教育学最新文献

{"title":"The Gift: Rediscovering the Joy of Medicine Through Education.","authors":"L Elizabeth Moreno","doi":"10.1097/ACM.0000000000006014","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006014","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Enjoyment and Epistemic Emotions in Middle School AR Learning: A Quasi-Experimental Field Study","authors":"Daniela Olea-Ibarra, Christian Hartmann, Maria Bannert","doi":"10.1111/jcal.70016","DOIUrl":"https://doi.org/10.1111/jcal.70016","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Enjoyment and epistemic emotions are essential in education as they drive learners to actively and persistently engage with learning material. Augmented Reality (hereinafter referred to as AR) is an emerging educational tool that offers unique opportunities for immersive learning experiences. By incorporating AR into the learning process, educators can create an immersive environment that potentially stimulates learners' enjoyment and facilitates a deeper understanding of the subject matter.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Especially for younger learners, however, there is a lack of research on how AR affects enjoyment, emotions and learning. Therefore, we examine the impact of enjoyment in learning with AR and further explore which role epistemic emotions play in this process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experimental field study collected data from <i>N</i> = 47 middle school students. Students were assigned to two conditions and either learned about the solar system with AR or with static images, both on a tablet. We collected data through pre- and post-tests to assess knowledge, as well as repeated measures of enjoyment and epistemic emotions during the learning process. Descriptive statistics, Bayesian <i>t</i>-tests and repeated measures ANOVA were used to analyse differences between conditions and over time. A mediation analysis examined whether enjoyment mediated the relationship between AR use and learning gains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results show that AR triggered learners' enjoyment and epistemic emotions. However, students in the control condition gained more knowledge than those in the AR condition. While AR significantly enhanced students' enjoyment, the mediation analysis indicated that enjoyment did not significantly mediate the relationship between AR use and learning gains. One possible explanation is that AR appears to have produced affective overload, whereas the control condition facilitated more productive engagement. However, our data suggest a more complex relationship that requires further investigation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These findings provide insights into the impact of immersive technology on student learning in the context of authentic school activities with younger learners. An exciting avenue for future research is to focus more on the relationship between affec","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"To Empty a Wheelchair: Looking Beyond the Hospital Doors.","authors":"Madeline Blatt","doi":"10.1097/ACM.0000000000006016","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006016","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cooking for One.","authors":"Antonio Yaghy","doi":"10.1097/ACM.0000000000006017","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006017","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does length of training period impact the effectiveness of reciprocal peer teaching in university group piano students?","authors":"Jinnan Liu, David J Saccardi","doi":"10.1177/02557614251323665","DOIUrl":"https://doi.org/10.1177/02557614251323665","url":null,"abstract":"Reciprocal peer teaching (RPT) is an instructional strategy rooted in collaborative learning principles, wherein students take on the roles of both tutor and tutee. It has been examined in several music education contexts, including elementary, secondary, and university ensembles; however, group piano has yet to be examined. The purpose of this study was to determine what effects there were, if any, between the duration of training for RPT tutors and achievement on four piano performance skills: repertoire, sight-reading, harmonization, and transposition. Thirty-three non-piano music majors completed pretesting and engaged in 2 to 6 days of RPT training, followed by 8 weeks of RPT interactions in their group piano class, after which a posttest was administered. Results from four separate Kruskal Wallis H tests found significant differences between groups for all areas of assessment. Post hoc testing determined that the 4-day training group scored significantly higher on the repertoire, harmonization, and sight-reading tasks, and the 6-day training group scored significantly higher in sight-reading and transposition tasks; however, the limited sample size should caution broad interpretation. Further analysis determined that the results of all tests were correlated with one another, suggesting that as the facility in one assessed skill increases, so do others. Implications for RPT tutor training and group piano teachers are discussed.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"3 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technology-enhanced concept mapping enhances collaborative learning.","authors":"Sam Annie Jeyachristy, Swarupa Bhagwat","doi":"10.1111/medu.15638","DOIUrl":"https://doi.org/10.1111/medu.15638","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143542541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children","authors":"Rachel E. Schachter ,&nbsp;Lisa L. Knoche ,&nbsp;Junrong Lu ,&nbsp;Molly J. Goldberg ,&nbsp;Paige D. Wernick ,&nbsp;Shayne B. Piasta ,&nbsp;Hope Sparks Lancaster","doi":"10.1016/j.ecresq.2025.02.014","DOIUrl":"10.1016/j.ecresq.2025.02.014","url":null,"abstract":"<div><div>Coaching in early childhood (EC) settings (birth-8 yrs) is a commonly used tool for supporting EC teachers. Yet, research regarding the effectiveness of coaching is mixed, and the “active ingredients” or coaching processes associated with change are understudied. In this study, we examined the effects of coaching on EC teachers’ practice, knowledge, and beliefs and child outcomes and the contributions of specific coaching processes, with respect to both overall and unique effects. We meta-analyzed data from 124 studies with 1042 effect sizes. Results indicated overall positive effects of coaching (i.e., compared to no or little professional learning) on teachers’ practice, knowledge, and beliefs as well as child outcomes. When considering unique effects (i.e., coaching compared to the same professional learning without coaching), there were no effects on practice but positive effects on child outcomes. Findings for coaching processes were limited, with the coaching process of modeling consistently increasing the effects of coaching for teacher practice and co-teaching decreasing the effects for teacher knowledge and practice. No coaching processes moderated effects on child outcomes. This study is an important step in understanding potential mechanisms within coaching that contribute to change in various teacher and child outcomes.