Future in Educational Research最新文献_第2页

Cultivating STEAM teachers: A regional resource-based model for normal university students in Chongqing 基于区域资源的重庆师范生STEAM教师培养模式

Future in Educational Research Pub Date : 2024-10-25 DOI: 10.1002/fer3.61

Yun Lin, Ni Li

{"title":"Cultivating STEAM teachers: A regional resource-based model for normal university students in Chongqing","authors":"Yun Lin, Ni Li","doi":"10.1002/fer3.61","DOIUrl":"https://doi.org/10.1002/fer3.61","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 The cultivation of innovative talents with interdisciplinary skills is a central goal of STEAM education, and the success of STEAM education hinges on the availability of qualified STEAM teachers. This study explores how to integrate STEAM awareness, understanding, and curriculum development into the teacher education and major course learning system of normal university students in Chongqing, China. Drawing upon the region's rich resources, the study proposes a three-level STEAM teacher training model. At the macro level, the model advocates for a collaborative educational ecosystem involving government, schools, businesses, and society. At the meso level, it presents a 4-year curriculum model that progressively cultivates preservice teachers' interdisciplinary thinking, integration skills, and pedagogical competence. At the micro level, the model explores effective pedagogical methods and strategies for implementing STEAM projects in real-world teaching scenarios. This regional resource-based model offers a “Chongqing plan” for training STEAM teachers and ensuring a sustainable supply of innovative talents to support the region's economic and social development.\u0000 </section>\u0000 </div>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"187-201"},"PeriodicalIF":0.0,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.61","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741084","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}

引用次数: 0

Educators' perceptions of a system-informed positive education program: A study of most significant change 教育工作者对系统知情的积极教育计划的看法：一项最重大变化的研究

Future in Educational Research Pub Date : 2024-10-24 DOI: 10.1002/fer3.63

Stephen Burrowes, Adam Gerace, Tessa Benveniste, Karena J. Burke, David Kelly, Ivan Raymond

{"title":"Educators' perceptions of a system-informed positive education program: A study of most significant change","authors":"Stephen Burrowes, Adam Gerace, Tessa Benveniste, Karena J. Burke, David Kelly, Ivan Raymond","doi":"10.1002/fer3.63","DOIUrl":"https://doi.org/10.1002/fer3.63","url":null,"abstract":"There are increasing calls for positive education to integrate holistic and system approaches to both the understanding and implementation of mental health and well-being interventions across all levels of a school community. The purpose of this study was to examine educators' perspectives of the most significant changes that occurred at an Australian primary and secondary college following the delivery of a system-informed positive education program (titled Resilient IMPACT). A multi-stage evaluation was conducted, with educators providing written descriptions of the most significant perceived changes following program implementation, with 18 educators taking part in one of three focus groups to discuss these changes. Three main themes were identified from the focus groups: (1) Common and consistent language, which focused on the use of a language and communication framework for well-being conversations; (2) Consideration and empathy, where understanding of emotions and demonstrating empathy for students were stressed across interactions; and (3) Community commitment, which involved the building of a holistic community approach to well-being that is supportive and embedded in teaching practice. Findings support the need for holistic interventions in the school setting, focused upon the broader school community and a committed ‘well-being first’ approach to foster positive relationships amongst educators and students to support both academic and psychological outcomes.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 2","pages":"364-387"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.63","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144309185","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}

引用次数: 0

Global initiatives and challenges in integrating artificial intelligence literacy in elementary education: Mapping policies and empirical literature 将人工智能素养纳入基础教育的全球倡议和挑战：绘图政策和实证文献

