Instructional Methods in STEM and English Subjects: a Validation Study

Andreas Zendler, Dieter Klaudt, Cornelia Seitz
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Abstract


This study contributes on instructional methods from a validation technical point of view. The focus is on the assessment of instructional methods in relation to knowledge processes in the act of learning. By using questionnaires, computer science teachers, mathematics teachers, and English teachers assessed 20 instructional methods in terms of knowledge processes (build, process, apply, transfer, evaluate, and integrate). The findings show that computer science teachers and mathematics teachers differ compared to English teachers on the assessment of instructional methods with respect to knowledge processes. The findings represent important contributions for teacher education programs and theory construction concerning effectiveness of instructional methods.


Keywords


Computer science education, mathematics education, English classroom, instructional methods, knowledge processes, cross-contextual re-search, comparative method.

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References


Zendler, A., Klaudt, D., & Seitz, C. (2017). Instructional methods in STEM and English subjects: A validation study. International Journal of Technology in Education and Science (IJTES), 1(1), 1-17.


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