Future in Educational Research最新文献

{"title":"Exploring the relationship between learning emotion and cognitive behaviors in a digital game","authors":"Li Chen,&nbsp;Zehui Zhan,&nbsp;Han Chen,&nbsp;Linlin Zheng","doi":"10.1002/fer3.54","DOIUrl":"https://doi.org/10.1002/fer3.54","url":null,"abstract":"<p>Previous studies have primarily explored the learning effects of digital games on students from a macro perspective, mainly ignoring the fine-grained dimensions of learners' emotions and cognition during gameplay. To enrich the study of learners' emotions and cognitions in the context of digital games, this paper conducts an empirical study using the self-developed board game “Connect Four Chess” as a research vehicle. We semi-automatically identify learners' emotional and cognitive behaviors within this game-based educational context and explore the relationship between the two. The study demonstrates that high-level learners maintained a high level of insightful emotion throughout the game, excelled at constructing strategic formations to control more significant chessboard areas, and preferred to reserve powerful pieces until the end to secure a winning advantage. Conversely, low-level learners exhibit a predominant level of neutral emotion, especially during unrelated behaviors, and struggle to maintain a strategic overview, focusing instead on smaller, immediate gains, which hamper the application of deeper strategies.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 3","pages":"266-287"},"PeriodicalIF":0.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.54","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing university students' learning performance in a metaverse-enabled immersive learning environment for STEM education: A community of inquiry approach","authors":"Manpreet Singh,&nbsp;Daner Sun,&nbsp;Zhizi Zheng","doi":"10.1002/fer3.56","DOIUrl":"https://doi.org/10.1002/fer3.56","url":null,"abstract":"<p>The research paper explores the use of a metaverse-enabled immersive learning environment (MeILE) guided by the Community of Inquiry (CoI) framework to enhance university student interactions and collaboration. The platform integrates various components, including avatar usage, multimodality, and gamification, with careful consideration of each CoI element to maximize students' immersive interactions and collaboration in STEM (science, technology, engineering, and mathematics) learning contexts. By aligning activities with Bloom's digital taxonomy, the metaverse environment aims to improve STEM learning outcomes. A case study conducted at a university demonstrated the successful implementation of essential CoI elements, leading to increased student engagement and improved learning performance. Results indicate MeILE facilitates interactive, reflective, constructive, and self-regulated learning, which are essential for developing STEM and 21st century skills. The study emphasizes the teacher's role as a facilitator in fostering self-directed learning, and cultivating 21st-century skills through collaborative learning activities in virtual environment. The research underscores the importance of innovative educational tools in adapting to the evolving landscape of education in the digital age.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 3","pages":"288-309"},"PeriodicalIF":0.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.56","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Increasing student science, technology, engineering and mathematics engagement through phyphox activities: Three practical examples","authors":"Marina Milner-Bolotin,&nbsp;Valery Milner","doi":"10.1002/fer3.50","DOIUrl":"https://doi.org/10.1002/fer3.50","url":null,"abstract":"<p>For decades, educators in science, technology, engineering and mathematics (STEM) have strived to break the vicious circle of student disengagement at both secondary and post-secondary levels. Despite the widespread availability of technologies like smartphones, STEM pedagogies have largely remained unchanged. Too often, students learn STEM theoretically with little hands-on experience or opportunities to engage in authentic, research-like activities. Modern smartphones can offer unprecedented opportunities for active STEM learning, but can also serve as distractors. Therefore, it is essential for teachers to acquire the pedagogical knowledge to harness these powerful tools effectively. This paper explores the potential of integrating smartphones into physics labs to enrich STEM learning. By leveraging smartphones' advanced capabilities for experimental design, data collection, and analysis, we have implemented a smartphone-enhanced pedagogical approach in secondary physics classes and province-wide Physics Olympics. We also implemented smartphone-enhanced STEM pedagogies in teacher education. Our initial pilot study has yielded promising outcomes: enhanced student engagement in physics and deeper conceptual understanding. To advance this initiative, we propose structured teacher mentorship and professional development, empowering STEM educators to seamlessly integrate smartphones into their teaching. By embracing these modern educational tools, adopting evidence-based pedagogical approaches, and supporting future and practicing educators we can make STEM learning more engaging and relevant for all students.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"111-126"},"PeriodicalIF":0.