsgálat a kritikai gondolkodás terén. Magyarországon elindult a fogalom pedagógiai értelmezése (Molnár L., 2002.; Tóth, 2007.; Kovács, 2009.; Fábián, 2014.), az angolszász pedagógia fókuszában a fogalmi tisztázás és a kritikai gondolkodás szerkezeti elemeinek feltárása, összegzése áll (Elder – Paul, 2006.; Lai, 2011). Kutatásom során megalkottam a történelem témakörben alkalmazható kritikai gondolkodás taxonómiát, amelyet pontosítottam Anderson-Krathwohl (2001) tanulási célkitűzések modelljének segítségével. A történelemtanárok gondolkodását és nézeteit feltártam strukturálatlan kognitív térkép módszerével, támogatott felidézéssel. Szakértői mintavétel történt. Az oktatástervezési megközelítések közül (Ollé, 2015. p. 86.) a jelen kutatás fejlesztése oktatástanulás szempontjából építette fel a tanköri modulokat, azaz a kognitív folyamatok fejlesztésére koncentrált. A pedagógiai kísérlet terepe a Neo LMS alkalmazás lett, ami e-learning keretrendszer, tananyagtartalom szervező rendszer (LCMS). Általam fejlesztett 2 hetes tanórán kívüli anyagot osztottam meg, tutorként támogattam a diákok tanulási folyamatait. A kutatás eljárásrendjét (eszközök, módszerek), megbízhatósági mutatóit ismertetem az előadás során. A 11-12. évfolyamos gimnazistáknál csoportos valószínűségi mintavételt alkalmaztam, kiegészítettem a hólabda mintavételi eljárással (összesen 330 fő). Kutatási kérdés volt: Milyen módon mérhető a történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek tanulói teljesítménye elektronikus tanulási környezetben? A kutatás hipotézisei közül egyet emelek ki (egymintás t-próbát alkalmaztam ennél): A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek tanulói teljesítményét lényegesen befolyásolja a Neo LMS fejlesztő anyagainak megismerése. Az önkontrollos csoport esetében ez bizonyítást nyert. Bízom benne, hogy a tanulók kritikai gondolkodásának kognitív elemeit és a digitális kompetenciát fejlesztő módszertani megoldásom hozzájárul a pedagógiai kultúraváltáshoz. A bemutatásra kerülő pedagógiai kísérlet a tanulók egyéni fejlesztésérére koncentrál, egy jó példája a SAMR modell (Puentedura, 2006) felső szintjének, alkalmazásával hatékonnyá tehető a különböző történelmi források feldolgozása, miközben az IKT által nyújtott lehetőségek is megvalósulnak. ----- A report on developing critical thinking connected to historical sources ----- The goal of the presentation is to share the results of a comprehensive research topic (Érsek, 2019). I attempted to find a skill developing methodological solution in the field of pedagogy that is closely connected to the development of critical thinking in an e-learning environment. The focus is on assessing and developing the cognitive elements of critical thinking embedded in historical teaching materials. One approach to the research on History teaching at an international level states that developing critical thinking and source analysis are the main tasks of History instruction (Jancsák, 2019). Owing to the complexity of the task and the complex conceptual framework, there has been only a few empirical studies in the field of critical thinking that can be regarded as successful. The pedagogical interpretation of the concept has begun in Hungary (Molnár L., 2002.; Tóth, 2007.; Kovács, 2009.; Fábián, 2014.), and the Anglo-Saxon pedagogy focuses on conceptual clarification and on the exploration and summarization of the structural elements of critical thinking (Elder – Paul, 2006.; Lai, 2011). Based on my research, I created a critical thinking taxonomy which can be applied within the context of History, and I further refined it by using Anderson-Krathwohl’s (2001) model of learning objectives. I explored the beliefs and attitudes of History teachers by using a non-structured cognitive map and stimulated recall with questions. The sample procedure was expert sampling. From the educational planning approaches (Ollé, 2015. p. 86.), the development of the present research created the modules of the course from the education-learning perspective, which means that it focused on the development of cognitive processes. The present pedagogical experiment was executed within the Neo LMS application, which is an e-learning platform and a learning content management system (LCMS). I created and shared a two-week skill developing material, which was not part of class activities, with the students, and I assisted their learning processes as a tutor. In this presentation, I outline the research protocol (tools, methods) and reliability indices of the research. I applied probability cluster sampling in the case of eleventh- and twelfth-graders, and additionally used snowball sampling (altogether 330 participants). The research questions were the following: How can the students’ performance be assessed related to the cognitive elements of critical thinking embedded in historical teaching materials in an elearning environment? I highlight one of the research hypotheses (one-sample t-test was used in this case): Students’ performance related to the cognitive aspects of critical thinking embedded in historical teaching materials is significantly influenced by becoming familiar with the Neo LMS skill developing materials. In the case of the single-case experiment group, this hypothesis was confirmed. I hope that my methodological solution that develops the cognitive elements of students’ thinking and their digital competence will contribute to the transition in pedagogical approach. The presented research in the field of pedagogy focuses on the individual development of students, which is a good example of the highest level of the SAMR model (Puentedura, 2006), and by applying this, the interpretation of different historical sources can be more effective and the opportunities offered by the ICT environment are also incorporated.