Archive for December 2023
Hello everyone! It's really nice to see you all again! This video is a reflective summary of the learning journey of EDUC2040 (Teaching and Learning strategies).
Here is a short introduction to this video.
We will review the learning journey from week 1 to week 10.
Each week, I will introduce some funny experiences, my feelings, theories or knowledge I learned, and one takeaway message from this week.
'What EDUC2040 has prepared me to be a good teacher'?
Special issue: Individual presentation
Hola a todos! It's another new week! We only have one week left this semester. Are you excited for the coming party in the next week? Are you excited for the coming holiday and long break! Let's Cheer!
Experiences and feelings this week
At the beginning of the lecture, I was shocked by the formal attire of Dr. Lina because I felt weird about why Dr. Lina would dress formally. Then, I realized that I had forgotten about the attendance of the guest speaker this week. What a poor memory I have.
Following that, Dr. Lina introduced the guest speaker Mr. Tamim who was a lecturer from the faculty of creative multimedia at the Multimedia University in Malaysia. He started the lecture with one question "while you listen to music when you are studying?". Personally speaking, I preferred to listen to music especially soft music or music with a steady rhythm and low tempo when I was studying. Nonetheless, nobody raised their hands. I was totally shocked by the circumstances. I also felt awkward because the atmosphere was a little weird (hhhhhππ).
Then, Mr. Tamin emphasized the benefits of listening to music such as motivation, concentration, and improved learning outcomes. He also explained the utilization of music to enhance these in detail. I used to think music could only be used to release stress, change mood, or something else. I could never imagined that music could be connected with teaching theories such as cognitive load theory, cognitive theory, and multimedia theory especially when it comes to language education (language acquisitions). For example, he highlighted creating songs to remember difficult information and the importance of creating songs for students as they could remember or learn from singing songs. Another example was analyzing pop songs. We could learn language or words or phrases from songs, right? My interest was totally aroused by his presentation, and I was encouraged to discover more about how music influences cognitive function, language teaching, and problem-solving. This was also interesting because I learned some basic knowledge about music and the application of it in teaching.
Following that, we had two activities including a Puzzle Speedrun Experiment and a Tune Transformation & Adaptation Method. The Puzzle Speedrun Experiment activity brought great enjoyment and liveness to our lecture because everyone proactively engaged in the class activity. We were divided into different groups and required to put together a whole paper from various pieces. Mr. Tamim recorded the time each group used and wrote them on the board. We had this activity twice. One was under the background music and another one was played without background music.
This experiment was used to demonstrate the utilization of background music to enhance concentration on learning and its effectiveness of learning. However, the time of the first group under two situations remained the same. For the second group (my group), we did use less time to finish the puzzle.
I was shocked by the consequences and I was curious about how this conclusion was drawn because I thought the conclusion was not rigorous. We used the same puzzle, right? Will this proficiency of this puzzle influence the conclusion? We also did not notice some students may be sensitive and good at this kind of game? What's more, we did not control the variable condition and we overlooked it. If we wanted to make the conclusion more rigorous, I thought we needed to have a random experiment. For example, we used different puzzles for each turn, or we regrouped these groups with different people. In addition, we could use different genres of music to explore the effects of background in learning. Most importantly, we need to set the control groups as a counterpart. To reduce bias, this experiment might be "double-blind", meaning neither the participants nor the researchers (Mr. Tamim and Dr. Lina) know which is the experimental group and which is the control group. All of these helped to make the conclusion robust. Incorporating randomization and a control group into the experiment which is called the random control trial (RCT) helps minimize biases, confounding variables, and alternative explanations for the observed effects, which makes the conclusion more robust.
Furthermore, he also introduced two different tempos. For example, the slow tempos (60-80 beats in 1 minute) were suggested for studying. The fast tempos (80-100 beats in 1 minute) were suggested for discussion. At the end of the lecture, he also played a Christmas song for everyone to create an engaging environment.
Group photo of our lecture!
