This study aims to clarify the conceptual characteristics of artifact utilization in nursing practice instruction. Five selected articles were analyzed using the concept analysis method by Walker and Avant. The attrib...This study aims to clarify the conceptual characteristics of artifact utilization in nursing practice instruction. Five selected articles were analyzed using the concept analysis method by Walker and Avant. The attributes, antecedents, and consequences of the concept were extracted from the target literature. The analysis revealed two attributes (“connecting people to people” and “connecting people to objects”);two antecedents (“recognition of artifacts” and “selection of artifacts”);and two consequences (“designing a fulfilling learning environment” and “improving the quality of education”). The concept was defined as “promoting the utilization of artifacts by recognizing and selecting them, connecting people to people and people to objects, designing a fulfilling learning environment, and improving the quality of education”.展开更多
Project-Based Learning(PBL)has demonstrated considerable effectiveness in fostering scientific attitudes among primary school students.This study conducts an in-depth analysis of the Grade 5 Science textbook published...Project-Based Learning(PBL)has demonstrated considerable effectiveness in fostering scientific attitudes among primary school students.This study conducts an in-depth analysis of the Grade 5 Science textbook published by the Education Science Press and selects the lesson"Building Boats with Floating Materials"as a suitable case for PBL-oriented instructional design.The story of Noah's Ark from the Bible is employed to construct a cognitively challenging and thought-provoking scenario,immersing students in dual challenges involving both engineering and ethical considerations.Students are thereby guided to adopt the dual roles of engineers and decision-makers,engaging in dynamic reasoning between scientific evidence and value judgment,with the aim of cultivating scientific attitudes.The effectiveness of this PBL approach is evaluated through teacher and student interviews.The findings indicate that employing project-based learning to cultivate scientific attitudes in primary school students receives strong positive affirmation.Based on the teaching practice,four pedagogical recommendations are proposed:prioritizing cognitive development in scenario design;flexibly and appropriately adapting instructional content;maintaining classroom order while fostering a supportive learning environment;and promoting the participation of students with higher levels of dependency in classroom activities.展开更多
Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature.However,inadequate efforts have been made to examine this assumptio...Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature.However,inadequate efforts have been made to examine this assumption empirically.Drawing on the Trends of International Mathematics and Science Study(TIMSS)2011 mathematics teachers’data at the eighth grade level,this study examines the relationship between teacher efficacy in teaching mathematics and teachers’mathematical instructional practices in five Asian countries/regions.Guided with Bandura’s social cognitive theory,this study finds that overall teachers in the five countries/regions reported much lower teacher efficacy in teaching mathematics and lower levels of instructional practices than the international norms.The relationship between teacher efficacy and instructional practices varied within these countries/regions.Teacher efficacies in teaching mathematics are not always statistically and positively related to their instructional practices in engaging students.Together,these findings challenge the theoretical assumption about the positive relationship between teacher efficacy and instructional practices.Possible reasons of these findings and future directions are discussed.展开更多
Purpose This study examines the relationship between teachers’professional collaboration and their use of cognitively activating teaching practices.It equally considers whether and the extent to which collective teac...Purpose This study examines the relationship between teachers’professional collaboration and their use of cognitively activating teaching practices.It equally considers whether and the extent to which collective teacher innovativeness might make a difference in this relationship.Design/Approach/Methods We used a pooled sample in the Teaching and Learning International Survey(TALIS)dataset by the Organisation for Economic Co-operation and Development(OECD)in 2018.We employed multilevel models in the analysis.Findings The results suggested that teachers’professional collaboration is significantly and positively related to their use of cognitively activating teaching practices.They also highlighted the moderating role of collective teacher innovativeness in this relationship.These results do not necessarily imply any causal relationships.Originality/Value This study provides empirical evidence,based on an analysis of a large-scale dataset,on the importance of collective teacher innovativeness in promoting the potential benefits of professional collaboration in relation to innovative classroom teaching.展开更多
文摘This study aims to clarify the conceptual characteristics of artifact utilization in nursing practice instruction. Five selected articles were analyzed using the concept analysis method by Walker and Avant. The attributes, antecedents, and consequences of the concept were extracted from the target literature. The analysis revealed two attributes (“connecting people to people” and “connecting people to objects”);two antecedents (“recognition of artifacts” and “selection of artifacts”);and two consequences (“designing a fulfilling learning environment” and “improving the quality of education”). The concept was defined as “promoting the utilization of artifacts by recognizing and selecting them, connecting people to people and people to objects, designing a fulfilling learning environment, and improving the quality of education”.
基金2025 Special Project of the Xiangzhou District Basic Education Curriculum and Instruction Reform Initiative,titled "Instructional Design and Practice of Cultivating Primary School Students'Scientific Thinking Based on Micro Project-Based Learning"(2025KT081)。
文摘Project-Based Learning(PBL)has demonstrated considerable effectiveness in fostering scientific attitudes among primary school students.This study conducts an in-depth analysis of the Grade 5 Science textbook published by the Education Science Press and selects the lesson"Building Boats with Floating Materials"as a suitable case for PBL-oriented instructional design.The story of Noah's Ark from the Bible is employed to construct a cognitively challenging and thought-provoking scenario,immersing students in dual challenges involving both engineering and ethical considerations.Students are thereby guided to adopt the dual roles of engineers and decision-makers,engaging in dynamic reasoning between scientific evidence and value judgment,with the aim of cultivating scientific attitudes.The effectiveness of this PBL approach is evaluated through teacher and student interviews.The findings indicate that employing project-based learning to cultivate scientific attitudes in primary school students receives strong positive affirmation.Based on the teaching practice,four pedagogical recommendations are proposed:prioritizing cognitive development in scenario design;flexibly and appropriately adapting instructional content;maintaining classroom order while fostering a supportive learning environment;and promoting the participation of students with higher levels of dependency in classroom activities.
文摘Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature.However,inadequate efforts have been made to examine this assumption empirically.Drawing on the Trends of International Mathematics and Science Study(TIMSS)2011 mathematics teachers’data at the eighth grade level,this study examines the relationship between teacher efficacy in teaching mathematics and teachers’mathematical instructional practices in five Asian countries/regions.Guided with Bandura’s social cognitive theory,this study finds that overall teachers in the five countries/regions reported much lower teacher efficacy in teaching mathematics and lower levels of instructional practices than the international norms.The relationship between teacher efficacy and instructional practices varied within these countries/regions.Teacher efficacies in teaching mathematics are not always statistically and positively related to their instructional practices in engaging students.Together,these findings challenge the theoretical assumption about the positive relationship between teacher efficacy and instructional practices.Possible reasons of these findings and future directions are discussed.
文摘Purpose This study examines the relationship between teachers’professional collaboration and their use of cognitively activating teaching practices.It equally considers whether and the extent to which collective teacher innovativeness might make a difference in this relationship.Design/Approach/Methods We used a pooled sample in the Teaching and Learning International Survey(TALIS)dataset by the Organisation for Economic Co-operation and Development(OECD)in 2018.We employed multilevel models in the analysis.Findings The results suggested that teachers’professional collaboration is significantly and positively related to their use of cognitively activating teaching practices.They also highlighted the moderating role of collective teacher innovativeness in this relationship.These results do not necessarily imply any causal relationships.Originality/Value This study provides empirical evidence,based on an analysis of a large-scale dataset,on the importance of collective teacher innovativeness in promoting the potential benefits of professional collaboration in relation to innovative classroom teaching.