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.50","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating pedagogical opportunities of educational technologies in developing countries: Physics Education Technology workshops for Bangladeshi science, technology, engineering and mathematics teachers","authors":"Mohosina Jabin Toma,&nbsp;Gerald Tembrevilla,&nbsp;Marina Milner-Bolotin","doi":"10.1002/fer3.51","DOIUrl":"https://doi.org/10.1002/fer3.51","url":null,"abstract":"<p>Recently, an unprecedented number of people worldwide gained access to science, technology, engineering, and mathematics (STEM) education technologies. However, educators in developing countries encounter distinct challenges when attempting to incorporate these innovations into their practice. This mixed-method study investigates the adoption of Physics Education Technology (PhET) computer simulations by secondary STEM teachers in Bangladesh. The study explored the challenges these educators face in learning to integrate PhET-enhanced pedagogies and to assess the potential of this technology in developing nations. The primary researcher, a native Bangladeshi science educator, facilitated 3 h long workshops for 129 teachers, enabling the team to gather unique insights. Data collection encompassed online questionnaires, observations, and interviews. The analysis uncovered struggles faced by teachers which include limited pedagogical skills and subject knowledge, constrained lesson time, insufficient school support, restricted access to technology, and poor technological expertise. Despite these difficulties, educators acknowledged the potential of PhET-enhanced pedagogies to improve student engagement. This study suggests that developing nations can leverage PhET's offline accessibility, wealth of teaching resources, and diverse language options within simulations to realize significant benefits. To address the identified challenges, we recommend translating PhET resources into native languages, developing instructional videos, employing flipped classroom methodologies, providing additional teacher training, and establishing professional learning communities. Moreover, the research underscores the potential of PhET to advance STEM education not only in Bangladesh but also in other developing countries with similar circumstances. Future studies could explore the impact of professional learning communities on facilitating the integration of technology to enhance STEM learning.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"92-110"},"PeriodicalIF":0.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.51","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating computational thinking practices into early childhood education in culturally responsive ways: Insights from research–practice partnership","authors":"Jeanne Hubelbank,&nbsp;Mia Dubosarsky,&nbsp;Shakhnoza Kayumova,&nbsp;Tiffany Davis,&nbsp;Nea Sann,&nbsp;Shawn Fortin,&nbsp;Gillian Smith","doi":"10.1002/fer3.49","DOIUrl":"https://doi.org/10.1002/fer3.49","url":null,"abstract":"<p>The study examines the research–practice partnership (RPP) model aimed at co-constructing and integrating computational thinking (CT) in culturally responsive (CR) ways within early childhood and elementary (PreK-5) classrooms, focusing on teachers' RPP experiences. Recent research underlines the importance of integrating CT in early childhood and elementary education, demonstrating that culturally, linguistically, and developmentally responsive computational activities in PreK-5 settings are key to such efforts. However, there is a gap in research regarding effective professional development models that would prepare early childhood teachers in terms of both disciplinary ideas and practices of CT, as well as attending to cultural, linguistic, and developmental differences in young children in asset-based ways. Our research contributes to this body of knowledge by examining how RPP can be a model for teacher learning in which teachers, administrators, and researchers can co-develop knowledge and confidence in integrating CT into the PreK-5 teaching curriculum and practices in CR ways. The study outlines the collaborative development of processes and frameworks co-constructed by the RPP educators, as well as teacher-developed curricular materials and lesson plans integrating CT in CR ways. Findings include teachers' experience of these lessons and teacher insights about the support needed to incorporate CT and CR practices into their existing curricula. The study concludes by highlighting the potential challenges and opportunities inherent in such endeavors, thereby contributing to the broader discourse on supporting CT integration into early childhood classrooms in CR ways.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 4","pages":"359-381"},"PeriodicalIF":0.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.49","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unleashing creativity in STEM teacher education through scripting task pedagogy","authors":"Marina Milner-Bolotin,&nbsp;Rina Zazkis","doi":"10.1002/fer3.52","DOIUrl":"https://doi.org/10.1002/fer3.52","url":null,"abstract":"<p>This paper proposes a creative pedagogical approach that aims to foster authentic STEM teacher education through incorporating scriptwriting tasks in science and mathematics courses for future secondary STEM teachers. These tasks invite teachers to create imaginary dialogues addressing specific pedagogical challenges, such as conceptual difficulties, misconceptions, or unexpected questions arising during instruction. We assert that traditional approaches to lesson planning in STEM methods courses do not provide sufficient opportunity for exploring both content and pedagogy and fostering student engagement. Hence, we propose scriptwriting-based pedagogy as an innovative and creative way of cultivating future STEM teachers' pedagogical content knowledge. This paper showcases three examples of scriptwriting tasks implemented in secondary STEM teacher education. We elucidate the pedagogical opportunities afforded by scriptwriting and underscore its pedagogical potential for STEM teacher education.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"13-27"},"PeriodicalIF":0.