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Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten  [PDF]
Anastasia Mavidou, Domna Kakana
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.103039
Abstract: The present study aims to investigate the effectiveness of Differentiated Instruction (DI) on kindergarten children’s achievement. More specifically, the paper discusses the effect of different types of adjustments on an Integrated Curriculum following the DI approach. DI is a teaching and learning approach that provides a context to adjust sufficiently several aspects of the curriculum in order to address effectively the needs of all learners. However, the impact of DI is often related to several learning subjects, e.g. reading, mathematics etc., while scarce empirical evidence exists regarding its effectiveness in the context of an Integrated Curriculum. The majority of related research excludes the preschool education; hence,?more research about the appropriate implementation of DI in kindergarten settings is needed. The study was quasi-experimental, including pre- and post-tests to examine the effectiveness of DI in reaching the learning goals of three interventions. The participants were 80 kindergarteners for the experimental group and 74 children comprised the control group. The statistical analysis highlighted the positive impact of DI on their achievement. In addition, a tendency was found implying that differentiation by interests was the most effective type of adjustment. The results proved the applicability and positive impacts?of DI in kindergarten classrooms, while further research is needed to define and optimize the differentiation strategies and techniques.
Research on the Curriculum Setting of Physical Education Major at Ohio State University in the United States: Characteristics, Philosophical Beliefs, and Inspirations

- , 2016, DOI: 10.19582/j.cnki.11-3785/g8.2016.12.017
Abstract: 摘要:课程理念及设置是深化教育改革的核心环节,美国在此领域发展一直处于世界前列,而俄亥俄州立大学(OSU)体育教育专业的课程设置及理念在美国是典范。运用文献资料法和数理统计法,对OSU体育教育专业最新课程设置(2015)特点及理念进行了深入剖析。研究表明,OSU体育教育专业课程体系紧紧围绕体育教师教育培养目标,为培养幼儿园到高中阶段体育教师提供保障,其课程结构侧重实践性,课程内容突出业务性,课程间也体现了协同性和递进性。他们认为:体育是以实践活动为本的教育;“如何教”比“如何打”更重要;持续的教学经验积累和批判性反思决定教师教学能力和效果。这些理念对我国体育教育专业课程设置在课程目标的具体化、课程体系保障、教学能力培养、教学实习及评估方面都有较好的启示。
Abstract: Curriculum concept and its settings plays a key role in educational reform. The United States is ranked as top higher education system in the world, especially, the Ohio State University (OSU) Physical Education Major is recognized as an exemplary one. This paper made an in-depth analysis of the characteristics and concepts of the latest curriculum of the OSU Physical Education Major (2015) by means of literature review and mathematical statistics. Research shows that the OSU curriculum system of Physical Education Major focus on education training objectives of sports teachers in order to provide protection for the teachers from kindergarten to high school. The curriculum structure focuses on practically and the curriculum content highlights the business nature. The curriculum also reflects the synergy and progressive nature. They think that physical education is the education based on practical activities, and “how to teach” is more important than “how to play”; continued teaching experience accumulation and critical reflection determines Teachers’ teaching abilities and effects. These ideas have a good inspiration on the curriculum setting of Physical Education Mayor in China in terms of specific course target, curriculum system security, teaching ability training and practice and evaluation of teaching
Using Digital Resources for the ECE Curriculum in China: Current Needs and Future Development  [cached]
Jing Zhou,Si Chen,Lixian Jin
Knowledge Management & E-Learning : an International Journal , 2009,
Abstract: Using digital resources is an important development in the Early Childhood Education (ECE) curriculum in China. Guo and Wang (2005) report that 98% of urban ECE programs have computers with Internet connections, in addition to other technical facilities, which are used daily in ECE classrooms. However, the lack of curriculum-related digital resources and of a network to share them makes it difficult for teachers to share these resources for teaching. Further, this development of digital resources for ECE should consider Chinese cultures of learning (Jin & Cortazzi, 2006) in order to meet the needs of Chinese learners and maximize the learning effect. This paper focuses on the major features of digital resources in Chinese ECE and a framework for developing the content through examining existing digital resources and materials. Methods of inquiry and evaluation include the use of focus groups of kindergarten teachers in different provinces in China.The findings (Chen & Zhou, 2009; Zhou & Chen, 2009) indicate that an ECE digital resource should have features of individualization, interaction, sharing and sociability in networking in Chinese educational contexts, for supporting teaching design, practice, evaluation and reflection. An effective framework of ECE digital resources is recommended to contain three key parts:1) A Teacher Planning System to support teachers’ information searches, classified according to themes, subjects or types of activities.2) A Children’s Learning System to offer interactive learning at school or home following the classroom curriculum.3) A Family Support System to involve parents in their children’s learning and development.
