Congress UPV
5th International Conference on Higher Education Advances (HEAd’19)
The contents of this publication have been evaluated by the Program Committee according to the procedure described in the preface. More information at http://www.headconf.org/
Scientific Editors
Josep Domenech Paloma Merello Elena de la Poza Desamparados Blazquez Raúl Peña-OrtizPublisher
2019, Editorial Universitat Politècnica de València www.lalibreria.upv.es / Ref.: 6506_01_01_01
ISSN: 2603-5871
ISBN: 978-84-9048-661-0 (print version) Print on-demand
DOI: http://dx.doi.org/10.4995/HEAD19.2019.10279
5th International Conference on Higher Education Advances (HEAd’19)
This book is licensed under a Creative Commons Atribution-NonCommercial-NonDetivates-4.0 International license
Preface
Josep Domenech1, Paloma Merello2, Elena de la Poza1, Desamparados Blazquez1, Raúl Peña-Ortiz2
1Universitat Politècnica de València, Spain, 2Universitat de València, Spain.
Abstract
The series of HEAd conferences have become a leading forum for researchers and practitioners to exchange ideas, experiences and research results relating to the preparation of students and the organization of higher educational systems. The fifth edition (HEAd’19) was held in Valencia, Spain during 25-28 June 2019. This preface gives an overview of the aims, objectives and scope of HEAd’19, as well as the main contents of the scientific program and the process followed to select them.
Keywords: Higher education; innovative materials, educational technology,
evaluation and assessment, globalization in education.
This work is licensed under a Creative Commons License CC BY-NC-ND 4.0 Editorial Universitat Polit`ecnica de Val`encia
Preface
1.
Preface to HEAd’19
This volume contains the selected papers and posters of the Fifth International Conference on Higher Education Advances (HEAd’19), which was held in Valencia, Spain during 25-28 June 2019. This fifth edition consolidates the series of HEAd conferences as a leading forum for researchers and practitioners to exchange ideas, experiences and research results relating to the preparation of students and the organization of higher educational systems. The selection of the scientific program was directed by Paloma Merello, who led a team of 206 program committee members representing 44 countries in all five continents. Following the call for papers, the conference received 387 full paper submissions from 58 different countries. All the submitted papers were reviewed by at least two program committee members under a double blind review process. Finally, 95 papers were accepted as full papers for oral presentation during the conference. This represents an overall full paper acceptance rate of 24.5%, the most selective acceptance rate across all the editions. This selection ensures a high-quality program which is greatly valued by the research communities. Additionally, 32 submissions were accepted as short papers and 35 as poster communications, all of them receiving high review scores and published by UPV Press in this volume. The program committee chair congratulates all the authors for having their papers accepted in the proceedings of such a competitive conference.
HEAd’19 also featured three keynote speakers that overviewed important and actual topics: Dr. David Menendez Alvarez Hevia (Manchester Metropolitan University) talked about the challenges related to the marketization of the Higher Education. The talk by Dr. Cecilia Chan (The University of Hong Kong) focused on new approaches to assess skills. Finally, Dr. Amparo García Carbonell (Universitat Politècnica de València) dealt with the use of simulation and gaming in higher education.
The conference was hosted by the Faculty of Business Administration and Management of the Universitat Politècnica de València, which has been recently ranked as the best technical university in Spain by the Academic Ranking of World Universities (ARWU) 2018. Valencia is a city of culture and heritage. It is the third largest city in Spain and its location on the shore of the Mediterranean Sea provides their citizens and visitors with a privileged weather.
The organizing committee would like to thank all of those who made this year’s HEAd a great success. Specifically, thanks are indebted to the invited speakers, authors, program committee members, reviewers, session chairs, presenters, sponsors, supporters and all the attendees. Our final words of gratitude must go to the Faculty of Business Administration and Management of the Universitat Politècnica de València for supporting, once again, the HEAd conference, making it possible to become a great event.
This year, the first PHELC workshop was collocated with HEAd’19. This workshop, led by Ann Marie Farrell and Anna Logan, focused on giving insights into teaching large classes from an evidence-based, higher education practice perspective.
