教育学最新文献

{"title":"A Longitudinal Narrative Inquiry on Disadvantaged Adolescents' Well-Being Development in Fee-Free Supplementary Tutoring","authors":"Kevin Wai Ho Yung,&nbsp;Scarlet Poon","doi":"10.1111/ejed.70097","DOIUrl":"https://doi.org/10.1111/ejed.70097","url":null,"abstract":"<p>Well-being development in young people's formative years is crucial for their transition to adulthood. While research on well-being in formal education contexts is expanding, little attention has been paid to out-of-school educational settings, particularly supplementary tutoring for disadvantaged students. Adopting Sirgy's concept of positive balance, this paper examines the well-being of financially disadvantaged adolescents receiving fee-free one-on-one supplementary tutoring. A year-long longitudinal narrative inquiry was conducted with 18 adolescents on their English learning motivation in Hong Kong. Three rounds of individual interviews with each adolescent, their English writing and reflective drawing were analysed. Interviews with their parents and tutors were conducted, and tutorials were observed where possible. This paper focuses on three adolescents with different personal attributes and life circumstances, examining their strategies inspired by their tutoring experience to uphold well-being amidst educational and other challenges. This study demonstrates the potentials of informal educational environments in promoting students' well-being.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70097","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Relationship Between Fourth and Eighth Graders' Self-Efficacy and Mathematical Problem Posing From the Threshold Perspective: The Moderating Roles of Grit","authors":"Qimeng Liu,&nbsp;Jian Liu,&nbsp;Jinfa Cai,&nbsp;Tianxue Cui","doi":"10.1111/ejed.70091","DOIUrl":"https://doi.org/10.1111/ejed.70091","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the task-specific self-efficacy of 1815 Chinese fourth graders and 1767 eighth graders as well as its relationship to their problem-posing performance and the moderating effect of grit on this relationship. the linear regression model, generalised additive model (GAM) and continuous threshold regression model (CTRM) were used. The findings indicate that the relationship between self-efficacy and mathematical problem posing is nonlinear on most occasions for both fourth and eighth graders. In addition, the study identified a best-fit interval (BFI) and a self-efficacy trap interval (STI) to aid in evaluating the predictive power of self-efficacy on problem posing. Furthermore, the positive moderating effect of grit only works after the threshold, when the initial relationship between self-efficacy and problem posing is negative. The findings of this study contribute to an advanced understanding of the characteristics of problem posing from a noncognitive perspective.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793738","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":"Critical thinking-embedded EFL translation instruction and its impact on EFL translation learners","authors":"Hui Su","doi":"10.1016/j.tsc.2025.101827","DOIUrl":"10.1016/j.tsc.2025.101827","url":null,"abstract":"<div><div>In today's increasingly interconnected world, translation has become an important tool for facilitating cross-cultural communication, economic growth, educational collaboration, and social engagement. To produce high-quality translations, translators have to possess not only language proficiencies but also cognitive skills with critical thinking being a core one since translation involves problem-solving and decision-making activities. Critical thinking, a high-order thinking, has been regarded as essential for translators to thoroughly understand and analyze source texts involving linguistic and cultural differences and produce translation outputs with appropriate expressions by way of effectively and critically dealing with information. It plays a vital role in developing translators’ or translation learners’ translation competence, a crucial skill for language learners. Thus, due attention should be paid to critical thinking development in language education. Despite its recognized importance, however, critical thinking cultivation has not been properly incorporated into EFL translation teaching for non-English major undergraduates that mainly focuses on imparting or training language knowledge or techniques in EFL contexts. Little is known about whether integrating critical thinking cultivation into translation instruction can bring benefits to EFL translation learners. And there is a dearth of research in this regard. Thus, this study seeks to explore the impact of the critical thinking-embedded translation instruction on EFL translation learners. 