教育学最新文献

{"title":"The graduate school playbook: comparisons to preparing for a professional football career.","authors":"Marcus T A Jackson, Merry L Lindsey, Pamela M Martin","doi":"10.1152/advan.00078.2025","DOIUrl":"10.1152/advan.00078.2025","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"774-779"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12254917/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing core concept teaching in an integrated, clinical presentation model medical school curriculum.","authors":"Mary M Pelkowski, Xiaojun Qi-Lytle, Gabi N Waite","doi":"10.1152/advan.00189.2024","DOIUrl":"10.1152/advan.00189.2024","url":null,"abstract":"<p><p>The evolving designs of medical school curricula, coupled with the inherently difficult nature of physiology, can create unique challenges and opportunities for physiology educators as they strive to help students acquire the knowledge and understanding needed to become excellent physicians. Core concept teaching and its potential benefits have been well described. The use of core concepts can help to right size content for students, allowing them to build a framework of knowledge and then transfer their understanding to new contexts as they are encountered. However, the implementation of core concept teaching within undergraduate medical education is less thoroughly described. Some unique aspects of teaching basic sciences in medical education may include integrated curricula where many disciplines are presented simultaneously, models that depart from the sequence of topics as they would traditionally be presented in a physiology course, and team teaching. We chose to implement core concept teaching in the preclerkship physiology curriculum at our institution to better facilitate students' conceptual understanding, critical thinking, and ability to transfer their knowledge. In doing so, we have highlighted our approaches to navigating some of the aforementioned challenges that physiology educators may face as they adapt core concept teaching to medical school curricula.<b>NEW & NOTEWORTHY</b> We present a process for implementing physiology core concept teaching in an integrated, team-taught medical school curriculum, which combines a clinical presentation model with flipped classroom pedagogy.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"659-666"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129384","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":"Enhancing auditory physiology: simulating unilateral conduction defects to improve understanding of Rinne's and Weber's tests.","authors":"Raju Suresh Kumar, M Ganesh Kamath, Rekha Prabhu, Mohamed Eldigire Ahmed","doi":"10.1152/advan.00058.2025","DOIUrl":"10.1152/advan.00058.2025","url":null,"abstract":"<p><p>Tuning fork tests, particularly the Rinne and Weber tests, are fundamental in assessing hearing loss. However, medical students often struggle with key auditory physiology concepts, such as the auditory masking effect and sound lateralization. This study evaluated a simulation-based teaching method to enhance first-year medical students' understanding of these concepts. A prospective educational intervention was conducted with 123 first-year Bachelor of Medicine, Bachelor of Surgery (MBBS) students using a pretest and posttest design with a validated questionnaire. During laboratory sessions, students performed tuning fork tests on peers while instructors demonstrated a novel method to simulate unilateral conductive deafness by closing the external auditory meatus with a finger. Students replicated this method before completing posttest evaluations. Pretest data showed that 66.66% of students were uncertain or disagreed with their understanding of the auditory masking effect, and 60.16% were unsure about sound lateralization. Posttest results demonstrated significant improvement: 79.67% strongly agreed they understood the auditory masking effect, and 91.05% strongly agreed they comprehended sound lateralization (<i>P</i> < 0.001). Additionally, student engagement increased, with 96.74% reporting they enjoyed the session compared to 26.01% before the intervention. This study demonstrates that a simple, reproducible simulation-based approach enhances medical students' understanding of auditory physiology concepts. By actively experiencing a simulated unilateral conduction defect, students gain deeper conceptual insight and greater confidence in performing tuning fork tests. This innovative method holds promise for broader adoption in medical education.<b>NEW & NOTEWORTHY</b> This study introduces a novel, hands-on simulation to teach auditory physiology concepts. Students gain direct experiential learning by simulating unilateral conductive hearing loss, significantly improving their understanding of auditory masking and sound lateralization. The method is simple, cost-effective, and highly engaging, with strong potential for integration into medical curricula to enhance conceptual learning and clinical skills.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"689-695"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152830","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":"Use of online resources to study physiology by preclinical medical students: an experience from a developing country.","authors":"U K Egodage, C Wijewickrama, S Gunawardana, A Basnayaka, B Dissanayake","doi":"10.1152/advan.00061.2025","DOIUrl":"10.1152/advan.00061.2025","url":null,"abstract":"<p><p>There are concerns from physiology specialists in the Faculty of Medicine, University of Ruhuna on the possible wide usage of easily accessible but potentially unreliable online materials to study. The full picture is not clear as this area was underexplored. An observational cross-sectional study was conducted using an online, self-administered questionnaire that was designed specifically for this study and has not been previously validated to evaluate the prevalence, types, and practices of online resource usage to study physiology. All second-year medical students who had recently completed the second Bachelor of Medicine and Bachelor of Surgery (MBBS) examination in 2024 were recruited. Out of 185 students who responded, 