2. Organizing Committee
General chair
Josep Domènech, Universitat Politècnica de València
Program committee chair
Paloma Merello, Universitat de València
Publicity chairs
Gareth Bramley, University of Sheffield
Daniela Zehetmeier, Munich University of Applied Sciences
Arrangements chair
Elena de la Poza, Universitat Politècnica de València
Communications chair
Desamparados Blazquez, Universitat Politècnica de València
Workshops chair
Raúl Peña-Ortiz, Universitat de València
PHELC Workshop chairs
Anna Logan, Dublin City University Ann Marie Farrell, Dublin City University
Local organization
Mónica Costa Alcaina Sergi Doménech de Soria José Manuel Merello Giménez
3. Sponsors and Supporters
Generalitat Valenciana
Universitat Politècnica de València
Preface
European Social Fund
Facultad de Administración y Dirección de Empresas Departamento de Economía y Ciencias Sociales Instituto de Ciencias de la Educación
Centro de Ingeniería Económica Nievina
4. Program Committee
Shirley Agostinho, University of Wollongong, Australia Mifrah Ahmad, Deakin University, Australia
Salim Ahmed, Memorial University of Newfoundland, Canada Akinlolu Olumide Akande, University Of Cape Town , South Africa Jose Maria Alcaraz Calero, University of the West of Scotland, Spain Daniel Alonso-Martinez, Universidad de León, Spain
Hugo Duarte Alves Horta, The University of Hong Kong, China José Carlos Antoranz, UNED, Spain
Asier Aranzabal Maiztegi, University of the Basque Country, Spain Azucena Arias-Correa, Universidade de Vigo, Spain
Jose Luis Arquero, Universidad de Sevilla, Spain Francisco Javier Baeza, University of Alicante, Spain Alice Barana, University of Turin, Italy
Virginia Barba-Sanchez, University of Castilla-La Mancha, Spain Elena Bárcena, UNED, Spain
Matthew Barr, University of Glasgow, UK
Alexander Bartel, Kempten University of Applied Sciences, Germany Paula Bartel, Kempten University of Applied Sciences, Germany Victoria Beck, University of Wisconsin Oshkosh, USA
Sergio Belda-Miquel, Universitat Politècnica de València / Universitat de València, Spain José V. Benlloch-Dualde, Universitat Politècnica de València, Spain
Naiara Berasategui Sacho, University of the Basque Country, Spain Huseyin Bicen, Near East University, Cyprus
Luciane Bonaldo, University Anhembi Morumbi, Brasil Ignacio Bosch Roig, Universitat Politècnica de València, Spain Sandra Bucarey, Universidad Austral de Chile, Chile
Eliseo Bustamante, Universitat Politècnica de València, Spain Marina Buzzi, National Research Council (CNR), Italy María Caballer Tarazona, University of Valencia, Spain Laura Cabeza-García, University of León, Spain
Marisol Calabor, University of Valencia, Spain Rita Calabrese, University of Salerno , Italy
Sabrina B. Caldwell, Australian National University, Australia Maura Calliera, Università Cattolica Sacro Cuore Piacenza, Italy Conrado Calvo Saiz, University of València, Spain
Lourdes Canós-Darós, Universitat Politècnica de València, Spain Carlos Carbonell Alcaina, Universitat Politècnica de València, Spain Noelia Carmona Vicente, University of Valencia, Spain
Adolfo Carrillo Cabello, University of Minnesota, USA Simon Cassidy, University of Salford, UK
Roberto Cervelló-Royo, Universitat Politècnica de València, Spain Dian-Fu Chang, TamKang University, Taiwan
Nadia Charalambous, University of Cyprus, Cyprus
Dimitris Chassapis, National & Kapodistrian University of Athens, Greece Mieke Clement, University Colleges Leuven – Limburg, Belgium
Linda Corrin, University of Melbourne, Australia
Michael Cosser, Human Sciences Research Council, South Africa Tània Costa, EINA – Universitat Autònoma de Barcelona, Spain Daniela Cretu, Lucian Blaga University of Sibiu, Romania María Esther del Moral Pérez, University of Oviedo, Spain
Pablo Durán Santomil, Universidad de Santiago de Compostela, Spain Ilona Dzenite, Riga Technical University, Latvia
Martin Ebner, Graz University of Technology, Austria Marie Elf, Dalarna University, Sweden
Jana Erina, Riga Technical University, Latvia María Fernández-Raga, University of León, Spain
Joaquim Filipe Ferraz Esteves Araujo, University of Minho, Portugal Sandro Nuno Ferreira Serpa, Universidade dos Açores, Portugal Margarida Figueiredo, University of Évora, Portugal
Sylwia Izabela Filipczuk-Rosińska, Polish Air Force Academy, Poland Eerika Finell, University of Tampere, Finland
Michele Fioravera, University of Turin, Italy
Silvia Florea, Lucian Blaga University of Sibiu, Romania Maria Assunção Flores, University of Minho, Portugal Mark Frydenberg, Bentley University, USA
Thomas Fuhrmann, OTH Regensburg, Germany
Mohammed Sani Galadima, Ahmadu Bello University, Nigeria Josep Gallifa, Ramon Llull University, Spain
Jorge García Ivars, Ainia Centro Tecnológico, Spain
Preface
Consuelo Garcia Tamarit, UNIR, Spain
Fernando-Juan Garcia-Diego, Universitat Politècnica de València, Spain Miguel Garcia-Pineda, Universitat de València, Spain
Suzanne Gatt, University of Malta, Malta
Tom Gedeon, Australian National University, Australia Natalia Gerodetti, Leeds Beckett University, UK
Patrizia Maria Margherita Ghislandi, University of Trento, Italy Javier Gil Quintana, Universidad Católica de Ávila, Spain Daniela Gil-Salom, Universitat Politècnica de València, Spain José-Luis Godos-Díez, Universidad de León, Spain
Beth L Goldstein, University of Kentucky, USA Nuria González-Álvarez, Universidad de León, Spain
Gustavo Gonzalez-Cuevas, European University of Madrid, Spain Mª de Fátima Goulão, Universidade Aberta, Portugal
Ramon Guirado Guillen, University of Valencia, Spain Işıl Güney, Hacettepe University, Turkey
Paul Held, Universität Erlangen-Nürnberg, Germany Peter Hockicko, University of Zilina, Slovakia Jennifer Honor, UTS:Insearch, Australia
Sarka Hubackova, University of Hradec Kralove, Czech Republic Carolina Hurtado, Universitat Politècnica de València, Spain Juan Carlos Jiménez Muñoz, University of Valencia, Spain Beatriz Jiménez-Parra, University of León, Spain
Srećko Joksimović, University of South Australia, Australia Md. Saifuddin Khalid, University of Southern Denmark, Denmark Aleksandra Klašnja-Milićević, University of Novi Sad, Serbia Christian Koch, Chalmers University of Technology, Sweden Sofya Kopelyan, University of Twente, The Netherlands