52 Chinese non-English major undergraduate EFL learners were selected as the participants and divided into the control and treatment groups. The two groups were taught under different instructional patterns over a period of 16 weeks. The results revealed the necessity of the critical thinking-embedded translation instruction and its positive impacts on EFL translation learners, contributing to the improvement of their critical thinking and translation performance. Then, suggestions for future research and EFL translation instruction were put forward.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101827"},"PeriodicalIF":3.7,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791851","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":"Designing an Analytical Framework to Investigate Students’ Multimodal Representations of Scientific Practices and Methods","authors":"Kason Ka Ching Cheung, Sibel Erduran","doi":"10.1007/s11165-025-10248-y","DOIUrl":"https://doi.org/10.1007/s11165-025-10248-y","url":null,"abstract":"<p>The aim of this paper is to present an analytical framework which characterizes students’ multimodal representations of nature of scientific practices (NoSP) and scientific methods (NoSM). Previous analytical frameworks primarily focused on students’ linguistic representation of NoSP/NoSM. Linguistic frameworks are limited as they can only uncover part of students’ understanding, as students might represent NoSP/NoSM through diverse modes such as drawings. An analytical framework was designed to investigate secondary students’ multimodal representations of NoSP/NoSM. To explore the utility of the analytical framework, we administered it to 40 7th grade students and examined their responses before and after engaging in explicit-reflective instruction focusing on nature of science (NOS). The approach yielded a total of 400 multimodal representations. Drawing on Lemke's (1998) three types of representational meaning, the analytical framework was used to describe and categorise collectively a wide range of ideas about scientific practices and methods across domain-general and domain-specific contexts of science. Students’ ideas changed after students engaged in NOS instruction that involved iterative compositions of multimodal representations of NoSP/NoSM. The framework affords the possibility for a detailed examination of shifts in semiotic resources for meaning-making of NoSP/NoSM. Implications for science curriculum and assessment are discussed.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"90 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143790123","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":"Challenges and opportunities in AI-based flipped assessment in medical education.","authors":"Moh Salimi, Ratna Hidayah, Anesa Surya, Karsono, Supianto","doi":"10.1080/0142159X.2025.2489082","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2489082","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143795791","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":"May in this issue","authors":"","doi":"10.1111/medu.15673","DOIUrl":"https://doi.org/10.1111/medu.15673","url":null,"abstract":"&lt;p&gt;Despite growing discussion, equity in assessment within medical education remains ambiguous. This paper aims to enrich the dialogue by critically reviewing three distinct orientations toward equity: fairness-oriented assessment, assessment for inclusion and justice-oriented assessment. Each orientation is examined for its unique assumptions, methods and resulting advantages and disadvantages. The authors argue that advancing equity requires educators to clearly identify their orientations, select aligned methods and tools and explore alternative perspectives.&lt;/p&gt;&lt;p&gt;Kakara Anderson, H, Govaerts, M, Abdulla, L, Balmer, D, Busari, JO, West, D. Clarifying and Expanding Equity in Assessment by Considering Three Orientations: Fairness, Inclusion, and Justice. &lt;i&gt;Med Educ&lt;/i&gt;. 2025;59(5):494-502. doi: 10.1111/medu.15534.&lt;/p&gt;&lt;p&gt;Inclusive teaching practice ensures health care and medical students are adequately prepared for practice with a diverse population. Inclusion of volunteer patients is a significant part of preparing students for practice. This qualitative study explored the perspectives of GP tutors regarding recruiting diverse volunteer patients. While participants acknowledge the importance of ensuring medical students have diverse clinical experience, most did not actively think about the diversity of the patients they were recruiting. Instead, they concentrated on course curriculum and teaching requirements. This article offers a range of suggested recommendations and solutions to facilitate the recruitment of diverse patients in medical education.