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EMI curriculum development from the student-centered approach
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prof. dr. Jolita HORBAČAUSKIENĖ |
state-funded |
Research Topic Summary.
Universities are continuously increasing the number of degree programmes offered in English as part of promoting student mobility, and the emergence of the global phenomenon of English-mediated instruction (EMI) in higher education is bringing new opportunities for both students and teachers. The use of this practice in higher education is now spreading globally (Macaro et al., 2018; Dafouz, 2018; Inbar-Lourie et al., 2020). Therefore, English-medium instruction (EMI) degree programmes or modules are becoming particularly important in this context (Macaro et al. 2017). Muñoz (2007) argues that the development of linguistic competencies in the context of EMI is more effective than learning a language as a subject. However, little research has explored how actual discursive practice in an EMI setting contributes to the learning of the language of instruction, and more specifically, how the language used by the instructor of the subject content influences the learner's understanding and acquisition of the material studied. This study aims to identify how students studying in a non-native language understand and master the content of the course; how the native language hinders/facilitates the mastery of the content of the course; and what educational strategies would help students to be successful in an EMI context, thus paving the way for the development of an EMI curriculum
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Strategies for overcoming learning difficulties in mathematics for primary school pupils
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doc. dr. Irina KLIZIENĖ |
state-funded |
Research Topic Summary.
Modern didactics emphasizes teaching not as the conveyance of knowledge, but as interaction between teacher and learner, and as promotion of learning, acquisition of skills, values and transformation of knowledge into understanding, rather than the content of information or memorisation. In primary school, mathematical knowledge, skills and cognitive abilities of learners are strongly developed. In accordance with classical education theory, what they learn affects how they think, and learning mathematics can help develop thinking and problem solving skills. (Smith, 2004). Reading and solving maths problems are the two key skills taught in the early years of formal education (Durand et al., 2005). The main source of difficulties in the area of problem solving is that when solving problems, learners are unable to actively observe, check and regulate their cognitive process. (Artzt et al., 1992). Although the cognitive basis is poorly understood in the context of mathematics, non-phonological skills such as visual-spatial perception and analogical representation of numbers (Dehaene, 1997; Reuhkala, 2011) and phonological memory skills (Fürst & Hitch, 2000; McKenzie et al, 2007) could be important for learning maths and solving mathematical problems.
Achievement in mathematics has been shown to depend on the ability to understand and solve complex problems based on natural logic (Lipnevich et al., 2016). Competences related to problem solving are an essential part of international assessments of cognitive domains of educational research. Surveys such as the Trends in International Mathematics and Science Survey (TIMSS) or the Programme of International Learner Achievement (PISA) have tasks that require learners to apply mathematical concepts, use mathematical reasoning to support and justify their answers. Thus, problem solving and mathematical thinking are important aspects in the assessment of educational success (National Council of Teachers of Mathematics. Principles and Standards for School Mathematics; National Council of Teachers of Mathematics: Reston, VA, USA, 2000). Problem solving is the process of finding a solution to achieve certain objectives (Eichmann et al, 2018). In accordance with Polya, the steps to solving the problem are: understanding or solving problems, making plans, executing the plan and checking (Polya, 1988). It was found that in order to understand a problem, you need not only to answer the questions, but also to convey information about the problem being conveyed well (Gulacar et al., 2013). Several studies have shown that difficulties in solving mathematics problems can arise at any stage (i.e. planning, execution, evaluation (Zimmerman, 2000), however, most of the time, there are more problems at the planning and evaluation stages. In this regard, learners often show that they have difficulties in planning how to solve the task, they use inappropriate or insufficient strategies, concentrating all their efforts on the calculation. (Garcia et al., 2019).
Gaze tracking diagnostics is one of the methods for improving mathematics education (Strohmair et al., 2020). In order to assess what areas and topics were covered, how the method was used and how eye movements were related to mathematical thinking and learning, the researchers conducted a review of 161 references published between 1921 and 2018 and found that there is a need to unpack more of the methodological details of gaze-tracking research and to be more critical about how gaze-tracking data is collected, analysed and interpreted. The scientific problem is expressed in the following questions: what difficulties learners have in learning mathematics; what mathematical problem-solving teaching strategies primary school teachers use; what are the diagnostic possibilities of the gaze-tracking technique in the process of teaching mathematics, based on problem solving phases?
Purpose. To identify coping strategies in mathematics learning for primary school learners with learning difficulties using the gaze-tracking approach.
Objectives:
1. To identify the mathematical problem-solving teaching strategies used by primary school teachers.
2. To identify the diagnostic potential of the gaze-tracking technique for mathematics teaching, based on the problem-solving phases.
3. To identify the links between the application of mathematics teaching/learning strategies by primary school learners and the experiences of primary school learners experiencing educational difficulties.
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In search of the relationship among teachers' innovativeness profiles, job satisfaction and burnout
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prof. dr. Brigita JANIŪNAITĖ |
state-funded |
Research Topic Summary.
The dissertation research focuses on the effect of teachers' engagement in teaching activities on their innovativeness (Kong & Li, 2018). Research has found that professionally more engaged individuals are more open to new ideas (Gawke et al., 2017) and more proactive and responsible (Hakanen et al., 2008). Professionally engaged educators see more meaning in their work and are more enthusiastic (Bakker & Ball, 2010). However, despite the research (Hosseini & Haghighi Shirazi, 2021; Karavasilis, 2019; Khadzhiev, Rakhimov, 2019; Szabo, & Jagodics, B, 2019), scientific findings are required to explore the links between the innovativeness profile of general education teachers, levels of job satisfaction, and dimensions of burnout, while also modeling the buffering educational solutions at the institutional level. These aspects constitute the problematic nature of the intended dissertation research.
The methodologies to be used in the dissertation research are the Maslach Burnout Inventory (MBI); the Urtecht Work Engagement Scale (Urtecht Work Engagement Scale); the Oldenburg Burnout Inventory (OLBI); the Kleysen & Street Innovative Behaviour Questionnaire, etc. It should be noted that not all validated instruments have been used to study a sample of educators, including those in Lithuania. On the other hand, the novelty and originality of the idea of the dissertation research is also related to the planned original research data to be obtained from teachers and experts working in different Lithuanian schools, which will allow to identify, assess and analyse the relationship between the innovation ecosystem's actors - teachers - in terms of innovation profile, job satisfaction and burnout dimensions.
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