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 156-169"},"PeriodicalIF":3.2,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Hologram-Based Augmented Reality in Anatomy Learning: The TEACHANATOMY Randomized Trial.","authors":"L Zingg, M Häusler, J Hein, S Jecklin, S Kottner, D Gascho, N Cavalcanti, P Voinov, T Götschi, F Carrillo, F Lagler, P Fürnstahl, M Farshad","doi":"10.1097/ACM.0000000000006012","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006012","url":null,"abstract":"<p><strong>Purpose: </strong>Augmented reality (AR) can generate realistic holograms overlaid on the real-word environment to provide an interactive learning experience. However, further research is needed to assess the impact of such technologies on knowledge acquisition. This study aims to evaluate the efficacy of an AR learning application in anatomy education.</p><p><strong>Method: </strong>TEACHANATOMY, a controlled, randomized trial, was conducted from September 14-October 24, 2022, at the University of Zurich and Federal Institute of Technology. It included first- and second-year medical students with no prior anatomy education and compared learning with an interactive hologram-based AR learning application module incorporating adaptive learning technology and gamification elements with traditional learning (TL) methods, including textbooks, videos, and online resources. Forty-eight participants were randomly allocated to the AR or TL group. The primary outcome consisted of the scores on the theoretical and practical knowledge test sections. Secondary outcomes included adverse health symptoms and user experience.</p><p><strong>Results: </strong>The AR group performed significantly better on both theoretical (median [IQR] scores: AR: 18.8 [16.6-20.0]; TL: 9.4 [7.7-11.3]; P < .001) and practical (AR: 14.0 [12.3-14.7]; TL: 5.0 [4.0-6.0]; P < .001) knowledge test sections. The most common adverse health symptoms were headache, reported by 13/24 (54.2%) TL participants and 9/24 (37.5%) AR participants, and fatigue, experienced by 13/24 (54.2%) TL participants and 2/24 (8.3%) AR participants. All participants evaluated learning with TEACHANATOMY as a positive experience, rating it as efficient and easy to understand. All participants agreed learning with AR can be beneficial in learning anatomy, with 89.6% (43/48) and 100% (48/48) expressing willingness to use AR as a learning tool for theoretical and practical anatomy learning, respectively.</p><p><strong>Conclusions: </strong>Findings show a short-term learning benefit with the use of the TEACHANATOMY learning application, thus supporting the implementation of interactive hologram-based AR technologies to improve knowledge in anatomy education.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When Ebony and Malik share stories in school: White teachers’ perceptions of children's use of African American English during oral storytelling","authors":"Nicole Gardner-Neblett ,&nbsp;Angelica Ramos ,&nbsp;Allison De Marco","doi":"10.1016/j.ecresq.2025.02.006","DOIUrl":"10.1016/j.ecresq.2025.02.006","url":null,"abstract":"<div><div>Many teachers view African American English (AAE) as unacceptable for classroom discourse, yet few studies have investigated teachers’ perceptions of children's use of AAE within the context of oral storytelling nor the effect of children's gender and narrative quality. The current study addressed this gap in the literature by using mixed methods to examine the extent to which White teachers’ judgments about African American children's stories varied as a function of a hypothetical child's use of AAE, the hypothetical child's gender, and the objective quality of the story. We randomly assigned 238 White teachers in the U.S. to evaluate two stories of higher- and lower quality, using either stereotypical African American girl or boy names and containing either AAE or Standardized American English (SAE). Results revealed that teachers judged the stories containing AAE more harshly than stories told using SAE, and reported a greater likelihood of providing AAE storytellers with remediation and referrals for services, regardless of the quality of the story. Gender differences emerged as teachers critiqued AAE stories told using a boy's name more unfavorably than stories using a girl's name. Teachers perceived deficits in the AAE-speaking children's vocabulary and grammar skills, but rarely mentioned the use of dialect. Given that oral storytelling skills are foundational for children's early literacy development, understanding teachers’ perceptions about the use of AAE during storytelling is critical for informing efforts to capitalize upon these early skills for learning and development.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 143-155"},"PeriodicalIF":3.2,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Experiences Connected To The Implementation Of Inquiry-Based Practical Work In Primary Science Classrooms","authors":"Patricia Photo","doi":"10.1007/s11165-025-10235-3","DOIUrl":"https://doi.org/10.1007/s11165-025-10235-3","url":null,"abstract":"<p>This study investigates how teaching experience influences the design and implementation of inquiry-based practical work in South African primary science classrooms. Conducted in Gauteng, it features two novice and two experienced teachers, employing a qualitative approach with interpretive principles. Thematic analysis was utilized to analyse data collected from the interviews, classroom observations and worksheets. Findings reveal that novice teachers demonstrate competence in foundational aspects but have the potential for growth in fostering deeper inquiry, resource integration, and safety protocol incorporation. In contrast, experienced teachers exhibit proficiency in advanced inquiry practices, comprehensive lesson planning, and effective group management. Novice teachers tend towards confirmatory and structured inquiry, while experienced teachers use direct and open inquiry strategies. Both groups integrate formative assessments, emphasizing continuous assessment in the evaluation phase. The study contributes insights for targeted professional development, emphasizing the need to enhance science education practices in primary classrooms. Further research is recommended, particularly in resource-constrained primary schools.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"52 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143538384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}