Integrated Arts-based Teaching (IAT) Model for Brain-based Learning
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
This study analyzes teaching strategies among the eight books in Principles and Methods of Teaching recommendedfor use in the College of Teacher Education in the Philippines. It seeks to answer the following objectives: (1) identifythe most commonly used teaching strategies congruent with the integrated arts-based teaching (IAT) and (2) design anIAT Modelling for brain-based learning. This study employed a content analysis among the eight selected books in thestudy. Coding of the identified teaching strategies from 1 to 7 was matched into any of the four designated learningquadrants as illustrated in the flow chart (see chart instrument in the appendix). With grounded theory as framework, acritical analysis of the coded arts-based teaching strategies is interpolated to Hermann’s Brain Quadrants. C1VAL isthe first code for Visual Art for Learning; C2LAL is the second code for Art for Learning; C3TAL is the third code forTheater Art for Learning; C4MAL is the fourth code for Musical Art for Learning; C5LAL is the fifth code forLocomotor Art for Learning; C6CAL is the sixth code for Communication Art for Learning; and C7NAL is the seventhcode for Naturalistic Art for Learning. To guarantee inter-coder consistency, internal and external validators arerequested to ensure objectivity of results. After the analysis of these books, a documentation of an integrated arts-basedteaching for brain-based learning was juxtaposed for modelling. The analyzed books in Principles and Methods ofTeaching used in College of Teacher Education in the Philippines exhibited a lopsided distribution of communicative,theater, and musical arts-based teaching strategies, which conformed to the Filipinos’ vivacious, chatty, andflamboyant traits of being Quadrants B and C, who are self-conscious, systems-focused, people-oriented, sentimental,and entertaining. Though the use of visual and literary arts was frequently reflected; but naturalistic and locomotor artsfor dancing was infrequently codified, indicative that the outcomes for artistic creations and scientific inventions inQuadrants A and D were less likely met, evident to have shown a limited number of Filipino analysts, writers,composers, inventors, designers, and creative teachers the country has produced. With this, it is recommended thatauthors on Principles and Methods of Teaching may explore - revising their books, to ensure an equitable balance ofarts-based teaching, addressing Brain-based Ambiguity Theory of Learning (BAT-L) in the 21st century.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle