Map-Based Navigation in a Graphical MOO

Traditional MUDs and MOOs lack support for global wareness and simple navigation. These problems can be addressed by the introduction of a map-based navigation tool. In this paper we report on the design and evaluation of such a tool for MOOsburg, a graphical 2D MOO based on the town of Blacksburg, Virginia. The tool supports exploration and place-based tasks in the MOO. It also allows navigation of a large-scale map and encourages users to develop survey knowledge of the town. An evaluation revealed some initial usability problems with our prototype and suggested new design ideas that may better support users. Using these results, the lessons learned about map-based navigation are presented

CLASSIFICATION OF ASSESSMENT AND EVALUATION ACTIVITIES IN AN EIGHTH-GRADE TURKISH SCIENCE TEXTBOOK ACCORDING TO PISA SCIENCE LITERACY PROFICIENCY LEVELS

This qualitative study used a document analysis method to examine the assessment and evaluation activities at the end of each chapter and unit of an eighth-grade science course textbook according to the Program for International Student Assessment (PISA) science literacy proficiency scale. The textbook was approved by the Turkish Ministry of Education as the only textbook to be used for a period of five years starting from the 2018–2019 academic year. Descriptive analysis of data obtained from the PISA science literacy proficiency scale was undertaken, expert evaluation was used as a measure of the proficiency level corresponding to each item. Chi-Square goodness of fit test was applied to determine the significance of these values. Intraclass correlation values were calculated to reliably determine the consistency among the opinions of the experts included in this study. The study found that the textbook included activities at proficiency levels 1, 2, 3, 4, and 5; however, no assessment and evaluation activities were found to be included at level 6. It was also found that 62.23% of the activities were at level 1, 18.02% were at level 2, 11.15% were at level 3, 6.43% were at level 4, and 2.14% were at level 5. Additionally, adequacy levels of the activities were found to differ according to the corresponding units. It is recommended that the content and activities of the textbooks be reviewed again to develop high-level skills according to the PISA science literacy proficiency scale, and that activities used to measure high-level skills be included in the science textbooks.  Article visualizations

EFL TEACHERS' PERCEPTIONS ABOUT THE EIGHTH AND NINTH GRADES ENGLISH TEXTBOOKS USED IN PALESTINIAN SCHOOLS

Investigating teachers' perspectives on language materials could help in developing them (Ellis, 1998). Based on Gaza EFL teachers' complaints about the English textbooks of eighth and ninth grades, the present study aimed to explore the teachers' perceptions about such textbooks. The researcher administered a quantitative questionnaire to 63 teachers teaching English to Gaza eighth and ninth graders in 31 schools. She also conducted focus-group interviews with 18 teachers selected from the 63 teachers. The results of the questionnaire indicated that the participants had positive perceptions of the textbooks. However, the interview analysis showed the problematic aspects of such textbooks, such as the irrelevance of some topics to students' interests and needs, irrelevance of some reading topics to students' content background knowledge, irrelevance of speaking exercises and activities to authentic use of English language, and lack of gradation in writing activities included in the eighth grade English textbooks. Finally, the researcher provided relevant implications  Article visualizations:

LEARNING STYLES IN PUPILS OF PRIMARY SCHOOL FINAL GRADES

Learning styles are a concept that occupies an increasingly important space in pedagogical theory and practice with the aim of improving short-term and long-term teaching outcomes. Kocinski (1984) defines a learning style as the way a person learns most often or the way she/he learns best. In this paper, we have paid special attention to learning styles in pupils in the final grades of primary school, and to what extent the representation of learning styles in pupils depends on gender, age and school success that pupils achieve in learning. In the research, we have used modified diagrams of Kolb’s model dividing learning styles into: activists, thinkers/reflectors, theorists, and pragmatists. The sample has consisted of 802 pupils in the final grades of primary school (seventh, eighth and ninth). We have started from the assumption that certain differences exist in the representation of learning styles depending on the gender, age and success of pupils. The obtained results have shown that the given hypothesis has been partially confirmed. Differences in learning styles among pupils depending on their gender have been found in those who use activist’s style and thinker’s/reflector’s style. A significant difference in the representation of learning styles in pupils depending on age has not been registered, while the difference in the representation of learning styles in pupils regarding school success has been found in pupils preferring the style of theorist and pragmatist. The obtained research results will serve the purpose of improving the efficiency of the acquisition of acquired knowledge, and indicate which of the learning styles should be encouraged in pupils. Article visualizations

MACRO READING SKILLS INCORPORATED IN GAZA PREPARATORY STAGE ENGLISH TEXTBOOKS AND TEACHERS' PROBLEMS WITH INSTRUCTING THEM

