教育学最新文献

{"title":"Tracking graduate outcomes of undergraduate physiology major students.","authors":"Christine C M Lee, Anika Vear, Bethany Howard, Julia Choate","doi":"10.1152/advan.00240.2024","DOIUrl":"10.1152/advan.00240.2024","url":null,"abstract":"<p><p>Physiology graduates are well-positioned to pursue a career path in the high-demand healthcare industry, but students may lack awareness of the available opportunities. At Monash University, there has been a marked increase in student completion of the Physiology Major for the Bachelor of Science degree. Despite the projected employment growth across health professions, medicine remains the prioritized career aspiration for many physiology students. Alumni career paths are insightful to understanding career trends and possibilities, but there is currently no published information on the employment outcomes of Physiology Major graduates. The professional networking LinkedIn platform was used to track Monash University Bachelor of Science alumni, who graduated with a Physiology Major in 2017 and 2018 (<i>n</i> = 286). Searching the alumni by name on LinkedIn identified 63% of these graduates (<i>n</i> = 180), each of whose further study and profession at the time of data collection in 2023 was noted and categorically analyzed using a coding protocol. Physiology graduates were most commonly employed in health professions (43%) followed by research-related careers (18%) and business or law practice (14%). Of the health professions, a quarter of graduates were studying or working in medicine while the rest were working in allied health areas, with physiotherapy being the most common. Among those in research-related careers, just over half pursued doctoral qualification followed by 24% in research assistant roles and 15% in clinical trial coordination. These findings will reinvigorate the undergraduate physiology curriculum to broaden student awareness of and preparedness for career opportunities within the health professions and research workforce.<b>NEW & NOTEWORTHY</b> This is the first study to report on Physiology Major graduate employment outcomes, using LinkedIn. The data show that almost half of graduates pursued a career in a health profession after completion of their science degree, followed by 18% in a research career and 14% in business or law practice. With gaps in the health profession workforce, greater efforts are necessary to enhance career awareness for Physiology graduates.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"297-303"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"No need for webcams with synchronous online learning","authors":"Wanling Zhu ,&nbsp;Xiaoxue Leng ,&nbsp;Richard E. Mayer ,&nbsp;Fuxing Wang","doi":"10.1016/j.learninstruc.2025.102131","DOIUrl":"10.1016/j.learninstruc.2025.102131","url":null,"abstract":"<div><h3>Background</h3><div>When an instructor is delivering a synchronous online lecture using slides, an important consideration is whether to turn on the instructor's camera (i.e., creating instructor presence) and the student's camera (i.e., creating student presence).</div></div><div><h3>Aims</h3><div>This study primarily focuses on the effect of instructor presence and student presence in synchronous online classes on learning outcomes (retention and transfer tests), subjective ratings (judgment of learning, mental effort, perceived difficulty, and social presence), and the learning process (head movements and facial expressions).</div></div><div><h3>Sample</h3><div>Thirty-three university students was recruited in this study.</div></div><div><h3>Methods</h3><div>A 2 × 2 within-subject design was used in which instructor presence (webcam on vs. webcam off) and student presence (webcam on vs. webcam off) were manipulated. Students came to a simulated real online teaching laboratory for four consecutive days to learn different English vocabulary words, with a different condition on each day. The learning conditions and material sequences were counterbalanced among the participants.</div></div><div><h3>Results</h3><div>Turning off the instructor's camera led to better retention and transfer test scores, lower ratings of social presence, and more head movement (indicating less stress). Turning off the student's camera did not affect retention or transfer test scores, but did result in happier facial expression along with lower ratings of mental effort and confidence in learning.</div></div><div><h3>Conclusions</h3><div>The results are consistent with the distraction hypothesis and suggest that there is no need for webcams in synchronous online lectures.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102131"},"PeriodicalIF":4.7,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143783211","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":"Professional competencies of culinary in hospitality education based on the food waste avoidance perspective","authors":"Chen-Jin Lin ,&nbsp;Min-Yen Lu ,&nbsp;Wen-Hwa Ko","doi":"10.1016/j.jhlste.2025.100551","DOIUrl":"10.1016/j.jhlste.2025.100551","url":null,"abstract":"<div><div>In hospitality education, it is important to cultivate students’ professional skills in reducing food waste for culinary professionalism and sustainable societal development. This study aims to explore the differences between hospitality students in Shanghai and Taipei in terms of their professional competencies in avoiding food waste, as well as the curriculum design of hospitality education. This study conducted questionnaire survey and analyzed the results by the importance-performance analysis, in order to explore the relationship between professional competencies and culinary course training. The results indicate that the students in Shanghai and Taipei differed in self-assessed personal moral attitudes, food handling attitudes, menu analysis, and planning management skills.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100551"},"PeriodicalIF":4.