Previous experience
From this lecture and tutorial, I realized that I had a lot of experience using music to learn. For example, the words in ancient poems were used as lyrics and adapted into songs. we memorized and recited the ancient poems while listening to the music. In science-related subjects, we also used this method to memorize key formulations and others. In secondary school, our chemistry teacher utilized the periodic table elements to make a catchy song for our students to better memorize these elements. We could easily memorize the contents, vocabulary, formulations, and others through these songs. I just recognized the importance of music in teaching and how it could be used as a teaching tool in education.
Theories and knowledge related to music
After this lecture, I delved into the influence of music and approaches to applying it as a teaching tool in education.
Numerous studies have been conducted to demonstrate the influence of the incorporation of music in teaching (Mayer, 2005; Velasco & Hirumi, 2020; Dolegui, 2013). First, the incorporation of music in teaching enhances cognitive development in various aspects. One significant area is the enhancement of cognitive abilities, as supported by numerous research. For instance, the intelligence Quotient (IQ). In the study conducted by Schellenberg (2004), an investigation was undertaken to assess alterations in IQ test scores and standardized academic achievement after a musical activities program. The results indicated a marginal elevation in IQ among participants engaged in either keyboard or voice training in comparison to those involved in drama activities or assigned to control groups. In addition, according to the future study of Schellenberg (2006), the results indicate formal exposure to music during childhood is positively correlated with both IQ and academic performance through a quasi-experimental design, involving the comparison of groups and individuals with varying levels of music training. More importantly, these associations are modest effect sizes but are of broad and enduring properties. Besides this, other cognitive abilities such as spatial-temporal skills are enhanced as well. According to Holmes & Hallam (2017), they conducted a quasi-experimental design and it encompasses cohorts of children aged from 4 to 7 engaged in a music program that contains diverse musical activities and predominantly of a rhythmic nature. The comparison between the experimental group and the control group in mathematics, reading, writing, and spatial-temporal reasoning could draw the conclusion that the incorporation of music in teaching could enhance the development of spatial-temporal skills, which is crucial for the development of math skills as well.
In addition, there are also positive effects of utilizing music in teaching for the development of the brain related to cognitive development from a scientific view. According to one research conducted by Gojerac (2018), some parts of the brain such as planum temporale (an important component in language comprehension and sound signal processing in the early stage) and the corpus callosum (a neurological structure that facilitates interhemispheric communication) exhibit bigger in individuals with musical proficiency compared to others without music proficiency, which is particularly related to the incorporation of music in education. Only with music can we achieve the development of these parts of the brain and these developments are crucial for their future cognitive development. These research pieces of evidence highlight the positive influence of music on cognitive development and it makes a compelling case for its integration as a teaching tool to enhance students' cognitive abilities.
Lastly, music can enhance students' development in all aspects. When we capitalize on this, several things still need to be taken into consideration to better help students' development. For example, according to cognitive load theory, students' working memory capacity is limited. Lehmann & Seufert (2017) stated the incorporation of background music may impose an additional cognitive load on working memory, which potentially impedes the learning process. Additionally, the research conducted by Dobbs et al., (2011) through a comparative analysis demonstrated that performance in a silent environment yielded superior outcomes when compared to performance in background noise and music. This is because people have to divide their attention between study and background and it requires people to pay more attention to study with the background music, which increases their cognitive load and impeds their studying at the same time. Moreover, the performance is positively interrelated to the types of music. Hallman et al., (2002) conducted one study to assess student's performance in different situations. They tested the arithmetic and memory performance of children aged from 10 to 12 in the relaxing and calming music and results showed better performance when compared with no-music conditions. However, when compared with no-music or relaxing music, students in aggressive, unpleasant, and arousing music exhibited lower behaviors. Consequently, the type of music seriously influences the performance of students and it needs to be modified. We also need to take students' real circumstances into consideration when incorporating music into teaching. As a result, teachers are advised to consider various aspects such as subjects, the cognitive capability of students, students' behaviors, preferences for learning and teaching, and others before incorporating music in teaching. For instance, students mainly are visual learners and it is not appropriate to utilize music as the main teaching tool to teach them.