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.52","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the perspectives of a teacher educator and pre-service teachers toward an immersive STEM experience","authors":"Melanie Nash,&nbsp;Ondine Bradbury,&nbsp;Angela Fitzgerald","doi":"10.1002/fer3.53","DOIUrl":"https://doi.org/10.1002/fer3.53","url":null,"abstract":"<p>This study explored the nuanced perspectives of a teacher educator and primary pre-service teachers regarding their participation in an immersive STEM experience. Employing a descriptive case study methodology augmented by storytelling techniques, our study aimed to unravel the complex dynamics inherent in such educational initiatives. Through the lens of figured-world analysis, we uncovered the tensions and dualities that permeate this immersive learning environment. Our findings revealed a complex interplay of perspectives, highlighting the challenges and opportunities encountered by both educators and learners. By elucidating the nature of their experiences, this research contributes to a deeper understanding of immersive STEM education and offers insights into its effective implementation in initial teacher education programs.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"48-66"},"PeriodicalIF":0.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.53","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143740988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Encouraging, empowering, and educating: Informal educators, caregivers, and children as partners in computational thinking activities","authors":"Kathleen Campana,&nbsp;J. Elizabeth Mills,&nbsp;Jeeyeon Chun,&nbsp;Jessica Ickes","doi":"10.1002/fer3.47","DOIUrl":"https://doi.org/10.1002/fer3.47","url":null,"abstract":"<p>Informal learning environments, such as libraries and museums, are key areas for supporting computational thinking (CT) with young children and their families. Educators in these environments are working to offer CT-related experiences and activities for families of young children, often incorporating aspects of sociocultural learning such as scaffolding and dialogic practices. Because the parent/caregiver is typically present with their young child in these environments, there is an opportunity to provide them with CT information and support so that they can then actively engage in and encourage their child's CT learning, thereby extending their child's capabilities in a zone of proximal development. Previous research by Ohland et al. offers an initial framework of parental roles in CT experiences that serves as a foundation for this study's analysis of interviews with 18 libraries and museums from across the United States. The goal was to understand informal educators' goals for caregiver participation in CT activities with young children and their strategies for enabling caregivers to embody these different roles. Findings reveal that educators want caregivers to play a variety of roles with their child(ren) in these CT experiences. Furthermore, educators are implementing a variety of methods that explicitly encourage interaction, collaboration, and more. The connections between these goals and methods begin to build a model of caregiver encouragement, empowerment, and education in CT experiences in informal learning environments.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 4","pages":"439-457"},"PeriodicalIF":0.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.47","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fragments of the past: The intersection of AI, historical imagery, and early childhood creativity","authors":"Ilene R. Berson,&nbsp;Michael J. Berson","doi":"10.1002/fer3.46","DOIUrl":"https://doi.org/10.1002/fer3.46","url":null,"abstract":"<p>This paper explores the intersection of early childhood education and AI, with a focus on promoting multimodal play. Drawing from implementation research in preschools, we explore the potential of an AI-powered painting tool to foster historical imagery, creativity, and self-expression. The findings demonstrate how technology can be used to democratize access to cultural heritage resources while enabling children's creative play centered on variation, improvisation, and human interaction. The human-in-the-loop approach is crucial in aligning AI integration with early childhood pedagogy, ensuring that technology supports, rather than replaces, teachers' roles in the classroom. The paper highlights the importance of maintaining a human presence in the learning process to create educational experiences that are developmentally appropriate and transformative for young children.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 4","pages":"403-421"},"PeriodicalIF":0.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.46","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Science, technology, engineering, & mathematics, curricular integration, and the story form","authors":"Emily Krushelnycky,&nbsp;Douglas D. Karrow","doi":"10.1002/fer3.48","DOIUrl":"https://doi.org/10.1002/fer3.48","url":null,"abstract":"<p>As science, technology, engineering, and mathematics (STEM) education continues to increase in popularity, it becomes imperative that generalist preservice teachers (PT) have both strong concept knowledge and pedagogical skills to properly support its integration. However, generalist PTs do not have enough knowledge or skills possessed by those in STEM's respective disciplines, impacting their perceptions of how the framework is disseminated. The finger, then, is pointed at PT education to provide the necessary education and training that would allow for high-quality STEM education beginning at the elementary level. One novel approach to mitigate this problem is to introduce Kieran Egan's education theory on imagination (mythic understanding) and the theory of integrated curricula to PT. Throughout this philosophical inquiry, we explore integrated curriculum models, imagination (mythic understanding) and storytelling, illustrating how they may appear in a STEM-oriented lesson within an elementary science PT course, and attend to the need for approachable, evidence-based interventions regarding generalist PT STEM education.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"67-91"},"PeriodicalIF":0.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.48","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}