Seyma Kucukozer-Cavdar, Middle East Technical University, Turkey Hasso Kukemelk, University of Tartu, Estonia
Aleksandra Kulpa-Puczyńska, Cardinal Stefan Wyszyński University in Warsaw, Poland A. V. Senthil Kumar, Hindusthan College of Arts and Science, India
Natalia Lajara Camilleri, Universitat Politècnica de València, Spain André Leblanc, Dalarna University, Sweden
Clotilde Lechuga, University of Malaga, Spain
Ho Keat Leng, Nanyang Technological University, Singapore Carlos Lerma, Universitat Politècnica de València, Spain Maria Limniou, University of Liverpool, UK
Elisabet Llauradó, Universitat Rovira i Virgili, Spain
Anna Lukkarinen, Aalto University, Finland
Nicolaas Luwes, Central University of Technology Free State (CUT), South Africa Elsa María Macías López, University of Las Palmas de Gran Canaria, Spain Marina Marchisio, University of Turin, Italy
Célio Gonçalo Marques, Instituto Politécnico de Tomar, Portugal Laura Márquez-Ramos, University of Adelaide, Australia
Mónica Martínez Gómez, Universitat Politècnica de València, Spain Victor Martinez-Gomez, Universitat Politècnica de València, Spain María-Jesús Martínez-Usarralde, University of València, Spain Konstantina Martzoukou, Robert Gordon University, UK
David Menendez Alvarez-Hevia, Manchester Metropolitan University, UK Isabel Menezes, University of Porto, Portugal
Mohammad I. Merhi, Indiana University South Bend, USA María del Mar Miralles Quirós, University of Extremadura , Spain Ulisses Miranda Azeiteiro, University of Aveiro, Portugal
José Miguel Molines Cano, Universitat Politècnica de Valencia / Universitat Jaume I, Spain Matthew Montebello, University of Malta, Malta
Darlinda Moreira, Universidade Aberta, Portugal
Nektarios Moumoutzis, Technical University of Crete, Greece Estefanía Mourelle, Universidade da Coruña, Spain
Heba Moustafa Mohamed, Cairo University, Egypt Reetta Muhonen, Tampere University, Finland Christin R. Müller, Independent Researcher, Germany Ana Muñoz-Miquel, Universitat Jaume I, Spain
Fabio Nascimbeni, Universidad Internacional de la Rioja, Spain Ricky Ngandu, Walter Sisulu University, South Africa
Raquel Niclòs Corts, University of Valencia, Spain Michael Niemetz, OTH Regensburg, Germany
Mathews Nkhoma, RMIT University Vietnam , Vietnam Luis Nobre Pereira, University of Algarve, Portugal José Carlos Núñez Pérez, University of Oviedo, Spain María Isabel Núñez-Peña, University of Barcelona, Spain Gloria Olaso Gonzalez, University of Valencia, Spain Cesar Ortega-Sanchez, Curtin University, Australia
Kateryna Osadcha, Bogdan Khmelnitsky Melitopol State Pedagogical University, Ukraine Viacheslav Osadchyi, Bogdan Khmelnitsky Melitopol State Pedagogical University, Ukraine
Julieth E. Ospina-Delgado, Pontificia Universidad Javeriana, Colombia Ana C. R. Paiva, University of Porto, Portugal
Preface
Antonio Pantoja, Universidad de Jaén, Spain
Cristina Pardo-Ballester, Iowa State University, USA Cristina Pardo-García, Universitat de València, Spain
Elena Paunova-Hubenova, Bulgarian Academy of Science, Bulgaria Dieter Pawelczak, University of Bundeswehr Muenchen, Germany Luís Pedro, University of Aveiro, Portugal
Maria Rosario Perello-Marín, Universitat Politècnica de València , Spain María L. Pertegal Felices, Universidad de Alicante, Spain
Golden Peters, St. Louis College of Pharmacy, USA
Pablo Pinazo-Dallenbach, Universidad Internacional de Valencia, Spain Maria-Dolores Pitarch Garrido, Universitat de València, Spain
Gil Pla-Campas, Universitat de Vic – Universitat Central de Catalunya, Spain Soner Polat, Kocaelı University, Turkey
Jenny Pomino, Carl Duisberg Centren, Germany Luis Porcuna Enguix, University of Valencia, Spain Rubén Porcuna Enguix, University of Valencia, Spain Inmaculada Pra Martos, UNED, Spain
Natalija Prokofjeva, Riga Technical University, Latvia Todd Pugatch, Oregon State University, USA
Sergio Rabellino, University of Torino, Italy
Martin Ramirez-Urquidy, Universidad Autónoma de Baja California , Mexico Timothy Read, UNED, Spain
Terence Reilly, Babson College, USA
Carlos Romá-Mateo, University of Valencia, Spain
Gorka Roman Etxebarrieta, University of the Basque Country, Spain Mercedes Ruiz Lozano, Universidad Loyola Andalucia, Spain
Katherine Elisabeth Russo, Università degli studi di Napoli “L’Orientale”, Italy Demetrios G. Sampson, University of Piraeus, Greece
Esther Sanabria Codesal, Universitat Politècnica de València, Spain Juan Francisco Sánchez Pérez, Universidad Politécnica de Cartagena, Spain Carlos Santos, University of Aveiro, Portugal
María del Carmen Sarceda-Gorgoso, Universidad de Santiago de Compostela, Spain Carl Schneider, The University of Sydney, Australia
Elies Seguí-Mas, Universitat Politècnica de València, Spain Sandra Sendra Compte, Universidad de Granada, Spain
Anna M. Senye-Mir, Universitat de Vic – Universitat Central de Catalunya, Spain
Katarina Slobodová Nováková, University of Ss. Cyril and Methodius in Trnavam, Slovakia
Marcus Specht, LDE Center for Education and Learning, The Netherlands
Katrien Struyven, UHasselt, Belgium
Álvaro Suárez Sarmiento, University of Las Palmas de Gran Canaria, Spain Fátima Suleman, Instituto Universitário de Lisboa, Portugal
Andreia Teles Vieira, Universidade Nova de Lisboa, Portugal Sabu M. Thampi, IIITM-K, India
Pere Tumbas, University of Novi Sad, Serbia Mueen Uddin, Effat University, Saudi Arabia Jani Ursin, University of Jyväskylä, Finland Mercedes Varela-Losada, University of Vigo, Spain Jesus Vazquez Abad, Université de Montréal, Canada Ana Isabel Veloso, University of Aveiro, Portugal Ilaria Venturini, Sapienza Università di Roma, Italy Henrique Vicente, University of Évora, Portugal
María Cinta Vincent Vela, Universitat Politècnica de València, Spain Maarit Virolainen , University of Jyväskylä, Finland
Nur Bahiyah Abdul Wahab, Temenggong Ibrahim Teacher Training Institute, Malaysia Kageeporn Wongpreedee, Srinakharinwirot University, Thailand
Katerina Zdravkova, University Ss Cyril and Methodius of Skopje, Macedonia Qiang Zha, York University, Canada
Dongping Zheng, University of Hawaii, USA
Roza Zhussupova, Eurasian National University, Kazakhstan Ivan Zilic, LSE, UK
Ana Zorio-Grima, University of Valencia, Spain
External reviewers
