Students with learning disabilities (LD) often receive instruction in general education science classrooms. However, little is known about the academic success of students with LD in this setting. As inquiry-based science instruction has become more prominent, research focusing on student learning is needed to explore how such instruction meets…

We present a sequence of professional development sessions to support science teachers in designing socio-scientific inquiry-based learning (SSIBL) lessons to foster democratic citizenship. We focus on seven stages for enacting SSIBL: (1) introducing a dilemma; (2) initial opinion-forming; (3) creating a 'need to know'; (4) inquiry; (5) dialogue;…

Teaching character virtues and social-emotional skills in isolation of social-political context is incomplete at best. Further, racial and ethnic inequity in social action and political influence spans from youth to adults and must be addressed (Kahne & Middaugh, 2008b). Middle school is a crucial developmental time to cultivate students'…

The present study aimed to identify the favorite methods of teaching and evaluation among students in university colleges. The study adopted a descriptive survey design; self-administered copies of the questionnaire were used to generate data from 1638 students at university colleges, selected by a random sample method. Frequency and percentage…

The 2007 Bondar Report, "Shaping Our Schools, Shaping Our Future," generated a vision for environmental curricula in Ontario. It has been the basis for the mandated framework introduced in 2009 by the Ministry of Education for environmental education (EE) in all Ontario schools. Based on our research and personal reflections, this paper…

This paper elaborates on the notion of object-oriented collaborative learning by building on empirical material from two case studies in higher education. Prior empirical findings show how knowledge objects are evolving entities, shaped by the interactions between participants, and how students learn from engaging in knowledge practice that…

We present the lessons learnt in the process of adopting the Conceive-Design-Implement-Operate (CDIO) approach for the curricular reform of the Computer Science program at the School of Engineering of the Universidad Católica de la Santísima Concepción, Chile. These lessons were gathered through a participatory and iterative process involving…

This study describes a foreign investment negotiation simulation game and evaluates its effectiveness on the teaching and learning of international business. The game involves the application of the major topics of an introductory international business course to a setting that is close to the real world, thus allows students to explore the…

The traditional lecture-oriented teaching is still the norm in English as a foreign language education courses, but an innovative teaching model, expedited by recent advances in technology, becomes often popular across non-English-speaking subjects. The new model flips the usual classroom paradigm, in which students learn primary concepts outside…

This article considers the epistemological consequences of interdisciplinary, collaborative pedagogy through the lens of a practitioner whose goal is to theorize and contextualize her practice. The author traces connections between interdisciplinary pedagogy and the idea of Making or makerspaces. Giving in-depth examples of interdisciplinary,…

This article reports on the design, development, and validation of a new instrument, the Technology-Enabled Active Learning Inventory (TEAL), to measure students' perceptions of active learning in a technology-enabled learning context. By laying the theoretical foundation, a conceptual framework for technology-enabled active learning was…

The trends of globalization and intercultural communication influence education in most countries of the world. The implementation of content and language integrated learning (CLIL) is a big challenge for Thai content teachers and professional development programs. It is not easy for both teachers and learners who are non-native speakers of…

This article argues that knowledge is not a passive product of learning that can be possessed, but rather that it represents an active engagement with ideas, arguments and the world in which they reside. This engagement requires a state of 'knowing' -- a complex, integrative, reciprocal process that unites the knower with the to-be-known.…

One of the challenges of global software engineering courses is to bring the practices and experience of large geographically distributed teams into the local and time-limited environment of a classroom. Over the last 6 years, an on-campus studio course for software engineering has been developed at the University of Queensland (UQ) that places…

This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the…