77.8% used recommended textbooks as the preferred choice to study physiology. On the other hand, 100% reported use of online resources. Most students (<i>n</i> = 171) used smartphones for internet access. ChatGPT was the preferred online tool for 71.9% (<i>n</i> = 133), while 76.2% (<i>n</i> = 141) used YouTube to watch online video clips to understand physiology concepts. Notably, 54.05% (<i>n</i> = 100) used YouTube videos at random, while 16.7% used Ninja Nerd and 16.2% used Khan Academy. A total of 52% (<i>n</i> = 96) utilized video materials on most days while 81% of students first searched online for answers before consulting their lecturers. Most students (76.6%) mentioned that videos are easy to understand. Over half (54.57%) strongly agreed or agreed with \"fact-checking\" using recommended textbooks, articles, or lecture materials provided by the Physiology Department. Most students preferred online resources like ChatGPT and YouTube for learning physiology, showing a shift toward digital tools. Although many students fact-check content, clear guidance on selecting reliable online materials is necessary, given their widespread usage.<b>NEW & NOTEWORTHY</b> This study reveals that while most second-year medical students at the Faculty of Medicine, University of Ruhuna still use recommended textbooks, almost all of them rely on online resources like ChatGPT and YouTube for studying physiology. Although many students who use online resources fact-check the content, clear guidance on selecting reliable materials is necessary due to their widespread use.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"742-748"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235859","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":"Measuring the need of the neediest − An investigation of PISA for Development’s Family Resources Index at the extremes of the distribution","authors":"Anabelle Andon ,&nbsp;W. Joshua Rew ,&nbsp;Thomas F. Luschei","doi":"10.1016/j.ijedudev.2025.103355","DOIUrl":"10.1016/j.ijedudev.2025.103355","url":null,"abstract":"<div><div>International large-scale assessments (ILSAs) use proxy variables and scales to gain a sense of a student’s family background and socioeconomic status (SES). Historically, ILSAs have helped quantify how inputs influence outputs in educational systems, to compare systems of education, to yield educational trends, and to guide policymakers and other stakeholders to improve education quality. However, when those indicators and scales have flaws, we make incorrect assumptions, create faulty models, and derive erroneous conclusions. More importantly, because results of ILSAs inform policy, we risk engaging in decision-making inequitably with real human consequences. In this study, we trace the history of SES scales, discuss existing critiques, and review solutions and innovations. We then place a spotlight on one of those problems, the poor targeting of SES scales at the extremes of the distribution (i.e., high and low SES), and investigate whether items from PISA for Development’s student contextual questionnaire adequately target the Family Resources Index (FRI) scale across the seven countries that participated in Strand B. Although we find that items reasonably target the FRI scale, the nature of targeting varies across countries and appears to depend on the level of national economic development. Further, we challenge researchers to shift their focus from exclusively measuring the background and identities of students and their families to also measuring how systems and structures themselves cause inequities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103355"},"PeriodicalIF":2.8,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614766","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":"Exploring collective action in becoming a teacher in physical education: Understanding the development and use of signature pedagogies across teacher education contexts","authors":"Mats Hordvik, Stephanie Beni, Mikael Quennerstedt","doi":"10.1177/1356336x251350844","DOIUrl":"https://doi.org/10.1177/1356336x251350844","url":null,"abstract":"Researchers have highlighted the urgent need for large-scale international collaborative research projects between teacher education and school physical education (PE) to develop practices and understandings that address the grand challenges facing the field ( <jats:xref ref-type=\"bibr\">MacPhail and Lawson, 2021</jats:xref> ). In response, this article outlines and illustrates the design and methodology of an international project built on collaboration among PE teacher educators, in-service teachers, and pre-service teachers (PSTs). This collaborative work aimed to explore the development and use of signature pedagogies as collective action across diverse PE teacher education contexts, including both initial teacher education and continuous professional development in five European countries. This article serves two purposes. First, it presents a design for international collaborative research between school PE and teacher education, with a specific focus on signature pedagogies in PE teacher education. Second, it illustrates the methodological approach, detailing the research methods used to explore signature pedagogies across varied international contexts. In so doing, the article contributes to the field by offering a framework for designing international research that engages with collective action and pedagogical innovation. We advocate for research designs that employ robust methodologies, clearly defined analytical frameworks, and transparent procedures. Such designs are essential for conducting large-scale international collective action projects involving teacher educators, in-service teachers, and PSTs from diverse PE teacher education contexts. We argue that these elements are critical for scaling up research in the field and for supporting the development, adaptation, and use of signature pedagogies across educational settings.