Gabriella Aleandri Linda Susan Austin Elena Comino Hamin Hamin Kylie Murphy José S. Torrecilla Christiaan Willems IX
Index
Assessment of Creative Thinking of Hong Kong Undergraduate Students Using the Torrance Tests of Creative Thinking ... 1 Flipped Classroom Evaluation using the Teaching Analysis Poll ... 9 Development of business students’ attitudes towards entrepreneurship between 2017 - 2018 ... 19 Competence Assessment and Competence Reflection in Software Engineering Education ... 29 Dual-evaluation with formative peer-assessment by rubrics: A teaching experience in Business and Economics studies ... 37 Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design ... 47 A comparison of on-curricular and off-curricular activities in enterprise education for postgraduate students ... 55 Added value of post-secondary education in Estonia ... 65 Boosting employability through the use of Authentic Learning Scenarios ... 75 Using Alumni Entrepreneurs Feedback to shape University Entrepreneurship Education ... 85 Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness ... 95
OERlabs: Strategies for University-wide OER Advancement ... 103
Cognitive apprenticeship as a tool for materials development in an EFL teacher education project ... 111
Student Mentoring in the Master Programme Pedagogy: the case of University of Latvia ... 119
An exploratory study of early career teachers as culturally responsive teachers ... 127
A platform for the influencers: spreading educational innovations via a professional learning network... 135
Teaching4Learning@UNIPD to promote faculty development at the University of Padua, Italy: the experience of the Agriculture and Veterinary Medicine School ... 143
Teach the teacher: Design and evaluation of a professional teaching development program ... 149
Compliance of MOOCs and OERs with the new privacy and security EU regulations ... 159
Reflections on Sustainability Issues in Learning Object Development ... 169
MOHICANS: Mobile Learning Teaching Model for Next Gen Learners ... 177
Online short course for learning management system training in an African university of technology ... 185
A qualitative analysis of student experiences of a blended learning course ... 193
Using Padlet for collaborative learning ... 201
Old Dogs Can Learn to Like New Tricks: One Instructor’s Change in Attitude to Online Instruction from 2009-2017 ... 213
Using Active Learning Spaces to Support Flipped Classroom ... 223
Characterizing university students self-regulated learning behavior using dispositional learning analytics ... 233
Place Matters! Fostering place-based geoscience teaching at the University of Hawai’i at Mānoa ... 243
Using student-led manufacturing in makerspaces to support transition into engineering higher education ... 253
Innovations in the Development of Critical Thinking and the Teaching of the Nature of Science and Technology: Background and Proposal for Food Engineering Course of Studies ... 261
Index
A Project-based learning for the subject design and implementation of databases ... 271 Active learning and social commitment projects as a teaching-learning intervention in engineering degrees ... 281 Can we be all in one? ... 289 Indicators needed to design a student dashboard from lecturers’ perspectives: a qualitative study ... 299 Negotiated professional identities of academics in the context of structural reform and innovation at the university ... 307 Disruptive Technologies supporting Agricultural Education ... 315 Becoming College and Career Ready: Combating The New Digital Divide - A Literature Review ... 323 Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects?... 331 Integrating Data Analysis and Statistics Across Disciplines ... 341 Internationalization @ home in Engineering Education: Enhancing Social Capital in English-taught Master´s Programmes ... 353 Combining DoV framework and methodological preconceptions to improve student s electrical circuit solving strategies ... 361 A STEM Model Encouraging Post-Baccalaureate Pathways for First Generation, Underrepresented Undergraduates ... 371 The alumni narrative of the connection between university skills and knowledge, and industry: An outside-in understanding ... 379 Decision Support Systems Aiming in Reducing Globalization Burdens in Education ... 387 German Universities as Actors in Organizational Design - A Qualitative Study ... 395 Balancing the local and global: A review of teaching and learning literature from Colombia ... 405 An example of innovative university teaching: the model of Constructive and Collaborative Professional Participation ... 415 How authentic is it? Evaluating the products of an authentic assessment task ... 423 Women and foreign students in teams: the key players ... 433
The Benefits of an action reflective assessment using role-plays in teaching
mediation. ... 441
Alternanza scuola-lavoro (work-based learning) as a resource for higher education ... 451
Creative writing and Critical Thinking Enhancement at Higher Education ... 459
Teaching Music Historical Literacy Using Video Clips ... 469
Teaching essential graduate attributes via digital cultural heritage: An assessment model from communication students in Hong Kong ... 479
Art-based methods: Theatre Teaches and Business Theatre ... 489
Thinking Skills in Problem Solving: Pre-Knowledges ... 499
A collaborative game-based learning to enhance ecological economics teaching ... 505
Critical thinking in PBL: Development of a bespoke tool for critical thinking... 513
A first experience with Problem-based learning in a course of Psychometrics ... 521
Students with Learning Disabilities at University ... 531
Class observations from the University of Hawai’i at Mānoa highlight the need for active learning strategies to support diverse students in large classes ... 539
Working while studying: some legal and political questions affecting the right to higher education in Estonia ... 549
Development of a procrastination scale in Spanish and measurement of students procrastination tendencies ... 557
Self-efficacy in first-year university students: a descriptive study ... 565
Admission tools and academic performance: evidence from a first course in a bachelor degree in business administration ... 573