One takeaway message from this week is I will incorporate music in future teaching to enhance students' overall development. As a pre-service teacher, I will also learn approaches to incorporating music in teaching and techniques to make full use of this teaching tool. Most importantly, I will take students' real circumstances and needs into consideration before utilizing music as a teaching tool because everything has two side effects. In some situations, I will employ this more frequently. For example, I will play soft music before class to let students calm down and relax. What's more, if some difficult things need to be remembered or recited, I will try to make a song for students to listen to and memorize, which reduces their cognitive load. Additionally, I will also teach my students how to create their own songs to help them study and learn with enjoyment, which is also my educational philosophy.
This is the end of our blog journey.
I sincerely hope that everyone has a good holiday and break.
Let's see each other in the next semester.
Reference
Dolegui, A. S. (2013). The Impact of Listening to Music on Cognitive Performance. Inquiries Journal. 5,(09).
De la Mora Velasco, E., & Hirumi, A. (2020). The effects of background music on learning: A systematic review of literature to guide future research and practice. Educational Technology Research and Development, 68, 2817-2837.
Dobbs, S., Furnham, A., & McClelland, A. (2011). The Effect of Background Music and Noise on the Cognitive Test Performance of Introverts and Extraverts. Applied Cognitive Psychology, 25(2), 307-313.
Gojmerac, I. (2018). Importance of music in the education system. New trends and challenges in today's Europe, 178.
Gardiner, M. F., Fox, A., Knowles, F. & Jeffrey, D. (1996). 'Learning improved by arts training'. Nature, 381,284.
Galal, S., Vyas, D., Hackett, R. K., Rogan, E., & Nguyen, C. (2021). Effectiveness of Music interventions to reduce Test Anxiety in Pharmacy Students. Pharmacy, 9(1), 10.
Holmes, S., & Hallam, S. (2017). The impact of participation in music on learning mathematics. London Review of Education, 15(3), 425-438.
Hallam, S., Price, J., & Katsarou, G. (2002). The Effects of Background Music on Primary School Pupils' Task Performance. Educational Studies, 28(2), 111-122.
Janurik, M., & Krisztian, K. (2022). Long-Term Impacts of Early Musical Abilities on Academic Achievement: A Longitudinal Study. Journal of Intelligence, 10(3), 36.
Kiss, L., & Linnell, K. J. (2021). The effect of preferred background music on task-focus in sustained attention. Psychol Res. 85(6), 2313-2325.
Lehmann, J. A. M., & Seufert, T. (2017). The Influence of Background Music on Learning in the Light of Different Theoretical Perspectives and the Role of Working Memory Capacity. Educational Psychology, 8.
Mayer, R. E. (2005). Cognitive Theory of Multimedia Learning. The Cambridge handbook of multimedia learning. Cambridge University Press.
Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological science, 22(11), 1425-1433.
Rauscher, F. H. & Hinton, S. C. (2011). Music instruction and its diverse extra-musical benefits. Music Perception, 29(2), 215-226.
Schellenberg, E. G. (2004). Music Lessons Enhance IQ. Psychological Science, 15(8), 511-514.
Schellenberg, E. G. (2006). Long-Term Positive Associations Between Music Lessons and IQ. Journal of Educational Psychology, 98(2), 457-468.
Standley, J. M., & Hughes, J. E. (1997). Evaluation of an early intervention music curriculum for enhancing prereading/writing skills. Music Therapy Perspectives, 15(2), 79-85.
Thoma, M. V., La Marca, R., BrΓΆnnimann, R., Finkel, L., Ehlert, U., & Nater, U. M. (2013). The effect of music on the human stress response. PloS one, 8(8), e70156. https://doi.org/10.1371/journal.pone.0070156
Yang, H., Ma, W., Gong, D., Hu, J., & Yao, D. (2014). 'A longitudinal study on children's music training experience and academic development'. Scientific Reports, 4(5854), 1-7.
