Book Review: Corpus Approaches to Evaluation: Phraseology and Evaluative Language
Yang Chen, Fei Deng
PEDAGOGICAL RES, Volume 4, Issue 2, Article No: em0030
https://doi.org/10.29333/pr/5767
Book Review
[Abstract]
[PDF]
[References]
ABSTRACT
Book Review: Corpus Approaches to Evaluation: Phraseology and Evaluative Language.
Keywords:
REFERENCES
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- Gui, Shichun. (2012). A new view of language and communication. Foreign Language teaching and research, 44(5), 765-774.
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Teaching Senior High School Mathematics: Problems and Interventions
Aljemedin Sakilan Jaudinez
PEDAGOGICAL RES, Volume 4, Issue 2, Article No: em0031
https://doi.org/10.29333/pr/5779
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The 2-year Philippine Senior High School (SHS) commenced only in 2016. This phenomenographic study aimed to describe, explain and explore the teaching of SHS Mathematics to include problems encountered and interventions done by the teachers. Two schools in Quezon City were purposively chosen to be the study site with a maximal variation sampling where 8 teacher-respondents participated in the study. Classroom observation and one-on-one interview were conducted with the aid of self-designed protocols. The Teaching Guide for each subject was also analyzed. In analyzing the data, the 5 components of qualitative data analysis by O’Connor and Gibson were employed. After preparing and organizing the data, preliminary exploratory analysis and coding process were used to narrow the data into “text segments”. Themes were formed through a 3-tier phase of layering to achieve saturation. Document analysis and external checking validated the findings. Results underscore that teaching SHS Mathematics is geared towards learner-centered, contextualized and relevant curriculum. Deficiencies along suggested teaching strategies, mathematical and technology tools, performance-based activities and training have prompted teachers to become flexible and resourceful in exhausting all means to effectively deliver the intended curriculum. Lessons which were inappropriate or repeated from basic education have been disregarded which decongested the contents and competencies. Low performance of students has been attributed to students’ lack of mastery of basic skills, stigma, and language used which could be aggravated with books that are user-unfriendly and erroneous. Discussions, implications, and recommendations are given.
Keywords: SHS mathematics teaching, problems and interventions, phenomenographic study
REFERENCES
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What we Teach in Science, and What Learners Learn: A Gap that Needs Bridging
Paul Nnanyereugo Iwuanyanwu
PEDAGOGICAL RES, Volume 4, Issue 2, Article No: em0032
https://doi.org/10.29333/pr/5780
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
As long has been known, there is no perfect way to teach science. This paper makes no claim to be the ‘be-all and end-all’ of science education. Rather it critically examines what we teach learners in science and what they learn and tries to offer suggestions that can help teachers to surmount the scholastic inadequacies they tend to encounter in teaching science. Going beyond previous literature, it asks why we teach science, and why is science included in the school curriculum. From a theoretical perspective, the answers given to these questions follow the line of certain recent work in science education. The paper attempts to explain the answers, extending an argument based on the author’s personal opinions, according to which these recommendations are offered: a) pedagogical innovation can mitigate some of the challenges today’s learners are facing in learning science, b) engagement in scientific practices with focus on explicit discussion and reflection upon inquiry experiences needed to build understanding of the nature of science tenets has the potential to improve and increase learners’ science learning, and c) all countries will face consequences if today’s science learners are not adequately prepared to collaborate and resolve the ever-expanding global, diverse, and technical economy challenges.
Keywords: science, learners, curriculum, teachers
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Students’ Ability to Pose a Problem: The Case of Waste
Ifigenia Iliopoulou
PEDAGOGICAL RES, Volume 4, Issue 2, Article No: em0033
https://doi.org/10.29333/pr/5783
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The present paper reports on the abilities of young students to pose a problem and explores how these abilities relate to the solutions suggested as well as whether the age of the student influences these abilities. Specifically, twenty-seven 6-year-olds and thirty 9-year-olds from two state schools located in Volos, a small provincial town in Greece, were used as a sample. The inductive analysis of the data, collected in the form of drawings and interviews indicated that the majority of the students were able to pose the problem; albeit in an incomplete way. According to them, the problem of waste is created when people discard whatever is not useful to them. Few of them connected the waste issue to consumption or were aware of the possibility of reusing or recycling. Even fewer students suggested solutions other than just throwing waste into a bin. The results showed that those students, who knew about reusing and recycling at the posing phase, suggested them as ways of reducing waste. It may be assumed that focusing more on improving the way students pose the problem could affect their suggestions for addressing it. It was also noted that third-graders seemed better able to pose the problem than younger students.
Keywords: problem-posing, waste, citizenship
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