&lt;/p&gt;&lt;p&gt;Mohammad, M, Tyson, L, Bryant, P, Patel, P, Young, R, Semlyen, J. Factors Influencing the Inclusion of Diverse Volunteer Patients within Medical Student Primary Care Placements. &lt;i&gt;Med Educ&lt;/i&gt;. 2025;59(5):531-539. doi: 10.1111/medu.15562.&lt;/p&gt;&lt;p&gt;This critical review examines empirical and theoretical work from within and outside the health professions education literature to describe what and how physicians-in-training learn from interacting with other health professionals. It describes how these brief, spontaneous, informal interactions contribute both to developing physician competencies including, but not limited to, collaboration. This learning reflects a complex interplay of individual, social and situated factors, which this review unifies into a cohesive model as well as an illustrative example to help make the theoretical more practical.&lt;/p&gt;&lt;p&gt;Miller, K, Ilgen, J, de Bruin, A, Pusic, M, Stalmeijer, R. Physician Development through Interprofessional Workplace Interactions: A Critical Review. &lt;i&gt;Med Educ&lt;/i&gt;. 2025;59(5):484-493. doi: 10.1111/medu.15564.&lt;/p&gt;&lt;p&gt;This study examines whether the clinical information clinicians use during diagnosis differs between correct and incorrect diagnoses. Clinicians diagnosed written cases accompanied by a suggested likely diagnosis, which was correct in half of the cases. The authors measured an increase in time spent processing clinical informati","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 5","pages":"451"},"PeriodicalIF":4.9,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15673","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793369","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":"Peers’ ideas enhance creativity in collaborative design","authors":"Zhongling Pi ,&nbsp;Yuan Yang ,&nbsp;Xin Zhao ,&nbsp;Xiying Li ,&nbsp;Sirui Chen","doi":"10.1016/j.learninstruc.2025.102134","DOIUrl":"10.1016/j.learninstruc.2025.102134","url":null,"abstract":"<div><h3>Background</h3><div>Engaging students in collaborative engineering design activities has become increasingly popular in the field of design education. Numerous studies suggest that exposure to peers’ ideas can inspire students and enhance their creativity.</div></div><div><h3>Aims</h3><div>This study investigates the impact of the timing of idea exposure on students’ design processes and creativity within a collaborative engineering design setting.</div></div><div><h3>Sample</h3><div>A total of 67 undergraduate students were randomly assigned to one of two conditions: those exposed to a peer's idea before sharing their own ideas (Early Exposure condition), and those exposed to a peer's idea after sharing their own ideas (Late Exposure condition).</div></div><div><h3>Methods</h3><div>This study employed Eye tracking and screen recording to capture students’ design processes. An independent samples T<em>-</em>test was conducted to examine differences in creativity, time-course analysis was employed to investigate fluctuations in fixation duration over time, and lag sequential analysis was used to identify differences in behavioral patterns between the two conditions.</div></div><div><h3>Results</h3><div>The study's findings revealed that exposure to a peer idea after sharing one's own significantly enhances student creativity in a collaborative design context. This exposure increased certain behavioral sequences, which are crucial in design activities. Furthermore, students' fixation duration on a peer's ideas mediated the relationship between the timing of idea exposure and the feasibility of their artifacts.</div></div><div><h3>Conclusions</h3><div>The current study enriches our understanding of how exposure to a peer idea influences student design processes and creativity within a collaborative design context.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102134"},"PeriodicalIF":4.7,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785446","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":"U.S. Internal Medicine Residents' Inpatient Learning Experience Variation Revealed Through Electronic Health Record Data.","authors":"Sean Tackett, Bahareh Modanloo, Heather Sateia, Jiajun Wu, Laura Prichett, Todd Dorman, Alex Duran, Pamela Lipsett","doi":"10.1080/10401334.2025.2487598","DOIUrl":"https://doi.org/10.1080/10401334.2025.2487598","url":null,"abstract":"<p><p><b><i>Phenomenon</i></b>: Residents are assumed to be prepared for practice after completing required rotations, but there is little understanding of what clinical conditions they manage. Electronic health records (EHRs) capture