Week 10 reflection
This was the last week of this semester. I was so excited about today's lecture and tutorial. I was also excited about the coming long holiday and home travel. I sincerely appreciated the efforts that everyone and Dr. Lina made in this model. I also felt a little upset as I could not meet these elective students and classmates for a long time. Anyway, I'd like to wish every classmate every success with your study in the next term and have a bright future.
This is the pizza party! Thanks Dr. Lina for the free pizza! They are really tasty. ππ
This is the last group photo of this module. Happy! πππ
This is the group photo of my Korean class. So happy! ππ
This is the conclusion of our last class. I love this quote.
Goodbye may seem forever.
Farewell is like the end, but in my heart is the memory and there you will always be.
This is the end of this module and this semester. I just felt it started yesterday, but it was over today. I have to admit the truth. How time flies! Hope everyone enjoys your holiday and long break. Let's see each other in the next semester! πππ
Week 11 Reflection (Not for marking)
A new week again! This week is micro-teaching week! So excited to see the teaching demo from the other groups! 
During the micro-teaching, numerous teaching strategies and methods were utilized. First, the game-based learning approach was utilized and it could be seen from interactive role-play and seating position activity in micro-teaching. These teaching games could make the learning experience more enjoyable, interactive, and effective. In this process, students' participation and interest are motivated and they apply what they have learned from our lesson in real situations to think about the influences of these behaviors, which also enhances their critical thinking skills as well. Several studies have shown the effectiveness of game-based learning involving improved engagement, enjoyment, motivation, and positive attitudes toward learning (Hartt et al., 2020; Liu & Chen, 2013). In addition, games provide a dynamic and engaging environment where students actively engage, make connections, and form their own comprehension through hands-on activities based on constructivism (Jonassen, 1991). Moreover, Games immerse students in experiential scenarios where they can proactively participate, reflect on their actions, adapt their thinking or construct new ideas based on the experience, and experiment with different approaches. This interactive nature of games is the utilization of experimental learning theory (ELT) or Kolb's learning cycle. It engages students in hands-on activities, which is conducive to engagement (Kolb et al., 2001) and the application of knowledge in real-world situations (Kolb, 2014). What's more, to make full use of game-based learning, the reward is also one crucial component that needs to be taken into consideration. Rewards (positive words we used in the presentation, snacks other groups used in the presentation, or others) as extrinsic motivations can encourage students to engage and exhibit desired teaching behavior in order to receive rewards. Some studies have shown that rewards were positive in fostering concentration and engagement of students (Cameron & Pierce, 1994; Deci et al., 2001). 
Secondly, our micro-teaching is mainly based on interactive teaching methods and Vogosky's social cognitive theory, which emphasizes interactions. We focused more on engagement between students and teachers in the learning process, where students are motivated to proactively participate in and contribute to the class through a variety of activities such as questioning and discussions. The utilization of interactive teaching methods encourages students to proactively engage in the learning process, which improves the retention of knowledge as it fosters them to process and apply information actively instead of passively (Freeman et al., 2014). According to Brookfield (2012), the application of discussion, group activities, and problem-solving activities in interactive teaching promotes critical thinking and analytical skills as students actively participate and analyze problems. To consolidate the comprehension of the content subject, we also utilized the exemplar theory when illustrating health-related issues to enhance their critical thinking skills. Kaucak & Eggen (2012) stated the utilization of exemplary theory in concept learning, particularly through the integration of real-world examples, can lead students to have a deeper comprehension of the subject matter. Furthermore, according to More Knowledgeable Others (MKO), students will learn from others who have more knowledge as well as teachers through interactions. For example, the live demonstration of my in sitting position activity. According to Salisu & Ramson (2014), teacher modeling allows students to observe the execution of an activity with detailed explanations at the same time, which facilitates comprehension of its applications to the subject. .jpg)
Experiences and feelings in the micro-teaching demo
This week, we had a group micro-teaching demo and every group completed this perfectly. I would like to sincerely say thanks and well done to my group members (Nicholas, Star, Luanne, Shatana, Zhishan) because our group has made a lot of effort and everyone tried his or her best to have a perfect micro-teaching.