Competencies and higher education: evidences and returns. The TECO project ... 583
Leader-Follower dynamics within medical students’ groups during clinical rotations. ... 593
Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study ... 605
Get your cell-fie ... 615
Effects of Plagiarism in Introductory Programming Courses on the Learning Outcomes ... 623
Index
Preparing for anatomy assessment with adaptive learning resources – It is going
“tibia” okay! ... 633
Online Continuing Professional Development: An integrative approach ... 641
Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students ... 649
Leave no one behind. Design inclusive motor activities in Primary Teacher Education Courses ... 659
Immersive teacher training experience on the methodology of problem posing and solving in Mathematics ... 667
Nurturing students awareness of their behavioral competencies: The Competency Lab experience ... 677
Students’ Self-directed Learning in the Context of Industrial Challenges: Latvia University of Life Sciences and Technologies Case ... 685
Interdisciplinary Medical Communication Training at the University of Pécs ... 695
How to Teach Ecology to Students of Environmental Engineering ... 703
EstuPlan: Methodology for the development of creativity in the resolution of scientific and social problems. ... 711
Approaches to promote self-directed learning in Software Engineering ... 719
Globalizing curriculum beyond the classroom: Service Learning Programs benefit Students, impact local issues and answer local needs to build bridges between cultures ... 727
A transdisciplinary educational experience at the Botanical Garden around scientific travelers ... 735
The value of 'writing retreats' in advancing innovative pedagogic research ... 743
Teachers’ perceptions about the use of the Learning ePortfolio as learning and assessment tool in Mondragon Unibertsitatea ... 751
Student ratings to evaluate the teaching effectiveness: Factors should be considered ... 759
University performace through Multiple Factor Analysis ... 765
Is the Italian student survey on teaching reliable? For what purposes? ... 775
Accreditation and quality in higher education curriculum design: does the tail wag the dog? ... 783 Recruitment policies in Spanish universities, a case study: Teaching and research quality ... 793 Analysis of the speech act of request in the foreign language classroom ... 803 From scribe to YouTuber: A proposal to teach the History of the English Language in the digital era ... 811 Pluricultural competence and VIQTORIA didactic model action in Spanish as a Foreign Language learning systems ... 819 The Joint Effort Workshop as a tool for Knowledge Management and competence development ... 829 Teaching Operations research, the experience of the Catholic University in Bolivia ... 837 The acquisition of transversal competencies through a Youtube channel ... 845 The intricacies of developing a work readiness programme for South African Business degree students ... 853 A Class of Nothing ... 861 Visualizing constructive alignment in the process of course design ... 869 Attitude towards and Interest in Dog-Assisted Interventions of Students in Higher Education ... 875 Taking students outside the classrooms. Location-based mobile games in education ... 883 Entrustable Professional Activities in Residency Programs’ planning and scheduling issues ... 891 Doing Math Modelling Outdoors- A Special Math Class Activity designed with MathCityMap ... 901 Desafío Programm. A rural version of Erasmus for depopulated areas. ... 911 Photo 3D technology applied to e-Learning tools production for animal biology ... 921 Whiteboard Animations for Flipped Classrooms in a Common Core Science General Education Course ... 929 Lights, camera, action: Microbiology laboratory teaching in the spotlight ... 939 Video tutorials as a support to the face-to-face teaching ... 947
Index
Students experiences with the use of a social annotation tool to improve learning in flipped classrooms ... 955 Teaching with emerging technologies in a STEM university math class ... 963 Technologies for attention to diversity: a bibliometric study ... 973 Implementation of Computer Assisted Experimental Work in Analytical Chemistry Laboratory Teaching ... 983 The Factors Affecting University Retention/Attrition By Big Data Analytics... 991 Centering Teaching Excellence in Higher Education... 1001 Sustainable Development at Higher Education Institutions in Germany: Advances, Challenges, Examples ... 1009 New University: liberal education and arts in Brazil ... 1019 Measuring which support systems really work to improve students learning in your class - A case study on quantitative methods courses in the social sciences ... 1027 Internationalising education - Cross-country co-teaching among European higher education institutions ... 1035 Implementation of Game-based Learning in Higher Education: an example in HR Management ... 1043 Seasonal Capacity Scaling and Learning Centres ... 1051 Adapting conventional delivery to cope with large cohorts: turning seminars into workshops and changing assessment ... 1059 Evaluation of learning communities: principles to guide practice ... 1069 Switching perspectives: Physicians meet Engineers in a Novel Lab on Medical Device Development ... 1079 Networks that Cross the Boundaries of the Classroom: A Quasi-Experimental Study of University Students ... 1087 Thinking about going to university? Segmenting undergraduates ... 1097 International undergraduate business students' perceptions of employability ... 1105 Beyond Attrition and Retention: Working With Students to Enhance the First Year Experience ... 1113 Constructing ‘New Liberal Arts’ in China’s Universities: Key Concepts and Approaches ... 1121
Navigating curriculum transformation: charting our course ... 1129
Management of wastewater trough theatre ... 1137
New tools for teaching: educational cards for primary schools on the prevention of food waste ... 1145
Deep Teaching: Materials for Teaching Machine and Deep Learning ... 1153
Interaction of higher and post-university education as a factor of the formation and development of the professionalism of young specialists ... 1163