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"668 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144622388","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":"Fans’ experiences attempting to boycott the 2022 Qatar World Cup","authors":"Keegan Dalal, Elizabeth B. Delia","doi":"10.1080/14413523.2025.2528323","DOIUrl":"https://doi.org/10.1080/14413523.2025.2528323","url":null,"abstract":"","PeriodicalId":48057,"journal":{"name":"Sport Management Review","volume":"7 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144622384","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":"Personalised Language Learning Through Technology: Examining How Digital Literacy Shapes Proficiency and Communication Strategiess","authors":"Ziyun Zhang,&nbsp;Ruixi Yang","doi":"10.1111/jcal.70069","DOIUrl":"https://doi.org/10.1111/jcal.70069","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Key Findings</h3>\u0000 \u0000 <p>This study identifies a strong positive relationship between digital literacy and language proficiency, highlighting how technological competence enhances motivation, engagement and PL, leading to improved language learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This research explores the connection between digital literacy and language proficiency, emphasising the impact of digital literacy on language acquisition and communication approaches. It seeks to evaluate how digital tools contribute to shaping learning behaviours within technology-integrated educational settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quantitative research approach was adopted, incorporating a structured questionnaire to gather data from a sample of 420 college students. The collected data were then analysed using SPSS software to explore the connection between digital literacy and language proficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicate a strong and statistically significant positive relationship (β = 0.841, <i>p</i> &lt; 0.001) between digital literacy and language proficiency. Students with higher digital literacy demonstrated greater engagement, motivation and better adaptation to PL tools. Additionally, digital literacy was found to enhance both formal and informal communication strategies, contributing to overall language proficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study highlights the significance of technology in language learning, particularly its capacity to facilitate adaptive and personalised educational experiences. The incorporation of digital tools enables both educators and learners to refine language acquisition strategies, ultimately enhancing proficiency and communication skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144615066","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":"How Does Theory of Mind (ToM) Affect Chinese Reading of Children With Dyslexia? The Moderation Effect of Picture Book Reading","authors":"Hung-Ju Tsai,&nbsp;Li-Chih Wang","doi":"10.1002/dys.70009","DOIUrl":"https://doi.org/10.1002/dys.70009","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigated Theory of Mind (ToM) in Chinese children with and without dyslexia and examined the moderating effect of early picture book reading experience on the relationship between ToM and reading comprehension. Grounded in the Landscape Model of Reading, we compared ToM between groups and explored how early literacy experiences influence reading comprehension. In total, 86 Chinese children, including 44 with dyslexia and 42 typically developing, were recruited for this study. Results revealed that typically developing children outperformed those with dyslexia in ToM tasks (<i>η</i>^<i>2</i>_<i>p</i> = 0.86). Early picture book reading experience significantly moderated the relationship between ToM and reading comprehension for children with dyslexia (<i>β</i> = 0.03, <i>p</i> &lt; 0.05), but not for typically developing children. Notably, the moderating effect of picture book reading was significant only for children with dyslexia who had richer early literacy experiences. On the contrary, this moderation effect was not observed in typically developing children. The study contributes to our understanding of the universal and language-specific factors influencing reading development and suggests targeted interventions for children with dyslexia in Chinese-speaking populations.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 3","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144615412","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":"Teacher Perceptions of Gamification's Influence on Student Engagement and Learning in Nigerian Primary Schools","authors":"Ngeri Anita Ikpat","doi":"10.1111/ejed.70179","DOIUrl":"https://doi.org/10.1111/ejed.70179","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigated teachers' perceptions on the impact of gamification on student engagement and learning outcomes in Nigerian primary schools, aiming to bridge the gap between traditional teaching methods and contemporary learner needs. A mixed-methods approach was utilised, involving quantitative and qualitative data collection through an online survey distributed to 82 primary school teachers. The results revealed that most of the respondents incorporated gamification techniques weekly, with badges and points being the most frequently used elements. Gamification was most commonly applied in Maths, followed by English, Science and other subjects. Teachers perceived significant positive impacts on academic achievement, student participation and knowledge retention, though challenges such as lack of technological resources, curriculum alignment, scepticism from stakeholders, and insufficient teacher training were highlighted. Thematic analysis of qualitative data identified themes related to enhancing problem-solving abilities, catering to diverse learning styles and fostering healthy competition. Despite challenges, the study found unanimous support for gamification, with teachers willing to undergo further professional development. The findings suggest that gamification holds promise for transforming educational environments in Nigerian primary schools by promoting active engagement, motivation, and improved academic performance, although addressing technological and training barriers remains crucial.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144606627","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}