Future in Educational Research Pub Date : 2024-10-18 DOI: 10.1002/fer3.59

Ibrahim H. Yeter, Weipeng Yang, Joshita B. Sturgess

{"title":"Global initiatives and challenges in integrating artificial intelligence literacy in elementary education: Mapping policies and empirical literature","authors":"Ibrahim H. Yeter, Weipeng Yang, Joshita B. Sturgess","doi":"10.1002/fer3.59","DOIUrl":"https://doi.org/10.1002/fer3.59","url":null,"abstract":"Artificial intelligence (AI) has permeated most facets of life in the 21st century and has rapidly transformed various aspects of modern society. From entertainment to education, these advanced technologies have achieved a high level of competency in skills that once necessitated human involvement. Given AI's potential impact, ensuring students are literate in AI will support the careful integration of these advanced technologies to achieve sustainable development goals. This review hence examines the avenues for integrating AI literacy into elementary education by analyzing current global initiatives focused on implementing AI literacy education. The purpose is to support innovations within the educational framework to develop a universally accessible AI literacy education program. In line with this purpose, this study explores worldwide AI literacy initiatives that use hands-on activities, collaborative learning, and project-based learning to introduce AI fundamentals to diverse learners. Limitations on the provision of AI literacy education are also discussed, including professional development, openness to AI tools, and other challenges. This review aims to inform global efforts to support universal access to AI literacy education, which can ensure equitable outcomes for all learners, emphasizing the need for collaborative efforts to support the development and delivery of quality AI literacy education.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 4","pages":"382-402"},"PeriodicalIF":0.0,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.59","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252874","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}

引用次数: 0

Toward a comprehensive understanding of massive open online course adoption among college students 全面了解大学生大规模采用开放式网络课程的情况

Future in Educational Research Pub Date : 2024-10-18 DOI: 10.1002/fer3.64

Qiongzhen Huang, Shan Li, Yuxia Du

{"title":"Toward a comprehensive understanding of massive open online course adoption among college students","authors":"Qiongzhen Huang, Shan Li, Yuxia Du","doi":"10.1002/fer3.64","DOIUrl":"https://doi.org/10.1002/fer3.64","url":null,"abstract":"This paper investigated the factors affecting the behavioral intention (BI) and usage behavior (UB) of 548 Chinese college students in massive open online courses (MOOCs). We extended the unified theory of acceptance and use of technology model by incorporating self-regulated learning (SRL) management, perceived pleasure (PP), and perceived cost constructs. This study also analyzed the moderating role of individual differences in gender, grade, major, and experience in MOOCs. Data were collected through both offline surveys across 10 universities and an online survey platform. Results from structural equation modeling and multi-linear regression analyses revealed that students' BI was significantly and positively influenced by six factors: performance expectancy, effort expectancy, facilitating conditions (FC), social influence, SRL management (SM), and PP. Furthermore, we found that UB was predicted by BI, FC, and SM. Moreover, BI played a mediating role in the relationship between the two determining variables (i.e., FC and SM) and UB. Differences in MOOC experience level had a moderation effect. The study provided implications for various stakeholders regarding designing MOOC platforms, structures, and teaching activities.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 2","pages":"317-336"},"PeriodicalIF":0.0,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.64","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144309087","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}

引用次数: 0

Horticulture in education: A comprehensive insight into school gardening 教育中的园艺：对学校园艺的全面洞察

Future in Educational Research Pub Date : 2024-10-18 DOI: 10.1002/fer3.62

Jingcheng Xu, Xianyi Gao, Tingwei Lin, Wei Wang, Haijun Xu, Yunfei Xu, Xinxi Wang, Xiaoqing Cheng, Zengju Chen, Tingsheng Tan, Huijuan Qi, Ying Wang, Min Hong, Shudong Liu

引用次数: 0

Reimagining higher education: The impact of learner outcome metrics in Ireland and beyond 重塑高等教育：爱尔兰及其他地区学习者成果指标的影响

Future in Educational Research Pub Date : 2024-10-18 DOI: 10.1002/fer3.60

Gerry Dunne

{"title":"Reimagining higher education: The impact of learner outcome metrics in Ireland and beyond","authors":"Gerry Dunne","doi":"10.1002/fer3.60","DOIUrl":"https://doi.org/10.1002/fer3.60","url":null,"abstract":"A college is an institution that exists to provide instruction. Subtly but profoundly, we are shifting to a new paradigm: a college is an institution that exists to produce learning (Barr & Tagg, 1995, p. 13). This paper traces the evolution of learner outcomes, from their progeny as a diagnostic tool in accurately measuring learning gains and facilitating institutional self-improvement, to their present distorted incarnation, in propagating “governance by numbers”. The paper proceeds in a number of steps. Firstly, it begins with a brief contextualization of the topography of higher education. It then moves to explore the OECD influences regarding quantifying outcomes and aligning them with performance metrics. From here, it looks to EU deliberations in the shape of the Bologna Process with its enduring iterations, the purpose of which benchmarks HEIs' (higher education institutions) success against the successful achievement of learner outcomes. To conclude, taking the example of the Irish funding and strategy, Hunt Report (National Strategy for Higher Education to 2030), I provide an explanatory account detailing how this “learning outcomes race” and its association with “success metrics” within the higher education landscape is mistaken and harmful.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 2","pages":"302-316"},"PeriodicalIF":0.0,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.60","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144309086","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}

引用次数: 0

A classroom practitioner's self-study on theorizing a practicality ethic framework for adopting digital affordances in language education 课堂实践者对语言教育中采用数字支持的实践性伦理框架理论化的自我研究

Future in Educational Research Pub Date : 2024-09-30 DOI: 10.1002/fer3.58

Dave Yan

{"title":"A classroom practitioner's self-study on theorizing a practicality ethic framework for adopting digital affordances in language education","authors":"Dave Yan","doi":"10.1002/fer3.58","DOIUrl":"https://doi.org/10.1002/fer3.58","url":null,"abstract":"This article recounts a classroom practitioner's doing and thinking on the adoption of digital affordances in the context of Languages Other Than English education at an Australian school. Through the lens of practicality ethic, this practitioner employs a self-study methodology to explore the dynamic relationships between private theories of teaching and teacher agency in their daily use of Information and Communications Technology. Using qualitative data and content analysis, this study explains how a teacher's situated knowledge influences their decision-making when adopting specific affordances. The findings of this self-study generate a unique type of knowledge, bridging the gap between theoretical usefulness and practical relevance in technology use. It sheds light on the significance of considering teachers' situatedness, their judgment, and their capacity to enhance classroom experiences. Through this self-study, a practicality framework is developed, providing practitioners with an evidence base to examine their everyday use of technology. This line of self-study scholarship rethinks and reframes educational research, highlighting the contemporary realities of teaching and learning. It offers an in-depth understanding of how and why practitioners adopt specific digital affordances based on what they consider important. The article concludes with several critical implications for practitioners, policymakers, and academic researchers. Future research is recommended to explore collaborative self-studies and studies across different curricula or various educational settings. Alternatively, nonreductive data analysis and other theoretical perspectives can be explored.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 2","pages":"282-301"},"PeriodicalIF":0.0,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.58","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144309047","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}

引用次数: 0

Teacher educational qualifications and the quality of teacher–student interactions in senior high school classrooms in Ghana: Could teacher self-efficacy bridge the qualifications gap? 加纳高中教师教育资历与师生互动质量：教师自我效能感能否弥合资历差距？