resident clinical activities, but few studies have effectively used EHR data to characterize resident experiences. <b><i>Approach</i></b>: We extracted EHR data for all patients admitted July 1, 2018 to June 30, 2019 cared for by an internal medicine resident in the Johns Hopkins Hospital residency program. We examined individual residents' encounters with specific clinical conditions, identified using the principal International Classification of Diseases, 10th Revision, Clinical Modification (ICD-10 CM) discharge code and categorized according to the American Board of Internal Medicine (ABIM) Certification Exam Blueprint. We compared numbers and percentages of clinical conditions encountered across individuals and postgraduate years (PGYs). <b><i>Findings</i></b>: We included 19,129 admissions for 14,657 patients cared for by 135 residents. ABIM categories most commonly seen were cardiovascular (CV) (mean 20.4%, SD 4.7%), infectious diseases (ID) (mean 19.5%, SD 2.2%), and gastroenterology (GI) (mean 11.2%, SD 3.2%). The largest differences between clinical conditions encountered and ABIM Blueprint were excesses of 10.5% for ID and 6.4% for CV and deficits of 6.1% for rheumatology and orthopedics and 5.5% for endocrinology, diabetes, and metabolism. Total number of admissions per resident ranged 522-963 for PGY-1, 457-1268 for PGY-2, and 224-811 for PGY-3. Percentages of clinical conditions seen varied for individuals in the same postgraduate year: e.g., for CV, ranges were 16-23% for PGY-1, 15-40% for PGY-2, and 10-25% for PGY-3. <b><i>Insights</i></b>: Individual residents in the same program had varied inpatient experiences, suggesting a need to understand implications for variation. Linking residents to clinical conditions encountered using EHR data may generate insights that can be incorporated into precision medical education systems to improve learning and clinical outcomes.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-9"},"PeriodicalIF":2.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796375","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":"Reconceptualizing Epistemic Dependence for Future Scientific Literacy: A Lesson from the LK-99 Case","authors":"Gyeonggeon Lee, Xiaoming Zhai","doi":"10.1007/s11165-025-10247-z","DOIUrl":"https://doi.org/10.1007/s11165-025-10247-z","url":null,"abstract":"<p>Today's science education faces the imperative task of developing students’ competency to navigate misinformation while broadening the scope of scientific literacy. Traditionally, the concept of epistemic dependence, which encourages public trust in professional scientists, has supported this goal. However, the current landscape of science challenges the notions of experts with unanimous opinions and ‘the public’ as passive recipients of scientific information. In response, this case study examines the LK-99 incident, which involved a claimed discovery in the historic room-temperature and ambient-pressure superconductor, employing the Hype Cycle as the analytical framework. Data were collected on internet search traffic, discourse within the scientific community, mass media articles, and social media posts from July to December 2023, utilizing various online data analytics platforms. The researchers (1) quantitatively identified patterns in search trends, document sentiments, and associated word tokens related to LK-99, (2) qualitatively analyzed the shifting standpoints of stakeholders, the scientific community, mass media, and social media, and (3) synthesized these findings within the Hype Cycle framework. The results illustrate how the misinformation about LK-99 rapidly spread online (phase 1), leading to disagreements among scientists and confusion among the public, alongside erratic behavior in the stock market (phase 2). Ironically, the stakeholders' positioning themselves as scientists facilitated the scientific community's falsification of the claim (phase 3). We discuss the methodological and theoretical implications of this case and propose a reconceptualization of epistemic dependence centered on <i>the scientific community as a whole and its collectively committed process of resolving uncertainty and verifying knowledge claims</i>.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"9 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143797876","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":"(Dis)embodiment and medical education: How feminist organizational theories can help us think differently about gender.","authors":"Anna MacLeod, Paula Cameron","doi":"10.1111/medu.15697","DOIUrl":"https://doi.org/10.1111/medu.15697","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143795754","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}