Teaching and Learning in Statistics: Harnessing the power of modern statistical software to improve students statistical reasoning and thinking ... 1171
Ontology rules application for efficient career choice ... 1179
Developing start-ups with academic support in Romania ... 1187
Content interaction in online university courses: the start@unito project ... 1197
Bridge the gap between high school systems with less than twelve years of schooling and European Universities ... 1207
Multi-level governance in quality assurance in Spain: the case of the National Agency for Quality Assessment and Accreditation (ANECA) ... 1217
Shared learning process among students of the Health Sciences and Electronic Engineering Department and students of professional training in the area of Technology and Health. A proposal for educational innovation. ... 1225
Clinical simulation: innovative educational project in basic cardiopulmonary resuscitation and advanced in pediatrics and neonatology ... 1233
Applying an integrated approach to social media communication training: how innovative thinking is changing the way universities teach (Web) journalism ... 1241
How to motivate students to learn Metabolic Biochemistry in a Biomedical Sciences curricula ... 1249
Toward a Future-Ready Talent Framework for Co-operative and Work-Integrated Learning ... 1255
B-SMART: A university-industry teaching innovation project ... 1263
Design of the UX Laboratory for the Department of Communications ... 1269
Coordination of subjects using a real practical case to boost learning results ... 1277
Index
The Importance of Intercultural and Communicative Competences for Tourism
Labour Market ... 1287
About Students Abstractions - Evaluation of Items Requiring Abstract Thinking Competence ... 1297
Study environment in the context of HEI study quality assurance: case study at Daugavpils University (Latvia) ... 1305
Promoting critical thinking in higher education in the context of teacher professional development ... 1313
Learning Gain using a game improve pharmacology knowledge in two transnational HE institutes. ... 1321
Cooperative learning and the use of blogs in Higher Education. An initiative oriented to promote a deeper understanding of social and ethical issues between teacher students ... 1329
T-shaped engineers: getting ready for employability ... 1339
Projects to encourage female students in STEM areas ... 1347
Assessing L2 listening in CALL and listening strategy use ... 1355
Collaborative creation between students and teachers for the development of an evaluation gameboard in class. ... 1365
Modern Pedagogical Approaches to Teaching Mixed Methods to Social Science Researchers ... 1375
Future of Higher Education: Emotionally Intelligent and Mindful? ... 1383
Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan ... 1391
Enhancing understanding of analytic geometry by augmented reality ... 1399
Immersive teacher training experience on the methodology of
problem posing and solving in Mathematics
Alice Barana1, Anna Brancaccio2, Alberto Conte1, Cecilia Fissore1, Francesco Floris1,
Marina Marchisio1, Claudio Pardini3
1Dipartimento di Matematica, University of Turin, Italy 2MIUR, Rome, Italy 3ISS Carlo Anti, Villafranca di Verona (VR), Italy.
Abstract
In an Italian and European context, one of the fundamental skills in Mathematics is the ability to solve problems in everyday situations, often linked to everyday life. For this reason, the problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics. This paper presents the results of the immersive experience "Mathematical Exploration with Problem Posing and Solving", included in the teacher training activities proposed by the national PP&S - Problem Posing & Solving - Project of the Italian Ministry of Education, which aims at enhancing the teaching and learning of Mathematics by using new methodologies and technologies. In particular, the focus will be on the work and considerations of the 50 teachers who took part in the project, from both primary and secondary school. They were guided through the individual step-by-step creation of a contextualized problem, following a process guided through stimulus-based questions. This immersive experience brought about the production of valid problems and was full of very stimulating teachers' considerations on the various phases of the problem posing and solving.
Keywords: Contextual teaching; Contextualized problem; Mathematics
Education; Problem posing; Problem solving; Teacher Training.
DOI: http://dx.doi.org/10.4995/HEAd19.2019.9489
This work is licensed under a Creative Commons License CC BY-NC-ND 4.0
Immersive teacher training experience on the methodology of problem posing and solving in…
1. Introduction
The Problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics and in promoting a process of mathematization and modeling of reality (Baroni & Bonotto, 2015). As explained in many Italian national documents, the teaching of Mathematics should start with the use of language and mathematical reasoning as tools for the interpretation of reality and not only as baggage of notions (Unione Matematica Italiana, 2001). The characteristic of mathematical practice is the solving of problems, which has to be considered as an authentic and meaningful task, often linked to everyday life, and not only as a repetitive exercise or question to answer by simply recalling a definition or a rule (MIUR, 2012). Also at a European level, mathematical competence is described as the ability to develop and apply mathematical thinking and intuition to solve a series of problems in everyday situations (European Parliament and Council, 2018). A change in the teaching of Mathematics has therefore become necessary and in 2012 the Italian Ministry of Education engaged in an action aimed at improving the quality of the educational process by acting on teachers’ training through the PP&S (Problem Posing and Solving) Project (Brancaccio et al., 2015). The project promotes the training of Italian teachers of lower and upper secondary schools on innovative teaching methods, supported by the use of ICT and the creation of a culture of Problem Posing and Solving ( Barana, Fioravera, & Marchisio, 2017b).