Future in Educational Research Pub Date : 2024-09-27 DOI: 10.1002/fer3.57

Albert Henry Ntarmah, Kwesi Yaro

{"title":"Teacher educational qualifications and the quality of teacher–student interactions in senior high school classrooms in Ghana: Could teacher self-efficacy bridge the qualifications gap?","authors":"Albert Henry Ntarmah, Kwesi Yaro","doi":"10.1002/fer3.57","DOIUrl":"https://doi.org/10.1002/fer3.57","url":null,"abstract":"Teacher qualifications, self-efficacy, and quality of teacher–student interactions (QTSIs) are critical factors in educational discourse. While research shows varied results for each variable, studies have yet to examine all three variables simultaneously. To what extent does teacher self-efficacy contribute to bridging the qualifications gap toward QTSIs? This study investigates the relationship between teacher educational qualifications and QTSIs and the potential role of teacher self-efficacy in addressing the qualifications gap. An empirical analysis of 419 valid responses from senior high school (SHS) teachers in Ghana utilizing the t-test and ordinary least squares estimators uncovered noteworthy findings. The study revealed a positive influence of teacher educational qualifications on QTSIs, with higher qualifications (master's degree) significantly enhancing QTSIs compared to lower qualifications (bachelor's degree). Teacher self-efficacy positively moderated the impact of teacher educational qualifications on QTSIs. The study also revealed that while higher teacher self-efficacy was beneficial in bridging the educational qualifications gap between bachelor's and master's degrees on QTSIs, it only partially bridged the gap. This study's findings invite policymakers, teacher educators, and school authorities to employ a balanced approach to improving QTSIs in SHS classrooms in Ghana by encouraging teachers to advance their qualifications and creating an enabling environment to develop their self-efficacy.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 2","pages":"337-363"},"PeriodicalIF":0.0,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.57","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144309209","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}

引用次数: 0

Bridging the gap in early career teachers' STEM pedagogy: Exploring micro-credentials as a possible creative solution 弥合早期职业教师STEM教学法的差距：探索微证书作为一种可能的创造性解决方案

Future in Educational Research Pub Date : 2024-09-24 DOI: 10.1002/fer3.55

Gina Solano, Gurupriya Ramanathan

{"title":"Bridging the gap in early career teachers' STEM pedagogy: Exploring micro-credentials as a possible creative solution","authors":"Gina Solano, Gurupriya Ramanathan","doi":"10.1002/fer3.55","DOIUrl":"https://doi.org/10.1002/fer3.55","url":null,"abstract":"This exploratory study sought to address the gap in strengthening science, technology, engineering, and mathematics (STEM) teacher preparation in elementary and secondary teacher education programs. Integrated STEM education is attracting increased attention and gaining momentum from educators, politicians, STEM industries, and the media across the nation. Many state and national organizations have called for a new workforce of problem solvers, innovators, and inventors who are self-reliant and able to think logically, also suggesting that creating such capacity is one of the critical foundations that drive innovative capacity in the nation. A key to developing these skills is STEM competencies and career goals in every K-12 student. To do this, teachers must be educated on how to connect STEM careers and integrate STEM content into their curriculum. Providing integrated STEM micro-credentials for preservice and in-service teachers can be a flexible solution for providing teachers a method to learn how to improve their content knowledge and pedagogy (Digital Promise, 2019). Participants were a combination of undergraduate preservice teachers and graduate early-career teachers who were asked about their STEM preparation. The majority of the participants received very little to no integrated STEM preparation. As a possible solution for this, participants were asked about their preferred type of professional development (PD) and if participating in a micro-credential course would be a possibility. Nearly all of the participants agreed that a self-paced micro-credential that blended online and in-person instruction would be something they would do to learn how to integrate STEM more effectively into their pedagogy. Micro-credentials could be a successful solution for educator PD.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"146-166"},"PeriodicalIF":0.0,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.55","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741235","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}

引用次数: 0

Exploring the relationship between learning emotion and cognitive behaviors in a digital game 探索数字游戏中学习情感与认知行为之间的关系

Future in Educational Research Pub Date : 2024-09-17 DOI: 10.1002/fer3.54

Li Chen, Zehui Zhan, Han Chen, Linlin Zheng

{"title":"Exploring the relationship between learning emotion and cognitive behaviors in a digital game","authors":"Li Chen, Zehui Zhan, Han Chen, Linlin Zheng","doi":"10.1002/fer3.54","DOIUrl":"https://doi.org/10.1002/fer3.54","url":null,"abstract":"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.","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}

引用次数: 0