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143783392","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":"Tools for Assessing the STEAM Learning Affordances and Quality of Outdoor Learning Environments of Childcare Centers: A Systematic Review","authors":"Nazia Afrin Trina, Muntazar Monsur, Nilda Cosco, Stephanie Shine, Leehu Loon, Ann Mastergeorge","doi":"10.1007/s10643-025-01911-0","DOIUrl":"https://doi.org/10.1007/s10643-025-01911-0","url":null,"abstract":"<p>Science, technology, engineering, arts and mathematics (STEAM) learning is directly connected with children's cognitive development. Measuring the cognitive advancements of young children is more challenging than that of older ones because young children experience vast variations in the different personal, developmental, and environmental factors affecting their learning behaviors. Also, much learning in the early years is informal in nature, posing added challenges in systematic assessment. There are several assessment tools available for evaluating childcare settings and assessing science learning within the context of the classroom, but none for assessing outdoor learning environments. However, research shows that the outdoor physical environment of early childcare facilities has a long-lasting influence on cognitive development as well as on the quality of STEAM learning for children. There is a critical need for systematic tools to assess formal and informal early STEAM learning outdoor environments to advance both fields of early childhood education and design. This systematic review aims to document all existing tools available for assessing (a) the quality of the childcare outdoor environments and (b) the quality of STEAM learning of children aged 3–5 outside the classroom context, addressing the current lack of reliable and valid assessment measures in this emerging field. The synthesis of information from a selection of 20 studies revealed that STEAM-based outdoor learning at the preschool age is a relatively new topic and that there are no assessment tools or indicators that can assess the available opportunities in the outdoor physical environment and their affordances of STEAM learning activities and activity settings in early childhood environments (e.g., childcare centers, family care homes, or preschools). This deficiency demands more research in the areas of systematic environmental assessments of landscape design indicators in early childhood settings to advance spontaneous STEAM learning behaviors in the early years.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"93 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782379","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":"Facilitating professional development in early childhood education and care–Integrating theoretical concepts to develop practice","authors":"Madeleine Brodin Olsson ,&nbsp;Anette Olin Almqvist ,&nbsp;Anne Kultti","doi":"10.1016/j.tate.2025.105016","DOIUrl":"10.1016/j.tate.2025.105016","url":null,"abstract":"<div><div>The study follows professional development programme in early childhood education and care setting over a two-year period, aiming to implement the use of a theoretical framework in practice. Facilitators, educators and principal all take part in learning activities. Data are analysed using the community of practice conceptual framework to visualise the social learning happening over time. Findings indicate internal facilitators of professional development as key actors in the process. Our conclusion is that it is important for such programmes to be sensitive to teachers’ existing knowledge and to provide opportunities for critical reflection which may then lead to transformed practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105016"},"PeriodicalIF":4.0,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143783039","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 novel approach to measuring creative analogical fluency in Chinese using advanced language models","authors":"Shan Li ,&nbsp;Kaixu Yi ,&nbsp;Jie Cao ,&nbsp;Tao Li ,&nbsp;Yiwei He ,&nbsp;Guozhu Ding","doi":"10.1016/j.tsc.2025.101826","DOIUrl":"10.1016/j.tsc.2025.101826","url":null,"abstract":"<div><div>This study introduces a novel approach to assessing creative analogical fluency in the Chinese language context. We developed the Creative Analogical Fluency Vector Offset Method, an algorithm to evaluate fluency in creative analogical reasoning using advanced word embedding models. A Chinese dataset of analogical reasoning questions was constructed and categorized into semantic and syntactic domains. The study involved 150 Chinese undergraduate students who completed a 60-item word analogical reasoning test. We compared the performance of three word embedding models (Word2Vec, BERT, and GPT) in assessing creative analogical fluency. Results demonstrated high accuracy across all models. Notably, our method showed comparable effectiveness in evaluating semantic and syntactic analogical reasoning questions, challenging the assumption of significant differences between these domains in the Chinese context. This research contributes to the field by providing a more efficient and culturally relevant tool for assessing creative analogical reasoning.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101826"},"PeriodicalIF":3.7,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776500","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":"Jargon avoidance in the public communication of science: Single- or double-edged sword for information evaluation?","authors":"Julian Fick ,&nbsp;Luca Rudolph ,&nbsp;Friederike Hendriks","doi":"10.1016/j.learninstruc.2025.102121","DOIUrl":"10.1016/j.learninstruc.2025.102121","url":null,"abstract":"<div><h3>Background</h3><div>Evaluating scientific information has become challenging due to information complexity and the loss of gatekeepers, especially online (McGrew et al., 2018). A common strategy to improve nonexperts understanding of scientific information is to avoid jargon. This, however might cause recipients to overestimate their understanding of the subject (easiness effect; Scharrer et al., 2012, 2019) and lower the perceived expertise of the author (Zimmermann &amp; Jucks, 2018).