Behavioural cloning of teachers for automatic homework selection

© Springer Nature Switzerland AG 2019. We describe a machine-learning system for supporting teachers through the selection of homework assignments. Our system uses behavioural cloning of teacher activity to generate personalised homework assignments for students. Classroom use is then supported through additional mechanisms to combine these predictions into group assignments. We train and evaluate our system against 50,065 homework assignments collected over two years by the Isaac Physics platform. We use baseline policies incorporating expert curriculum knowledge for evaluation and find that our technique improves on the strongest baseline policy by 18.5% in Year 1 and by 13.3% in Year 2.Cambridge Assessmen

Learning difficulties in genetics and the development of related attitudes in Taiwanese junior high schools

This study seeks to explore the problems of genetics learning and to identify possible ways forward. The work was carried out at junior high school level in Taiwan. Genetics is often thought of as a subject or a topic in biology that is difficult to learn and understand, especially for novices. A review of literature on learning difficulties in genetics is provided to explore the nature of the difficulties, with likely explanations for the difficulties observed. Undoubtedly, many would acknowledge that genetics is an important subject to learn in these days and age where its applications are ubiquitous and even the cause of many debates. However, due to the nature of the subject matter and the way learning processes occur and, possibly, the way it is being taught, the understanding of genetics ideas of the majority of students is thought to be very poor and full of confusions and alternative views. Thus, the overall aim of this study is to explore learning difficulties and problems in genetics and then to develop and test ways by which the situation might be improved. The research for this thesis was carried out in three stages. In the first stage, the adolescent learners’ preconceptions about genetics were explored before they move to the formal course. The result indicated that the essential foundational concepts, such as structure and function of cells and its organelles, cell divisions (mitosis and meiosis), reproduction, and basic mathematical requirements and the concept of probability, are generally vague and misconceptions are widespread. In the second stage, factors that might affect the learning of genetics for adolescent learners were investigated. The factors were prior knowledge related to genetics and the effects of the limitation of learners’ psychological characteristics (namely, perceptual fields or the degree of field dependence and the working memory space). Results showed that students’ performance in genetics examination revealed a significant correlation with their prior knowledge, the working memory capacity and the degree of field dependence. Based on the findings from the first and second stage of the research, a set of teaching material of genetics course for the first year of junior high school students was developed in the third stage. The teaching material was deliberately constructed not only to minimise demands on the working memory, but also to encourage attitude development. The performance of students was found to be significantly better than for those who had been taught by the traditional approaches. Numerous comparisons of attitudes between the two groups revealed that attitudes of social awareness as well as attitudes towards aspects of the learning processes involved were more positive for those who had used the new materials It should be pointed out that all conclusions derived from this study must be treated tentatively. Inevitably, any new approach will have a novelty factor which may enhance performance. Nonetheless, the evidence taken together does support the hypothesis that learning arranged in line with information processing insights is more effective. In addition, the strategies used were designed in line with understandings of the ways attitudes develop and the effectiveness of these approaches has been demonstrated. Overall, the study has highlighted several problems and, on the basis of the evidence obtained, suggests possible ways forward for a better approach to genetics learning

Developing, implementing and evaluating the use of ethical frameworks in teaching bioethics issues in a Year 10 biotechnology program