In the preparation of the micro-teaching, we had a lot of impressive and funny experiences. For example, the topic of presentation. In the beginning, we had a hot discussion about the topic and brainstormed various topics. Everyone contributed a lot, which resulted in numerous subjects to choose from.
Eventually, we selected biology, especially for human body parts because this topic was not only interesting but also instructive. We could learn its importance, functions, and how to protect our human body parts especially since nowadays most students have numerous bad habits such as staying up late, excessive drinking, Internet addiction, ππand these habits will have a great influence on their bodies.
We wanted every student to have a healthy body no matter whether their grades were good or not. There is one old saying from China, that said 'The body is the capital of the revolution'. Actually, it means when there is health, there is everything. without a healthy body, nothing is fine.
Based on this belief, we divided the human body into six parts in total (brain, eye, respiratory system, digestive system, kidneys, and leg), and each person was responsible for the slides of her or his part.
What's more, we established our learning objectives based on the SMART method, Bloom's taxonomy, and our beliefs. In addition, we incorporated numerous activities such as role-play, questions, and demonstrations to teach students instead of teaching in a boring and traditional way because we wanted students could learn with joy. We also aimed to enhance the knowledge of the content subject and the development of cognition and metacognition at the same time by using teachers' mediations such as questions, discussion, and activities as teaching tools.
Then, we delved into our parts by conducting research on the internet and reading articles to make our content concise as well as reliable. After this, we had a rehearsal with Dr. Lina. During the rehearsal, several improvements and changes to our slides and activities were pointed out. I was a little anxious so I did not perform well. I was so nervous and I practiced a lot after rehearsal in my room. what's more, I also learned some behaviors to make a good presentation including clear and variable voice, not speaking too fast, use of visual aids, and being more interactive. After rehearsal, our group also had a meeting to discuss the changes we made to our slides and activities and we did a rehearsal again. We made a lot of efforts to this micro-teaching and everyone did a good job!π
During the micro-teaching day, we completed the microteaching perfectly even though some challenges existed in the process. For example, Sha spent a little longer time than the rehearsal which resulted in the following people having to rush and finish earlier than before.
Another example was the activity on my part. We had one activity of the setting positions and we needed to choose two people to present their usual setting positions. In the beginning, I was nervous and I worried about the time. However, my group mates encouraged me and I successfully finished it. After live demonstrations, we would tell them the effectiveness and harmful influences of these setting positions and illustrate good setting positions with my demonstrations. Because of the time limits and my anxiety, I did not call classmates to do the live demonstrations instead, I did the live demonstrations with explanations. It was a little embarrassing. ππ
Overall, I was satisfied and proud of the performance of our group!!! I believe we were the best! I also learned from the microteaching from other groups. I learned German Expressionism and the utilization of rewards as extrinsic motivations to provoke interest. I also learned about their interactive performance such as using funny questions to create an engaging environment. I also learned other creative interactive ways such as the utilization of drawings from Manisha's group. What's more, from Key's group, I learned the role-play and given situations to enhance student's comprehension. Anyway, different groups utilized various teaching strategies and methods (interactive teaching, cooperative teaching, student-based learning...). Nevertheless, the most important is to make full use of the teaching and learning strategies we have learned from this module and other modules according to students' circumstances to enhance their development.
Previous experience
This micro-teaching reminded me of the previous teaching demon in the education showcase in the last semester. We needed to plan a micro-teaching for primary school students. However, this time, we were teaching tertiary students this time, which is more difficult compared with the primary level. In addition, we created our own lesson plan for the microteaching in the last semester. However, this time, we did not create a lesson plan for this micro-teaching, which made it more difficult to seamlessly plan the teaching for tertiary students. Nevertheless, we (me and my group members) discussed a lot about our teaching, teaching strategies, teaching methods, and activities to present a good micro-teaching. We worked together to overcome these obstacles in the preparation of micro-teaching.
Teaching strategies and methods used in micro-teaching
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Thirdly, during the micro-teaching, we utilized a lot of questions as teaching tools and teacher's mediation to help students develop overall. Questioning in teaching and learning sessions is one of the most important aspects of mastering knowledge. At the beginning of our micro-teaching, we asked questions about what they know about human body parts to follow the dialogic pattern and to link previous knowledge. The assessment of prior knowledge in questioning can be utilized as a tool to address students' deficiencies (Hailikari et al., 2008). Then, we provided the cognitive knowledge supply to address students' deficiencies. Class activities (role-play and seating positions activity) and questions that incorporated elements of question circles were utilized to model the metacognitive process. These also help students to internalize the tool for their independent learning. According to Guo (2020), teachers' mediation (questions of our micro-teaching, interactions between students and teachers) can be utilized as a method in the facilitation of students' metacognition development. Additionally, we asked a lot of questions by using the question circles (Text, World, Reader) such as 'What will happen if you can not protect your leg well?' of my part and other similar questions asked by my group members to enhance their comprehension of our content as well as critical thinking. According to the findings of Shanmugavelu et al. (2020), the implementation of questioning plays a pivotal role in substantially augmenting student engagement and it contributes significantly to the cultivation of students' proficiency in Higher Order Thinking Skills (HOTS). Through the questioning, students' intrinsic motivations to search for solutions and engage in exploratory endeavors are stimulated, enhancing their academic achievement and performance (Vansteekiste, 2004). Additionally, we also utilized inquiry-based learning (IBL) which could be seen from the role-play activity of our micro-teaching. We first ask questions to lead students to explore the harmful influences of these behaviors on their eyes. Then, one student was nominated to imitate these behaviors as a live demonstration. Students would discuss the harmful influences and after that, we gave them detailed explanations in verbal so that students could reflect on themselves. According to Bayram et al. (2013), its efficacy in education includes augmentation of motivation, enhancement of comprehension, and facilitation of critical thinking.
Lastly, we utilized the multimedia model by incorporating video, pictures, and other visual aids in our slides to utilize diverse communication channels to effectively deliver our presentation. Sweller (2002) demonstrated that the enhancement of working memory capacity by utilizing dual modalities, as opposed to a single modality, should have instructional consequences as cognitive load theory indicates that learners have limited cognitive capacity. Therefore, well-designed slides should manage cognitive load appropriately and can optimize cognitive load by incorporating proper videos and pictures. For example, the video of eye description in slides. It not only captures students' attention but also reduces students' cognitive load because there are no redundant texts for it. According to Woottipong (2014), the incorporation of videos into lessons can foster students' listening comprehension and arouse their interest. In addition, we incorporated some visual aids (pictures) in our slides to help students receive information and form a better comprehension of our subject matter. The utilization of pictures and texts can promote more learning outcomes and pleasant learning experiences as students can make connections between pictures and texts to help their learning (Vazquez & Chiang, 2014).
Improvement
After the micro-teaching, I reflected on the performance of mine and my group, and I realized we needed to improve in a lot of aspects. For example, the time management. We failed to manage time well and it resulted in the pace of the micro-teaching being sometimes fast and sometimes slow because the next few people needed to rush to finish teaching. Next time, we should practice and rehearse more before the presentation to make sure that everyone can finish their teaching part on time without exceeding time limits. In addition, I also need to pay attention to the tone of my presentation. I should utilize variable tones with emotions to attract students' attention and improve their engagement. For example, when I was talking about the highlights of my content, I needed to use a higher tone to grab students' attention. I also needed to apply tones with emotions to tell students that these were the most important parts of my teaching. Another improvement was the pace of the presentation. I needed to utilize varied pace during the lesson instead of the same pace. For highlights of my content, I should try to use a slower pace to illustrate more on it. The last was the utilization of visual aids. I just recognized its importance from the performance of other groups and I did some research on it. I found that most people were visual learners. Therefore, I should try my best to utilize visual aids by adding more interesting and relevant visual aids to improve my presentation. I believe If I can make some changes in these aspects, I will perform better the next time. 