</div></div><div><h3>Aims</h3><div>With our study, we ask whether there is a middle-ground, where the advantages of reducing jargon - namely increasing text comprehensiveness - are utilized, while avoiding its downsides. Additionally, we examined whether processing fluency and metacognitive judgments explain the easiness effect.</div></div><div><h3>Methods</h3><div>In an online survey (N = 1192), participants read a text with varying jargon levels and were asked (besides others) about their agreement with the text, their certainty of this agreement, their desire to consult an expert, and perceptions of the author's expertise, integrity, and benevolence.</div></div><div><h3>Results</h3><div>We could not conceptually replicate the adverse effects of avoiding jargon, but obtained positive effects on the perceptions of author's integrity and benevolence. While fluency significantly mediated the relationship between jargon usage and the credibility variables, metacognitive judgements did not.</div></div><div><h3>Conclusions</h3><div>Thus, appropriately avoiding jargon does not necessarily lead to overestimated judgment abilities and can even enhance trust in scientific experts. We discuss study design, text comprehensibility, and the robustness of the easiness effect for further implications in science communication.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102121"},"PeriodicalIF":4.7,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Obstacle course-based versus traditional physical education: Which promotes more physical activity and less sedentary behaviour?","authors":"Elly van Hyfte, Eline Coppens, Delphine Sasanguie, Kristine De Martelaer, Leen Haerens, Matthieu Lenoir","doi":"10.1177/1356336x251327553","DOIUrl":"https://doi.org/10.1177/1356336x251327553","url":null,"abstract":"Physical education (PE) offers an optimal setting for promoting higher moderate-to-vigorous physical activity (MVPA) and reducing sedentary behaviour (SB). This study examines the MVPA and SB among elementary schoolchildren during an obstacle course-based PE lesson and compares it to a traditional PE lesson, with the same students participating in both conditions. Moreover, it explores how gender, age and intrinsic motivation for PE relate to time spent in MVPA and SB during PE. A sample of 251 children within 24 classes in grades 1, 3 and 5 participated in this study. ActiGraph GT3x accelerometers monitored their PA during PE, while the Behavioral Regulations in Physical Education Questionnaire assessed their motivation for PE. Multi-level regression analyses indicated that MVPA was significantly higher ( <jats:italic>p </jats:italic> &lt; 0.001) and SB was significantly lower ( <jats:italic>p </jats:italic> &lt; 0.001) during an obstacle course-based PE lesson compared to the traditional PE lesson. Boys exhibited higher MVPA ( <jats:italic>p </jats:italic> &lt; 0.001) and lower SB ( <jats:italic>p </jats:italic> &lt; 0.001) than girls, with no notable grade differences. Intrinsic motivation was positively associated with MVPA ( <jats:italic>p </jats:italic> = 0.04). These findings suggest that children displayed higher MVPA and lower SB during the obstacle course-based PE lesson when compared to their traditional PE lesson. It could be a practical and effective strategy for improving PA behaviours, though future interventions should explore long-term impact, sustainability, and how class factors such as classroom management and teacher behaviours relate to MVPA and SB.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"108 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782666","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 I say … Emotional labour.","authors":"Avita Rath, Gill Aitken","doi":"10.1111/medu.15699","DOIUrl":"https://doi.org/10.1111/medu.15699","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143780447","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":"Cognitive and Language Abilities Associated With Reading in Intellectual Disability: A Systematic Review and Meta-Analysis","authors":"Karin Nilsson, Åsa Elwér, David Messer, Henrik Danielsson","doi":"10.1177/07419325251328644","DOIUrl":"https://doi.org/10.1177/07419325251328644","url":null,"abstract":"Cognitive and language abilities influence literacy outcomes in individuals with intellectual disability (ID). The aim of this study was to investigate abilities associated with decoding and reading comprehension in individuals with ID with a systematic review and a correlational meta-analysis. A total of 26 studies with 27 samples and 1,137 participants were included in the meta-analysis. The results showed that reading comprehension was significantly related to decoding ( <jats:italic>r</jats:italic> = .63), vocabulary ( <jats:italic>r</jats:italic> = .51), listening comprehension ( <jats:italic>r</jats:italic> = .43), and IQ ( <jats:italic>r</jats:italic> = .32). Decoding was significantly related to phonological awareness ( <jats:italic>r</jats:italic> = .52), phonological short-term memory ( <jats:italic>r</jats:italic> = .46), rapid automatized naming ( <jats:italic>r</jats:italic> = −.44), vocabulary ( <jats:italic>r</jats:italic> = .34), chronological age ( <jats:italic>r</jats:italic> = .26), IQ ( <jats:italic>r</jats:italic> = .30), visual short-term memory ( <jats:italic>r</jats:italic> = .24), and executive-loaded working memory ( <jats:italic>r</jats:italic> = .32). Limitations connected to unexplained heterogeneity and study quality were found and discussed. This meta-analysis showed that variables identified in studies of typically developing children are relevant for individuals with ID indicating that theories about literacy could reasonably be applied to this population.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"73 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775433","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}