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A jazz orientation of the Three-Dimensional Developmental Trajectory of the intercultural maturity model
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| 42 |
Factors Associated with Novice General Education Teachers’ Preparedness to Work with Multilingual Learners: A Multilevel Study
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2021)
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| 43 |
Non-routine Mathematical Problem-Solving: Creativity, Engagement, and Intuition of STEM Tertiary Students
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Abstract:
This study set out to evaluate an intervention that introduced a period of non-routine problem-solving into tertiary STEM lectures at four tertiary institutions in New Zealand for 683 students. The aim was twofold: to attempt to increase student engagement and to introduce them to the kind of domain-free abstract reasoning that involves critical, creative, and innovative thinking. This study was conducted using a mixed-methods approach, utilizing different types of instruments to gather data: comprehensive student pre- and post-test questionnaires, a content validation survey for the questionnaires, focus group interviews (student participants), open-ended questionnaire (lecturer participants), and naturalistic class observations. The main findings are as follows. Students' behavioural engagement was significantly greater during the intervention. Perceptions of the utility value of the activity improved at the end of the semester for all students. There were no significant changes in students' convergent thinking (problem-solving), intuition, or creativity (originality, fluency, and elaboration traits of the divergent thinking) during the course, probably due to the relatively short timescale of the intervention. However, overall, the results of the investigation suggest that with a relatively small effort, teachers can improve STEM student engagement by devoting a few minutes per lecture on non-routine problem-solving. This is something that can be easily implemented, even by those who primarily teach in a traditional lecturing style.
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Keyword:
Engagement; Mixed-methods; Puzzle-based learning; STEM education; Tertiary education
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URL: http://hdl.handle.net/10292/14733
https://doi.org/10.3934/steme.2021017
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| 44 |
The Impact of the Learner’s Meta-ability Changes on Interpersonal Relations with Teachers under COVID-19: A Lens of Computer-mediated Communication
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| 45 |
Quality of Life Differences: First-Generation and Generational College Students at Baylor University
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| 46 |
A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
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In: Senior Projects Spring 2021 (2021)
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| 47 |
An explanatory sequential mixed methods study exploring interpersonal relationships and social-emotional learning in dual language two-way immersion and general education classrooms.
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| 48 |
Bildung as Cult: Education through Secret Societies in German Literature
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In: Senior Projects Spring 2021 (2021)
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| 49 |
The Insistence of Inclusion: The Black Excellence Project
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In: Early College Folio (2021)
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| 50 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 51 |
Caregivers’ choice against : a case study of caregivers’ denial of language services in Central Texas.
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| 52 |
Using Digital Games in the Science Classroom
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In: Boise State University Theses and Dissertations (2021)
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| 53 |
An Analysis of Ubiquitous Learning Environments and STEM Confidence Building Among Hispanic Students
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In: Boise State University Theses and Dissertations (2021)
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| 54 |
Video Communication: Explorations of Community and Connectedness, and Closeness in Online Courses
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In: Boise State University Theses and Dissertations (2021)
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| 55 |
Qualitative analyses of learners’ discourse about their productive vocabulary in spoken interactions
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In: ISSN: 1951-6215 ; EISSN: 1951-6215 ; Lexis. Journal in English Lexicology ; https://halshs.archives-ouvertes.fr/halshs-03589911 ; Lexis. Journal in English Lexicology, Université Jean-Moulin-Lyon III - Centre d’Études Linguistiques (CEL), 2021, ⟨10.4000/lexis.6044⟩ (2021)
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| 56 |
“Russia My History”
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In: ISSN: 2041-6938 ; Journal of Educational Media, Memory, and Society ; https://halshs.archives-ouvertes.fr/halshs-03554865 ; Journal of Educational Media, Memory, and Society, 2021, 13 (1), pp.33-57. ⟨10.3167/jemms.2021.130103⟩ (2021)
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| 57 |
The representation of culture in foreign languages teaching : the case of catalan in France ; La représentation de la culture dans la didactique des langues étrangères : le cas du catalan en France
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In: https://tel.archives-ouvertes.fr/tel-03370043 ; Education. Université Toulouse le Mirail - Toulouse II; Universitat de Vic, 2021. Français. ⟨NNT : 2021TOU20032⟩ (2021)
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| 58 |
Évaluer au plus près le bien-être subjectif des élèves en leur donnant la possibilité de botter en touche
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In: Journée d'étude : L'évaluation, pour quoi faire ? ; https://hal.archives-ouvertes.fr/hal-03182732 ; Journée d'étude : L'évaluation, pour quoi faire ?, Mar 2021, Le Mans, France (2021)
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| 59 |
Referenciación espacio-temporal en español y francés a través de los tiempos verbales del indicativo
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In: Colloquium on Romance Linguistics ; https://hal.archives-ouvertes.fr/hal-03254672 ; Colloquium on Romance Linguistics, Jun 2021, Graz, Austria (2021)
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Communication non verbale de l’enseignant de FLE : faciliter la prononciation
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In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-03142285 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2021, L’enseignement de la prononciation en classe de langue : démarches et outils, 3, pp.[En ligne] ; https://www.aplv-languesmodernes.org/~ilash/spip.php?article8364 (2021)
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