Teachers’ Opinions Toward the Use of an Affective Teaching Model in Real and Virtual Mathematics and Transdisciplinary Classrooms (68480)

Session Information: Psychology and Education
Session Chair: Mei-Shiu Chiu

Saturday, 1 April 2023 14:30
Session: Session 3
Room: Room 705
Presentation Type:Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The aim of this study is to understand teachers’ opinions toward an affect-focused teaching model and its use in real and virtual classrooms. The model (“The Four-Seasons Framework for Affective Teaching”) was initially developed on the basis of affect-focused mathematics teaching in Taiwan. The model has a later development to incorporate learning theories (e.g., situational interest, gamification, scaffolding, and constructivism) and is transdisciplinary in nature. The participants were class (also mathematics) primary school teachers. Before the interview, the teachers viewed an introduction to the model, examples of PPTs for real classrooms, and examples of game-based teaching and assessment (developed by Unity) for virtual classrooms. In the interview, the teachers provided their opinions about implementing the framework in real and virtual mathematics and transdisciplinary classrooms. With qualitative methodologies, the theoretical basis to analyze the teacher interview data includes pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological pedagogical content knowledge (TPACK), and the learning theories constructing the model. The analysis results reveal that the teachers perceive the model as being a well-structured, flexible, and transdisciplinary approach, inviting deep learning, thinking, and understanding. The game-based design is potentially motivating students. The model might be difficult to implement due to teachers' existing teaching patterns, textbooks, and abundant teaching content in the curriculum. Integrating real and virtual classrooms is a practical design with the potential for benefiting students, especially low achievers. The teachers’ in-depth thinking patterns form a new structure of teaching, integrating PK, PCK, TPACK, and the learning theories for the model.

Mei-Shiu Chiu, National Chengchi University, Taiwan

About the Presenter(s)
Dr. Mei-Shiu Chiu is a professor of education at National Chengchi University, Taiwan. Her doctoral study at the Faculty of Education, Cambridge University, U.K. She is most interested in understanding wellbeing, happiness, and ambience in learning.

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00