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سيمنار علمي بعنوان
How to Develop your Conceptual
Framework from the Literature Review
بناء اإلطار المفاهيمي باإلستناد إلى الدراسات السابقة
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ندى جهاد الصالح
تقنيات التعليممحاضرة في قسم
بريطانيا/ دكتوراه في جامعة ليسترطالبة
Seminar, Thursday 16/3/1438
Who am I ?
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W18 M5 S7 T12 R8 A36
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How
to D
evel
op
you
r C
on
cep
tual
Fra
mew
ork
from
th
e L
iter
atu
re R
evie
w
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1- Literature Review (LR)
2- Conceptual Framework (CF)
3- Case Study
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Literature Review (LR)
It is an evaluative report of information
found in the literature related to your
selected area of study. The review should
describe, summarise and evaluate this
literature. It should give a theoretical base
for the research and help you determine
the nature of your research. (1)
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Purpose of Literature Review
1- How does each theme fit together?
2- What do credible sources say about the
topic?
3- How does this link to your research focus?
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Conceptual Framework
It is a diagram that summarizes majorrelevant social theories that have beendescribed and evaluated in literature. (3)
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Conceptual Framework
It Explains the context been studyvisually or by words and theirrelationship. (3)
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Purposes of Conceptual Framework
1- Relevant variables.
2- Define variables.
3- Interpret results.(3)
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Employ an educational intervention that related to the design and assessment of learning activities using SN website resources aimed at promoting students’ CT skills.
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First Debate:
Where to teach CT skills?
Teach CT in general
coursesTeach CT in specific
courses
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Second Debate:
What CT skills should be taught?
CT skills
• Kurfiss (1988) taxonomy
• Facione (1990) taxonomy
• Halpern (1998) taxonomy
• Kuhn (1999) taxonomy
• Alwehaibi (2012) taxonomy
• Etc.
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Third Debate:
How to teach and assess CT skills?
Strategies to teach CT Strategies to assess CT
• Standardized tests
• Measurements
designed by the
teachers such as
rubric
• Self-assessment
• Problem-based learning
• Collaborative learning
• Discussion methods
• Writing exercise
• Reading
• Debates
• Questioning techniques
• Peer review
• Technology to enhance
CT
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As a subject or
as a tool:
- Spread sheet
Without any
instruction
Web-based learning
Online discussion
Inquiry-based learning
(WebQuest)
Social networking website
- Sharing learning process
- Peer review
- Self-reflection
With indirect
instruction
With a direct
instruction
Individual learning
CD-
ROMWeb-based
teaching
Fourth Debate:
Can technology promote students’ CT skills?
This research has
found these kinds
of engaging
technologies cannot
promote CT skills.
This research has found
some evidence,
indicating more
research and
investigation is needed.This research has
found these kinds of
engaging technologies
cannot be evaluated
properly, there are no
consistent findings.
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Focusing on Facione’s
(1990) taxonomy of CT
Using a designed rubric to
assess students' CT through
their argumentative writing
following Stapleton’s (2001)
structure
Teach CT in general course, in
the 241 ITE course
Using technology with an indirect
instruction to enhance CT
Developing WebQuest learning
activities, using set of SN
websites sources
Using Inquiry-based learning
(WebQuest), questioning
techniques, browsing, peer
review and writing as mixing
strategies to practice CT
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Intervention framework
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ADDIE model
241 ITE course syllabus
WebQuest
Open-ended questions
SN website resources
Students writetheir essays
on the class blog.
Apply CT rubric and provide students
with feedback
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Any Question?
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References
(1) http://libguides.library.cqu.edu.au/litreview
(2) http://gseacademic.harvard.edu/~instruct/g
utman_library/litreview/process/player.html
(3) https://www.youtube.com/watch?v=g8RWY
kbi9b4
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Please, don’t forget to
complete the evaluation
sheet