This paper discusses a teaching training experience which took place during a 2 hours immersive workshop, "Mathematical Exploration with Problem Posing and Solving", at the Didacta Italia 2018 Fair. The workshop is included in the teacher training activities proposed by the PP&S; other activities are: face-to-face training, online training modules, weekly online tutoring, online asyncronus collaboration and collaborative learning within a learning community (Barana et al., 2018a).
2. State of the art
2.1. Problem Solving
The term "problem-solving" refers to mathematical tasks that have the potential to provide intellectual challenges for enhancing students' mathematical understanding and development (National Council of Teachers of Mathematics, 2000). One of the objectives of Mathematics learning is to solve the problems that include the ability to understand the problem, devise a mathematical model, develop the solving process and interpret the obtained solution (Samo, Darhim, & Kartasasmita, 2017). Mathematical problems are central in mathematical practice in order to develop the discipline and to foster student learning (Pólya, 1945). Mathematics should not be considered different from the possible daily activities of the students. A real situation in which the student might find himself can
be used to propose a problem, in order to bring together the teaching and learning practices of school Mathematics and the wealth of experiences that students develop outside of the school (D’Amore & Pinilla, 2006). According to Samo, Bana and Kartasasmita (2017) “contextual teaching and learning is a learning which links the material with the real-world context of students' everyday life either within family, community, environment, and the world of work so that students are able to make connections between knowledge possessed by its application in everyday life”. In fact, problem solving can stimulate interest and motivation towards the study of Mathematics by creating a bridge between school and extracurricular Mathematics, bringing out realistic considerations and developing modeling skills (i.e. recognizing when and how to use subject knowledge to address and solve problems in hands-on situations in the real world) (Baroni & Bonotto, 2015). Furthermore, by solving mathematical problems students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations that serve them well outside the Mathematics classroom (National Council of Teachers of Mathematics, 2000). In order to gain experience on problem solving, students should solve various types of problems in their own way on a regular basis and over a prolonged period of time. Non-routine problems and open problems should be used to offer students a wide range of possibilities for choosing and making decisions. Students’ resolution of a problem can be used to evaluate progress in the problem solving skill, using a rubric score scale (Leong & Janjaruporn, 2015). The analysis of the ways in which mathematical problems are formulated and of the process involved in solving problems generates important information to structure learning environments in order to guide students’ construction of mathematical concepts (Liljedahl, Santos-Trigo, Malaspina, & Bruder, 2016).
2.2. Problem Posing
Problem posing is an important component of the Mathematics curriculum, and it is considered to be an essential part of mathematical doing (National Council of Teachers of Mathematics, 2000). It involves the creation of new problems and questions aimed at exploring a given situation as well as the reformulation of a problem during the process of solving it (Lavy & Shriki, 2007). Kilpatrick (1987) marked a historic milestone in research related to problem posing: he pointed out that problem formulating should be viewed not only as a goal of instruction but also as a means of instruction and that the students should be given opportunities to live the experience of discovering and posing their own problems. Kilpatrick also pointed out how all problems that students solve have been posed by another person, but in the real life many problems are created or discovered by the solver, who gives the problem an initial formulation (Liljedahl et al., 2016). According to Lavy & Shriki (2007), providing students with opportunities to pose their own problems can foster more diverse and flexible thinking, enhance students’ problem solving skills, broaden their perception of Mathematics and enrich and consolidate basic concepts.
Immersive teacher training experience on the methodology of problem posing and solving in…
Stoyanova and Ellerton (1996) considered mathematical problem posing as “the process by which, on the basis of mathematical experience, students construct personal interpretations of concrete situations and formulate them as meaningful mathematical problems” (p. 519). They identified three categories of problem-posing situations: free, semi-structured, or structured. In free situations, students pose problems without restrictions; semi-structured situations refer to those circumnstances in which students explore a given open situation and they have to complete it; in structured situations students pose problems by reformulating already solved problems or by varying the conditions of given problems (Singer, Ellerton & Cai, 2015).
In conclusion, problem posing is an opportunity for interpretation and critical analysis of reality since: (a) the students have to discern significant data from immaterial data; (b) they must discover the relations between the data; (c) they must decide whether the information in their possession is sufficient to solve the problem; and (d) they have to investigate if the numerical data involved is numerically and/or contextually coherent.
2.3. The problem posing and solving in the PP&S Project
In the PP&S Project, we add two further aspects to problem posing and solving:
- use of an ACE (Advanced Computing Environment) for problem formulation, presentation, resolution and generalization (Barana, Fioravera, & Marchisio, 2017a);
- automatic formative assessment with adaptive questions aimed at teaching students how to solve problems, guiding them step-by-step with interactive feedback in the solving process, through an ACE and an AAS (Automatic Assesment System) (Barana, Conte, Fioravera, Marchisio, & Rabellino, 2018b; Barana, Fioravera, Marchisio, & Rabellino, 2017)
Within the PP&S Project, the activity of problem posing and solving, strongly characterized by cooperative learning, can be carried out face-to-face among students, in their classrooms or computer lab or among students at a distance, within a VLE (Virtual Learning Enviroment) dedicated to each class. At the same time, teachers develop problems for their students at a distance, within a VLE dedicated to the community of PP&S teachers throughout Italy, who also collaborate with each other exchanging ideas, teaching strategies and materials reviewed and tested in their classes (Barana et al., 2018a). They also develop problems in collaboration with the tutors at a distance during the online training sessions (weekly tutorials and periodical training modules). To increase teachers’ awareness of the use of problem posing and solving we proposed an immersive experience, in the form of a workshop, entitled "Mathematical Exploration with Problem Posing and Solving", in which we focused on the work of teachers in creating problems, in order to suggest a change of
perspective. The 50 teachers who participated teach from primary to upper secondary school (students aged 6 to 18) and they teach Mathematics or other scientific subjects.
3. Methodologies
The experience was developed in three different moments:
1) Presentation of an example of a contextualized problem for the explanation of the four phases of the problem posing and solving process (problem design, text formulation, construction of the solution process, generalization of the resolution to abstract the solution process);
2) Individual step-by-step creation of a contextualized problem by the teachers following the above mentioned phases through stimulus-based questions;
3) Compilation of questionnaires. A common topic was assigned to all the teachers for the development of the problems: variation of a quantity according to another quantity, which can include mathematical concepts such as proportionality, rate of variation, incremental ratio.
Teachers were asked to think about a very specific class for which to create the problem. To analyze the considerations of the teachers on the problem posing and solving process we used the following tools: initial questionnaire, problem created by teachers, and teachers' answers to stimulus-based questions of the first two phases. For the first phase, they were: "Did you find it difficult to choose a contextualization? If yes, which ones?", "For what reasons can the contextualization chosen be effective?". For the second phase they were: "Did you encounter any difficulties in writing the text of the problem? If yes, which ones?", "What difficulties do you think students can encounter when interpreting the text of the problem?".
4. Results
Of the 50 teachers who participated in this experience, 7 taught at primary school, 24 at lower secondary school one of which a special needs teacher) and 19 at upper secondary school. Primary teachers taught various subjects (including Mathematics and Science), while secondary teachers taught: Chemistry (1), Physics (1), Mathematics (16), Mathematics and Physics (5), Mathematics and Science (20); except for 13 teachers, all had been teaching for more than 10 years. Most of the teachers said that they regularly used problem solving as a teaching strategy during their lessons (Figure 1), and only 3 teachers (from secondary school) never or rarely used it.
Immersive teacher training experience on the methodology of problem posing and solving in…
Figure 1. Frequency of use of problem solving as a teaching strategy (2018).
Some teachers preferred to work individually, while others preferred to work in pairs or groups of 3 or 4; the groups were spontaneously formed and in some cases teachers of different degrees or subjects worked together. At the end of the immersive experience, 25 different problems were produced. All of them are characterized by a contextualization in the real life and familiar to the students, for example charging the phone, school trips, going to the cinema, athletic preparation of a team, cooking recipes, interpreting bills. When we asked them why they chose a particular contextualization, the teachers said: “it is part of the experience of the students”; “to stimulate the observation of the places they live in”, “because it allows comparisons with other disciplines”. Half of the teachers had difficulties in choosing the contextualization. Some common difficulties were: connecting the theory to topics and problems that can engage students; creating texts (because they usually draw from books), little practice in designing real-world tasks and in finding real examples that can be translated in mathematical terms in a simple way. 86% of teachers said they had difficulty in drafting the text of the problem, for example in being clear and correct in the formulation of the text, in the choice of which data had to be given and which did not, or in the translation of the idea into a text. 62% of teachers decided to create a problem in which some data are open, in order to invite the student to explore the data. But, as one of the teachers stated, "leaving some data to look for makes the problem more real and stimulating, but data must be chosen wisely by the teacher". A problem with "too open" data could confuse the student who does not know how to set the solving process. An example is the following problem created by a teacher during the workshop: "Two friends who live in different places decide to meet and have to organize the trip. If they leave the same day at the same time and proceed at a constant speed, where will they meet?". Below we will show two examples of very interesting problems developed during the workshop, the first one by a primary school teacher and the second one by an upper secondary school teacher.
1) The cook of the school asks children of the fourth year to help her choose the amount of pasta to cook. There are 24 students and for each one the cook prepares 60g of pasta. How many kilos of pasta does the cook need? And what if 5 children were absent?
0 2 4 6 8
never rarely: a few
times a year sometimes: about once a month regularly: a few times a month frequently: about once a week very frequently: some times a week primary lower secondary upper secondary 672
2) Consider your mobile phone with its specific watts (which can be found in the phone specifications). Knowing that the Italian home network supplies 230 V, what is the charge needed to fully charge your mobile phone? And what would it be if you were in another country of your choice?
Both problems have a real context very familiar to students, in the second case some data are intentionally left open (the loading time of the phone). Moreover, both lead to a coherent generalization of the resolutive process (in the first one by varying the number of students in one class and in the second one by choosing the country). In the problem solving phase, the teachers focused on the conceptual nodes involved and on the difficulties that their students might encounter; some teachers were more concerned about the use of contextualized problems, while others were concerned about their students’ skills.
5. Conclusions
The immersive experience led to the production of valid problems and was full of very interesting ideas. The teachers reflected upon the various phases of the problem posing and solving and on the difficulties their students might face in solving the problem, making them more aware of the activity they offered. This is why the same immersive experience can also be offered to the students. The results show that the experience can be presented at all levels and can facilitate dialogue between teachers who teach at different schools and different disciplines.
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