The Design of Tasks to Suit Distance Learning in Emergency Education

Daher, Wajeeh; Mokh, Amnah Abo; Shayeb, Shaheen; Jaber, Reema; Saqer, Khitam; Dawood, Iman; Bsharat, Maysa; Rabbaa, Mohammad

doi:10.3390/su14031070

Cited by 13 publications

(14 citation statements)

References 39 publications

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“…Activity design issue is attracting educators' and researchers' attention in technology-based education in general (Daher, Abo-Mokh, Shayeb, Jaber, Saqer, Dawood et al, 2022;Daher, Baya'a & Jaber, 2022) and in the STEM classroom in particular (Daher & Shabari, 2020;Teevasuthonsakul, Yuvanatheeme, Sriput & Suwandecha, 2017). Special attention is paid to the integration type of the STEM disciplines (knowledge) in activities: multidisciplinary, interdisciplinary or transdisciplinary.…”

Section: Activity Designmentioning

confidence: 99%

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Anabousy

Daher

2022

J. Technol. Sci. Educ.

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STEM education is a new field within which understandings of what constitutes effective practice, and how this can be supported, are still in their infancy. The present research describes the experiences of prospective elementary school teachers in designing collaboratively STEM activities. This designing experiences occurred in a context of a PD program called "Introduction to STEM education". During the STEM PD program, the pre-service teachers worked in six groups. Each group included three pre-service teachers who worked together throughout the PD program. Three written STEM units of three groups were chosen to be analyzed. In analyzing the STEM units, we referred to the STEM capabilities which consists of three components: STEM knowledge, skills and ways of thinking. The findings show different possibilities that STEM education can afford for task design. In terms of the integration of disciplines, the three analyzed units included activities in which, mostly, at least two disciplines were dominant. In terms of STEM skills, the designed unites targeted mainly the individual learning STEM skill instead of collaborative skills, which emphasize the need to pay special emphasis to this issue. Finally, in terms of STEM ways of thinking, analytical and evidence-based ways of thinking prevailed in the three units. The previous findings point at the importance of support for pre-service teachers to design STEM activities for implementation in their classrooms.

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Section: Activity Designmentioning

confidence: 99%

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Anabousy

Daher

2022

J. Technol. Sci. Educ.

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“…In this stage, devolution needs to be in students' hands, where the design needs to give responsibilities for the students in solving the problem. The directions should not get to the level of algorithmic step by step instructions for the solution process and should not be very general leaving all the solution process in the responsibility of the students [25].…”

Section: Transcript 5 Discussing the Devolution And Struggle Processesmentioning

confidence: 99%

Mathematics Preservice Teachers’ Preparation in Designing Mathematics-Based Programming Activities Rich in Metacognitive Skills

Daher

Baya’a

Jaber

2023

Int. J. Emerg. Technol. Learn.

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Programming problems enrich the environment of mathematics learning, adding the flavor of technology to these problems. This is especially true when this programming is Scratch based, where Scratch is being used to make students’ learning of mathematics more meaningful. This role of programming in the mathematics classroom points at the importance of preparing mathematics teachers for designing mathematics-based programming problems activities. The present research describes one attempt to prepare mathematics preservice teachers in designing mathematics-based programming problems activities that could be used in the classroom to teach both programming and mathematics concepts. Twenty-three preservice teachers participated in the research, where they worked in eight groups of 2-3 members in each group. Data collected through observations based on video recordings of the sessions in which the preservice teachers discussed with the pedagogical supervisors the designed mathematics activities. The preparation model comprises of five stages related to the educational environment and to the design notions. The results show special importance for the concepts of struggle and devolution in designing this kind of activities, in addition to the concept of equilibrium between the creative and imitative thinking. The results also show the useful application of metacognitive skills when designing the activities, especially when designing the directions given to the students for solving each of the programming activities.

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“…Previous research that utilized the theory of didactical situations to study task design focused on the devolution and institutionalization processes without paying special attention to the situation types (Daher et al, 2022a). In addition, only a few studies have investigated task design using technological tools for students' learning, especially tools that fit distance learning.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…A previous study by the same authors utilized the didactical situation framework to analyze science and mathematics teachers' task designs (Daher et al, 2022a). In that study, we utilized constructs that were different from the current one, but they were also related to the didactical situation.…”

Section: Data Analysis Toolsmentioning

confidence: 99%

Task design for online learning: the case of middle school mathematics and science teachers

et al. 2023

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IntroductionTeachers' task design in the context of online learning has been little researched by educational researchers. The current research examines the task design of science or mathematics teachers in the context of distance education based on the didactical situation theory and, in particular, situation types.MethodsFourteen teachers participated in the current study. They were interviewed regarding the situation types that they used to design online tasks. We used both deductive and inductive methods to analyze the transcribed interviews.ResultsThe research findings showed that the teachers utilized different categories of the situation types. Moreover, the teachers utilized three types of reference as follows: the institution, the individual, and the tool. The participating mathematics and science teachers attempted to integrate argumentation into their designed tasks. Furthermore, the situation of communication was designed by the participating teachers to enable the interaction between and inside different agents of online education (students, teachers, and parents) while utilizing different communicational channels (mobile social networks, Zoom rooms, Zoom sessions, student's homes, and Google Classroom). The teachers designed situations of action to address the various aspects of learning, namely, the cognitive, social, affective, and psychological aspects.DiscussionWe argue that the design of online tasks could utilize the didactical situation of action, where the online students are requested to reflect critically on the online tasks. We recommend that teachers request reflection and feedback from their students regarding the tasks that they design for online learning.

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The Design of Tasks to Suit Distance Learning in Emergency Education

Cited by 13 publications

References 39 publications

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Mathematics Preservice Teachers’ Preparation in Designing Mathematics-Based Programming Activities Rich in Metacognitive Skills

Task design for online learning: the case of middle school mathematics and science teachers

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