The takeaway message from this micro-teaching (reconstruction)
From this micro-teaching, one takeaway message is I need to make full use of teaching strategies and learning strategies to optimize students' learning as well as development. I as a pre-service teacher, should not only have a good command of these strategies but also appropriately apply them in real teaching, especially for incorporating different strategies to make a good lesson plan. I will continue to learn more strategies and practice more to better support students' development. Another takeaway message is I need to appropriately incorporate technology, videos, pictures, and others to scaffold my students not only in subject matter but also in cognitive development, metacognitive development, and technology competence, which helps my students compete better with others globally. I hope my students in the future can stay happy with joy and continue to learn in their lifelong journey. I will also explore new ways to teach my students so that they can learn with enjoyment and equipped with metacognitive development to help them continue to learn, which is my educational philosophy.
Reference
Bayram, Z., Oskay, O. O., Erdem, E., Ozgur, S. D., & Sen, S. (2013). Effect of Inquiry-based Learning Method on Students' Motivation. Procedia-Social and Behavioral Sciences, 106, 988-996.
Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco, CA: Jossey-Bass.
Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71(1), 1-27.
Eggen, P., & Kauchak, D. (2012). Strategies and Models for Teachers: Teaching Content and Thinking Skills (6th ed.). Boston: Pearson Education.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
Harr M., Hosseini, H. & Mostafapour, M. (2020). Game On: Exploring the Effectiveness of Game-based Learning. Planning Practice and Research. 35(1), 1-16.
Hailikari, T., Katajavuori, N. & Lindblom-Ylanne, S. (2008). The Relevance of Prior Knowledge in Learning and Instructional Design. American Journal of Pharmaceutical Education, 72(5), 113.
Jonassen, D. H. (1991). Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm? Educational Technology Research and Development, 39(3), 5–14.
Kolb, D. A. (2014), Experiential learning: Experience as the source of learning and development. FT press.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles, 227-247.
Lina, G. (2020). Teacher's mediation in students' development of cognition and metacognition. Asia-Pacific Journal of Teacher Education, 50(5), 458-473.
Liu, E. Z. F., & Chen, P. K. (2013). The effect of game-based learning on students' learning performance in science learning- A case of "conveyance go". Procedia-Social and Behavioral Sciences, 103, 1044-1051.
Salisu, A., & Ransom, E. N. (2014). The Role of Modeling Towards Impacting Quality Education. International Letters of Social and Humanistic Sciences, 32, 54-61.
Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z., & Sundaram, M. A. R. K. (2020). Questioning Techniques and Teachers' Role in the Classroom. International Journal of Education, 8(4), 45-49.
Sweller, J. (2002). Visualization and instructional design. In Proceedings of the International Workshop on Dynamic Visualizations and Learning, 18, 1501-1510.
Vansteekiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating Learning, Performance, and Persistence: The Synergistic Effects of Interisic Goal Contents and Autonomy-Supportive Contexts. Journal of Personality and Social Psychology, 87(2), 246-260.
- Vazquez, J. J. & Chiang, E. P. (2014). A picture is worth a thousand words (at least): The effective use of visuals in the economics classroom. International Review of Economics Education, 17, 109-119.
- https://doi.org/10.1016/j.iree.2014.08.006
- Woottipong, K. (2014). Effect of Using Video Materials in the Teaching of Listening Skills for University Students. International Journal of Linguistics, 6(4), 200.
- http://doi.org/10.5296/ijl.v6i4.5870