The final goal of any reading activity is to extract the macro-level meaning (Sadeghi, 2021). The study aimed to examine macro-reading skills incorporated in Gaza preparatory stage English textbooks. The study also aimed at investigating the preparatory stage teachers' problems with instructing such skills. The researcher employed an evaluation checklist to examine macro-reading skills included in Palestinian preparatory stage English textbooks. Then, she conducted semi-structured interviews with 18 teachers teaching English to preparatory school students (seventh, eighth, and ninth graders) in Gaza so as to identify their problems with teaching macro-reading skills. Results indicated that the three English textbooks neglected many important macro skills of reading (e.g., identifying implied meaning in a passage, recognizing a sequence, making comparisons, and identifying the rhetorical form of the text). Additionally, the interview data revealed the participants' problems with teaching macro skills of reading (e.g., teachers' focus on micro skills at the expense of macro skills of reading and teachers' lack of knowledge about macro-reading skills).  Article visualizations

The Role of Reusable Learning Objects in Occupational Therapy Entry-Level Education

Out of early research, Cisco Systems (1999) have built an impressive foundation that advocates for reusable learning objects (RLOs). As the need for online methods for delivering both formal and informal educational content has increased, the prospect of greater influence through carefully constructed RLOs has grown. RLOs are any digital resource that can be used and reused to enhance online learning. RLOs typically are small, discrete, self-contained digital objects that may be sequenced, combined, and used within a variety of instructional activities. RLOs have been implemented in nursing, pharmacy, and physician assistant programs. However, there is a lack of literature regarding RLOs in occupational therapy education. An attitudinal survey was administered to occupational therapy students after they had used an RLO focused on goal writing. Student preferences toward RLO content, instructional design, and eLearning were generally positive. Nearly three-quarters of the students who responded to the survey indicated that the RLO presented was beneficial. All respondents noted that they would use the RLO for future occupational therapy courses. It is argued that incorporating RLOs offers a cost-effective, efficient learning tool, and also adds credibility to the given curriculum program as being innovative with instructing occupational-therapy related concepts

USING ANALOGY IN SOLVING PROBLEMS: A CASE STUDY OF TEACHING THE RADICAL INEQUALITIES

In mathematics education, teachers can use several reasoning methods to find solutions such as inductive, deductive and analogy. This study was intended to guide students to find solutions to problems of radical inequalities through analogical reasoning. The experiment was conducted on 36 grade 10 students at a high school in Can Tho city of Vietnam. The instrument used was a problem of radical inequalities. A three-phase teaching process had been organized with this class comprising individual work phase, group work phase and institutionalization phase. The data collected included student worksheets and was qualitatively analyzed. As a result, many students discovered how to solve the above inequality by using the analogy, and they had a considerable improvement in their problem-solving skills. Additionally, a few ideas were discussed about the use of analogy in mathematics education. Article visualizations

THE EFFECTS OF QUESTION-ANSWER RELATIONSHIP STRATEGY ON EFL HIGH SCHOOL STUDENTS’ READING COMPREHENSION

This paper reports the effects of the question-answer relationship strategy (QARS) on English as a foreign language (EFL) high school students’ reading comprehension and their perceptions of implementing this reading strategy. An experimental study was conducted with 50 tenth-grade students in a district high school in Can Tho City. The data were collected from the pretest and posttest, questionnaire, and interviews. The findings show that the QARS had positive effects on students’ reading comprehension and that students had positive perceptions of implementing this reading strategy. The findings of this research add to the contemporary literature the value of using the QARS to promote student learning reading.  Article visualizations

Examining the Effects of Recycling Education on the Knowledge, Attitudes, and Behaviors of Elementary School Students

In order to promote environmental sustainability, the Unit 5 School District in McLean County, Illinois has recognized the need to increase recycling rates within the district. As a part of the efforts to encourage recycling in Unit 5 schools, this study considers the barriers that may prevent the effective implementation of environmental education programs in school curricula, as well as the elements that contribute to the success of these programs. Furthermore, this study examines the effects of recycling educational programs on the knowledge, attitudes, and behaviors of second and third grade students at Fox Creek Elementary School in Bloomington, Illinois. This study reveals that recycling education can positively impact the environmental attitudes and behaviors of students and increase their knowledge. The culmination of this project provides suggestions for how Unit 5 schools can increase and improve environmental education programs within their curricula

DETERMINATION OF THE EFFECT OF THE PLANETARIUM ACTIVITIES ON THE STUDENTS

The purpose of this research is the determination of the effect of the activities of the planetarium on students' views, three-dimensional thinking skills and academic achievement. Mixed method was used in the research. The embedded pattern is preferred because qualitative data are supported by quantitative data that was used a single group pre-posttest experimental design. Homogeneous sampling was used in the study. A fully structured interview form and a three-dimensional thinking skill form have been prepared for the qualitative data. An academic achievement test has been developed for the quantitative data. Both descriptive and content analyses were done with frequency and Wilcoxon signed test techniques outside of the code-category and theme. Interpretation of the findings; as a result of planetarium activities in general, it has been found that the majority of students use positive expressions. It has been determined that the three dimensions skills of students is low in terms of size, distance and relationship dimensions between the Solar System and the planets. It has been determined that the same students' three dimensional thinking skills for the Earth and its satellite are high in size and distance dimensions but in relations and three dimensions complete are middle. It has been discovered that activities in the planetarium have increased academic achievement at both the seventh and eighth grade. Planetarium activities as a coincidence in the result of the research have an effect on eliminating the misconceptions of the students. Suggestions are made according to the study result.  Article visualizations