Middle School Mathematics Teachers' Opinions on Feedback

Beydoğan, H. Ömer

doi:10.21449/ijate.339410

Cited by 2 publications

(3 citation statements)

References 21 publications

(26 reference statements)

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“…Active learners are expected to have a natural drive to self-regulate an important but displeasing matter [45]. According to the findings, however, learners' lack of confidence to be self-motivated and self-directed [46]- [48] and fear of failure [46], [49] during active learning created a gap between the conventionalcontemporary pedagogical transition at each educational level. Consequently, the pedagogical gap within the internalization dimension would ultimately affect other pedagogical dimensions' ideal manifestation, such as learners feel stress while accomplishing meaning-making activities [50], not confident, shy, and afraid of sharing opinions or feedback in environmental interaction [46], [51], and so on.…”

Section: Main Findingsmentioning

confidence: 94%

“…Both learner groups were found to be underperformed in deep and critical thinking [93], [94] as well as developing one's own way of thinking [51], [95]. Higher-level education is frequently plagued by issues that are similar to those young learners' encounter, such as a lack of motivation in critical thinking [96] and a lack of cognitive preparation to conduct independent thinking and discovery [46], [97]. This demonstrated that a failure to bridge the pedagogical gap at an early stage of learning may have major consequences later on, leading to a negative pedagogical transition.…”

Section: Main Findingsmentioning

confidence: 99%

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Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps

Leow,

Hassan,

Mohd Sharizal

et al. 2024

IJERE

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<span lang="EN-US">Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pedagogies/approaches in specific educational levels. This systematic review is aimed to find the consensus of active learning pedagogies/approaches applied in pre-school to tertiary education on the basis of constructivist philosophy and student-centered notion, determine the desirable pedagogical dimensions, discover pedagogical gaps, and offer attention for bridging the gaps. We located seven pedagogical dimensions from teachers’ perspectives of pedagogical features, in terms of pedagogies/approaches and theories/concepts, from 148 publications that were eligible for inclusion after filtered through PRISMA. The learning outcomes or evidence of effectiveness were determined across various pedagogies/approaches in relation to pedagogical dimensions’ manifestation. Content analysis was employed in this work to encode, categorize, and develop themes. As a result, this study highlights the pedagogical gaps between desirable pedagogical dimensions’ manifestation and actual pedagogy attainment at various educational levels and provides suggestion for bridging the gaps to ensure smooth pedagogical transition. The study may serve as a foundation for future active learning pedagogical designs and enrich student-centered learning initiatives.</span>

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Section: Main Findingsmentioning

confidence: 94%

Section: Main Findingsmentioning

confidence: 99%

Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps

Leow,

Hassan,

Mohd Sharizal

et al. 2024

IJERE

View full text Add to dashboard Cite

show abstract

“…Before defining the cognitive structure, it is necessary to explain the concept of cognition. According to another definition, it is the cognitive activities that enable an individual to understand and interpret themselves and their environment (Beydoğan & Hayran, 2016). Gilbert and Watts (1983) defined cognitive structure as a structure based on the interconnections of concepts stored in our memory.…”

Section: Literaturementioning

confidence: 99%

An Analysis on the Cognitive Structure and Opinions of Pre-Service Science Teachers on the Concept of Micro Teaching

Demirci,

Akgün

2023

education

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In this study, it is aimed to examine the cognitive structures of pre-service science teachers regarding the concept of “micro teaching”. The study was carried out with 25 teacher candidates studying in the 4th grade of science teaching at Alanya Alaaddin Keykubat University Faculty of Education in a 4-week period within the scope of the teacher practice course in the fall semester of the 2021-2022 academic year. In the study, since it was aimed to reveal the cognitive structures of pre-service science teachers regarding the concept of “micro teaching”, screening method was used. In the collection of the study data, “independent word association test, drawing-writing and concept map” were used. Content analysis was performed in the analysis of the data obtained from the study. When the findings obtained as a result of the study were examined, the categories obtained from three different measurement tools had features that support and explain each other. “Part of micro teaching, teaching practice, self-assessment and tools used in micro teaching” obtained from all three measurement tools emerged as common and dominant categories. The most commonly used answer words by pre-service teachers for the category of “part of micro teaching” were determined as “pre-service teacher, planning, presentation, group work, lesson, student, teaching, information, education, registration, teaching, self-evaluation, class, re-teach and re-plan”. The most commonly used answer words for the category of “teaching practice” by pre-service teachers were determined as “skill, development, experience, technique, experimentation, performance, ability, observation, reducing anxiety and practice”. The most commonly used answer words by pre-service teachers for the category of “self-evaluation” were determined as “evaluation, review, feedback, monitoring and feedback”. The most common answer words used by teacher candidates for the category of “tools used in micro teaching” were determined as “video, camera and tape”. When the drawings made by the pre-service teachers for approximately micro teaching are examined according to the levels, the drawings of 50% of them are partial drawings and conceptual representative drawings. They explained the concept of micro teaching in ways related to scientific facts. This situation can be evaluated as the cognitive structures of pre-service science teachers related to the concept of micro teaching are sufficient.

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Middle School Mathematics Teachers' Opinions on Feedback

Cited by 2 publications

References 21 publications

Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps

Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps

An Analysis on the Cognitive Structure and Opinions of Pre-Service Science Teachers on the Concept of Micro Teaching

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