July 13 ~ 14, 2024, Virtual Conference
Ahmed HK El-Hashash, Texas A &M University, USA
Making students efficiently understand and master the knowledge of biology/biomedicine by prompting active learning and critical thinking and making biology/biomedicine courses form an integrated system, are critical for more successful and effective student education. However, the current biological/biomedical education system tends to produce graduates best suited for academic careers in highly specialized areas. Many institutions favor densely packed curricula with fast-paced instructions focused on detailed subject matter, with little room is left for skill training in active learning, critical thinking, and creative problem solving, despite their significance. In this article, we discuss current defects in biological/biomedical science education and the need to reform biology/biomedicine teaching and education. We are particularly reflecting on approaches/strategies that we develop to improve biology/biomedicine teaching and learning, particularly in large classes that are challenging. This article has implications for students, instructors, and curriculum designers in higher education, and help to face challenges of biology/biomedicine learning.
biomedicine, biology, teaching reform, active learning, student engagement.
Dudziro Nhengu, Gender Institute, Midlands State University – Gweru, Zimbabwe
This paper extends the notion of indigenous methods of peace education in Africa by exploring the use of games, artistic expressions and crafts in peace education in Africa, through a case analysis of selected countries from Southern and West Africa. The use of a scoping study method to put together literature for compiling secondary data for the study was corroborated with telephone interviews with 6 women informal peace educators and 6 peace students from both formal and informal peace education backgrounds. The research established the power of games, art and crafts as indigenous methods for peace education from antiquity Africa to date, the symbiotic relationship between artistic expressions and society, the value of games, arts and crafts as stimulants for emotional intelligence and the relationship between positive emotional intelligence and peace.
Peace education, Women, Games, Artistic expressions, Crafts.
Adnan Gribiea1 and Zenab Elsana2, 1PISGA (Tel-Sheva Regional Teacher Training Center), Tel-Sheva, Israel & Kaye Academic college of Education, Beer-Sheva, Israel, 2Kaye Academic college of Education, Beer-Sheva, Israel
The COVID-19 pandemic led to the widespread closure of educational systems, prompting a shift to online learning. This study explores the responses of pedagogical instructors in a multicultural college of education in Israel during the crisis. Through semi-structured interviews with six instructors, the research investigates their roles in pedagogical training, management strategies, and emotional and pedagogical responses. Findings underscore the significance of pedagogical instructors in facilitating distance learning, particularly in adapting to the changing learning environment. Digital tools were crucial in facilitating interaction between teachers and students, with instructors likened to conductors orchestrating participation. Amidst the educational transformations caused by the pandemic, pedagogical instructors played a pivotal role in maintaining continuity and functionality in schools.
Pedagogical instructors, Pedagogical training, Covid-19, On-Line Learning, Responses.
Layth Hamed Al Soudi, Applied College, Taibah University, Madinah, KSA
The aim of the study is to present and discuss the reflections on EFL education in Jordanian public schools and English Access Programme. For the purpose of obtaining these reflections, we conducted semi-structured interviews on 24 participants (seven teachers, 11 students, and six parents). These semi-structured interviews focused on the disparities in EFL education in public schools and EAP in the city of Ma’an. Teachers’ reflections lay bare the fact that a number of challenges influenced English education in public schools like the number of students in the classrooms, the textbook rigorous instructions, the teachers’ financial predicament, and the monotonic work routine. Teachers impute the students’ pedagogical detractions to inner and outer reasons. Inner reasons are ascribed to students’ lack of interest, motivation, and capability to get improved. Outer reasons are imputed to parents’ care(lessness) to track the academic development of their children as well as teachers’ rigorous and conventional teaching styles. Students’ reflections show that being mostly exposed to Arabic language in EFL classrooms lessens their opportunity to practise English.
EFL education, English Access programme, Public education, Teaching strategies.