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Articles 1 - 4 of 4
Full-Text Articles in Education
Flipped Classrooms In The Humanities: Findings From A Quasi-Experimental Study, Bryce F. Hantla
Flipped Classrooms In The Humanities: Findings From A Quasi-Experimental Study, Bryce F. Hantla
Christian Perspectives in Education
This quasi-experimental study explored the effects of flipping the classroom on perceptions of students in humanities settings. This control-matched study examined the effects of the flipped classroom on seven subscales from a satisfaction inventory. Out of 130 students, n = 62 (47.7%) completed the study. Flipped classes reported a more ideal classroom environment on Innovation and Individualization (p < .001). Additionally, flipping provides instructors more time to focus on deeper learning strategies than traditional courses.
The Inclusion Of False, Falsified, And Falsifiable Data That Favor An Evolutionary Worldview In The High School Science Curriculum Of Public And Private Schools In The Philippines, Jerry F. Smith
Christian Perspectives in Education
This paper examines a curricular issue in general within public and private high schools in the Philippines. This paper presents six known and documented errant points found in textbooks that promote an evolutionary worldview and are commonly found in local high school biology textbooks. The proposed solutions present several questions designed to facilitate formation of the readers’ own views regarding this phenomenon.
Noetic Sanctification: Using Critical Thinking To Facilitate Sanctification Of The Mind, Bryce F. Hantla
Noetic Sanctification: Using Critical Thinking To Facilitate Sanctification Of The Mind, Bryce F. Hantla
Christian Perspectives in Education
This literature review proposes four pillars of critical thinking (CT) that should be applied as the Christian educational discipline of noetic (or cognitive) sanctification: 1) CT is a broad term involving multiple aspects of an approach to life, 2) education brings individuals out of the classroom and into developing CT dispositions, 3) CT necessitates being conversant with multiple perspectives throughout the process of thinking and learning, and 4) CT involves a high self-awareness regarding assumptions, biases, and motivation. Based on these CT pillars, some applications are recommended for Christian educators, regardless of educational setting.
Faith: A New Component Within Differentiated Instruction, Maude S. Yacapsin
Faith: A New Component Within Differentiated Instruction, Maude S. Yacapsin
Christian Perspectives in Education
This qualitative study utilized student self-reports to Differentiate Instruction by Faith at a Christian college in central, PA. A brief survey was administered to 21 students. The students were asked to report how they preferred to engage in gracious Christian worship while in class, based on their unique faith practices. Data demonstrates that an even distribution of students (n = 7) reported preferring the practices of public prayer, silent devotion, or inspirational passage readings. Results further support the use of Faith differentiation in the Christian college classroom.