With the re-emergence of values education in the school curriculum in the last decade, science is viewed as one of the key teaching domains, and in particular, socio-scientific education is increasingly perceived as instrumental in helping students explore underlying beliefs and values, develop reasoning and critical thinking skills to make informed decision on socio-scientific issues. This thesis develops a conceptual basis for a model of teaching socio-scientific issues for secondary or high school students. The teaching of controversial issues needs a stronger theoretical base and a more viable pedagogical strategy to facilitate critical thinking, argumentation and decision-making skills. Previous research has shown that science classroom discourse was largely teacher dominated and tended not to foster adequate reflective discussion of scientific issues nor forge well-informed decisions on controversial issues. The use of ethical frameworks serves as a pedagogical tool as well as provides a process to help students make ethical judgements and rationally and relationally justify them.The five ethical frameworks explored in this model are categorised as rights and duties, beneficence/non-maleficence (utilitarian), autonomy, communicative virtues and Christian moral. The features of controversy that are made explicit to the students through the use of ethical frameworks are situated in the area of human genetics and transgenic plants in Australia. Such a study is undertaken in the realm of bioethics within the context of an ethically pluralist society. The present investigation focuses on the teaching of a Year 10 biotechnology class over a period of ten weeks in an evangelical Christian college in metropolitan Perth, Western Australia. Using an interpretative case study approach, a mixed method data collection and action research as the methodology, analyses of instructional strategies, teachers and students’ beliefs/values/attitudes and achievement outcomes were conducted and evaluated accordingly.This study is unique in that it presents one of the few studies that incorporates Christian/faith values in the ethical frameworks that enables the researcher to explore the connection, if any, between cognitive learning and moral reasoning and moral development, and in the wider sense, the link between cognitive learning (scientific literacy) and ethical reasoning.Research findings indicate that through the use of the simple framework in comparing the pros and cons, students in the comparison group developed a limited measure of competency in reasoning and developing arguments to express their viewpoints. However, students have also been noted to be more motivated and engaged with learning science because of its increased relevance to their personal lives and societal concerns. On the other hand, the experimental group students utilise the five ethical frameworks to orientate the thinking process to explore possible alternatives, to prioritize conflicting and competing ethical claims, to examine from different perspectives and to integrate their information by linking from knowledge content and/ or claims to well-grounded conclusions. Essentially, the use of ethical frameworks guides students’ understanding of the socio-scientific issue and helps them to formulate the crux of decision-making.Data analysis from both qualitative and quantitative aspects suggest that the use of ethical frameworks has brought about a marked improvement in the students’ ability to reflect critically, reason analytically and make rational decisions about their own ethical values in handling socio-scientific issues. Research finding also confirms the the important role of the teacher in implementing the ethical frameworks as a reasoning and argument-developing tool in socio-scientific education. On a modest level, research from the present study has shown that using the frameworks for both comparison and experimental groups has instilled in teachers some measure of confidence; with the five ethical frameworks proven more satisfying and effective as a pedagogical tool. This study suggests that, from a teacher’s perspective, the use of ethical frameworks could be a viable tool in socio-scientific education, and this needs to be supported by the teacher taking a procedural neutral stance, role-modelling the scientific reasoning process through carefully crafted questions, creating a collaborative and caring learning environment and a variety of student-centred teaching strategies.The incorporation of faith values in the ethical frameworks confirms previous research that there is the possibility that other concepts besides that of justice and fairness could be the key in determining how one judges what is morally right. The present research also suggests that there are different problem-solving strategies in making moral judgements beside stage schemes of justice described by cognitive developmental psychologists and educators. The present study also suggests that allegiance to belief systems and ideologies can sometimes override the influence of one’s own sense of fairness in making decisions of moral rightness. This is an important factor to consider in mapping out curriculum for moral education and socio-scientific education.Overall, the analysis suggests that socio-scientific education programs focusing on dialogical and reflective processes could help to facilitate socio-scientific reasoning. The study also argues for the importance of providing a sound epistemological and dialogical environment for socio-scientific education in a science classroom through the use of carefully constructed and evaluative metacognitive tools of learning in scaffolding and structuring reasoning and argumentation process, of which the use of ethical frameworks has proven to be modestly effective

Perceptions, difficulties and working memory capacity related to mathematics performance

There is a general view that students of not have a positive attitude towards mathematics. In general, mathematics is considered a ‘difficult’ subject and sometimes there is a lack of enjoyment. Mathematics is often portrayed as being abstract and unrelated to life. In the light of the key role mathematics has in the curriculum, the aim of this study is to explore the difficulties and self-perceptions of students aged about 10-12 in Pakistan as they undertake their studies in mathematics. The study uses a survey of student perceptions, working with samples of students drawn from both Urdu and English medium schools (N = 813). In addition, working memory capacity of those in grade 5 (age about 10) was measured and information was gained about their performance in mathematics examinations. The data is analysed to consider how their self-perceptions related to their experiences in learning mathematics which varies with age, language background and gender. Any relationships between these self perceptions, mathematics marks and measured working memory capacity are explored as well. The observed outcomes can be used to inform the agenda for action or further study. It was found that the vast majority (English medium and Urdu medium) appreciate the role and the importance of studies in mathematics although topics like geometry, fractions, topics with life applications, statistics are causing problems. It is almost certain that these topics place demands on working memory which make understanding very difficult. In the Urdu medium schools, the curriculum in grade 6 is clearly causing major problems while, in both systems, pressures for success based on examination performance have generated a complete industry of private tutors. Many of the gender differences can be interpreted in terms of the social roles in Pakistani society. However, girls do seem more positive and more committed in relation to their studies in mathematics. The study has revealed two major issues which need careful consideration. One is the whole issue of memorisation and understanding. The goal of meaningful learning must be stressed more if positive attitudes are to be retained. The whole issue of making the mathematics studied become related in some way to the lifestyle of the learner seems very important but this is not easy without overloading working memory. In considering both of these issues, the critical role of assessment has to be addressed: if assessment offers rewards almost entirely for the recall and correct execution of mathematical procedures, then this will be reflected in textbooks and teaching approaches. Along with curriculum design and teaching approaches which are consistent with the known limitations of working memory, assessment is perhaps the single most important issue to be considered. Very significant correlations were found for grade 5 students when their measured working memory capacity was related to their mathematics examination performance. Indeed, the correlation value for Urdu medium students is the highest such correlation which has been found in any discipline. This suggests major curriculum design problems in the national syllabus for Urdu medium schools as well as assessment problems. The study has pinpointed many areas of success along with specific areas where there are serious problems. In this way, an agenda for future research and action has been described

Secondary schools in disadvantaged areas: the impact of context on school processes and quality

This thesis explores how a disadvantaged context impacts on secondary school organisation and processes, and how this affects quality, as measured by OFSTED inspection. OFSTED data indicates a school quality problem in disadvantaged areas. This is often interpreted as arising from factors internal to the school. Policy interventions have concentrated on generic school improvement measures. However, it may be argued that if poor quality arises from context as well as from internal factors, policy responses should also be contextualised. Earlier work (Gewirtz 1998; Thrupp 1999) has begun to reveal process effects of disadvantaged contexts. This thesis builds on that work by exploring differences between disadvantaged areas, making an explicit link to quality measures, and using wider literatures from the fields of neighbourhood studies and organisation theory to develop an understanding of schools as contextualised organisations. The thesis begins with a quantitative analysis of context/quality relationships, but is principally based on four qualitative case studies. These consider context objectively, analysing socio-economic, market and institutional factors, and also explore staff’s subjective interpretations. Process implications for schools are examined, as are the schools’ responses, in terms of the design and delivery of schooling. These findings are discussed in relation to OFSTED quality measures. The research reveals that the quality problem in poor areas is partly an artefact of the inspection system but also reflects contextual effects. It also finds that there are significant differences between the contexts of schools in disadvantaged areas, and that these are not captured by typical context measures. The study concludes that changes are needed in school funding and inspection to recognise contextual effects, and that specific practices need to be developed to enable school improvement in poor areas. Relying on schools to apply generic ‘good practice’ within existing constraints will not be sufficient to eliminate the quality problem

Exploring student perceptions about the use of visual programming environments, their relation to student learning styles and their impact on student motivation in undergraduate introductory programming modules

My research aims to explore how students perceive the usability and enjoyment of visual/block-based programming environments (VPEs), to what extent their learning styles relate to these perceptions and finally to what extent these tools facilitate student understanding of basic programming constructs and impact their motivation to learn programming

Peer coaching: To what extent can it support the development of professional attributes required to be a teacher?

Students on a science PGCE course were introduced to peer coaching. This article describes the structures developed to enhance student teachers’ professional attributes and then reports the results. The students were given questionnaires to ascertain to what extent they felt they had developed their professional attributes as a result of being involved in peer coaching. The questionnaire design provided both qualitative and quantitative data. The evidence indicates that the peer coaching procedures had a positive impact on student teachers’ professional development. Data was analysed and has been used to draw conclusions to inform peer coaching in an education setting