60 years of science curriculum reform in China  [cached]
Baoshan YANG
Asia-Pacific Forum on Science Learning and Teaching , 2009,
Abstract: In Mainland China, the science curriculum has gone 60 years of development. This paper illustrates how to objectively evaluate the reform and development over the last half century as using the characteristics of nature of curriculum reform to examine the science curriculum reform. This will render not only a historical significance but a practical implication.
A review of science education reform in China since 1949  [cached]
Jing-ying WANG
Asia-Pacific Forum on Science Learning and Teaching , 2008,
Abstract: This paper analyzed three important science education reforms after liberation in the People's Republic of China. The review was based on an interpretation of the concept in science education reform and science curriculum, and it also reviewed six phases of Chinese science curriculum reform. The author gives some reflections based on recent research.
Potential of Gamification as Assessment Tool  [PDF]
Claudia Cardinale Nunes Menezes, Robélius De Bortolli
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.74058
Abstract: This article describes the gamification and how it can be applied to the design of innovative tasks related to formative assessment. It is argued that the inclusion of some aspects of the gamification technology can have a positive effect on the development of innovative assessment systems. Through a literature search, we show that there is room for these types of game elements on formative assessment, with reflections on: the ideas and concepts related to gamification, assessment modalities, formative assessment in the context of gamification, and the end point potential of gamification as an evaluation tool. The integration of gamification as part of evaluation tasks is a complex process that needs to take into consideration not only the surrounding or motivational aspects of the activity, but also the quality criteria that are required according to the type of evaluation that is being developed.
The Gamification Design Problem  [PDF]
Michael Meder,Brijnesh-Johannes Jain
Computer Science , 2014,
Abstract: Under the assumptions that (i) gamification consists of various types of users that experience game design elements differently; and (ii) gamification is deployed in order to achieve some goal in the broadest sense, we pose the gamification problem as that of assigning each user a game design element that maximizes their expected contribution in order to achieve that goal. We show that this problem reduces to a statistical learning problem and suggest matrix factorization as one solution when user interaction data is given. The hypothesis is that predictive models as intelligent tools for supporting users in decision-making may also have potential to support the design process in gamification.
Motivation Strategy Using Gamification  [PDF]
Tae Matsumoto
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.710153
Abstract: The number of university students’ dropouts is increasing rapidly these days in Japan. One of the possible causes is some kinds of problems relating to economic reasons. The other reason, there is a marked decline in the students’ scholastic performance. They are not able to keep up with class work at school. Our recent studies have focused on e-Learning support methods using the Gamification. It is one form of the above game-informed education. So far, we have seen that the student can use the Internet pleasantly and very interestingly. In this paper, we propose the flipped class- room design method using the Gamification. The flipped classroom is at the center of this discus- sion. It is an inverted version of the traditional learning model. It is a new pedagogical method. It is becoming increasingly well known around the University education in Japan. This concept has been put to use in several different fields, one such field being education. It is a type of blended learning. In order to discuss the pros and cons of gamification of education, the authors conducted an experiment and questionnaire using e-Learning with gamification elements for English as foreign language education. The results of this study particularly highlighted the importance of well-designed tutorial, task, interface and feedback for the effective game-based e-Learning. Therefore, “flipped classroom based on gamification” is helpful in improving learners’ understanding level and motivation.
Taking The Game Out Of Gamification  [cached]
Alan Ivan Chorney
Dalhousie Journal of Interdisciplinary Management , 2012, DOI: 10.5931/djim.v8i1.242
Abstract: Gamification purports to take elements from video games such as points, badges, levels, etc. and use them to motivate people to perform tasks outside of traditional video games. This paper challenges these claims by arguing that the core of video games is actually content, not game mechanics. It illustrates how game mechanics are not exclusive to video games and are used only to enhance the content naturally found in games. It further explores how gamification uses mechanics to limit the amount of content provided to players while at the same time gathering valuable personal information from players.
Social Business Transformation through Gamification  [PDF]
Jitendra Maan
Computer Science , 2013, DOI: 10.5121/ijmit.2013.5302
Abstract: Being an emerging business practice, gamification is going to the mainstream to enable and transform social business initiatives across enterprises. With the consistent focus on customer behavior and experience, there is a paradigm shift in thinking about how Gamification and Social initiatives together help to increase the engagement level of knowledge worker, yielding better business results. Business scenarios for gamification are wide spread ranging from customer service and support to communities and collaboration. The Paper discusses the characteristics & mechanism to learn from games that are important for businesses to understand and apply. It also gives insights on gamification trends, real-world business challenges and also describes on how game thinking can revolutionize the business and create an engaging experience.
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