Future in Educational Research最新文献_第2页

A Chinese Language Teacher's Self-Study on Diffracting Curriculum Materials and Pedagogy Through a Complex Dynamic Systems Framework 从复杂的动态系统框架看语文教师对衍射教材和教学法的自我研究

Future in Educational Research Pub Date : 2025-09-12 DOI: 10.1002/fer3.70016

Dave Yan

引用次数: 0

Research Hotspots and Trends on Interdisciplinary Teaching and Learning in China: A Bibliometric Analysis 中国跨学科教与学的研究热点与趋势：文献计量分析

Future in Educational Research Pub Date : 2025-09-04 DOI: 10.1002/fer3.70015

Guixiang Chen, Chunxiao Yin, Dan Wang

{"title":"Research Hotspots and Trends on Interdisciplinary Teaching and Learning in China: A Bibliometric Analysis","authors":"Guixiang Chen, Chunxiao Yin, Dan Wang","doi":"10.1002/fer3.70015","DOIUrl":"https://doi.org/10.1002/fer3.70015","url":null,"abstract":"As the global demand for innovative teaching models grows, interdisciplinary teaching and learning (ITL) has garnered widespread attention as a strategy for fostering complex skills and higher-order thinking worldwide. This trend is also evident in China. To further understand the current research hotspots and trends of ITL in China, this study conducts a bibliometric analysis with 806 studies published in the CNKI (China National Knowledge Infrastructure) database between 1992 and 2024, using techniques such as keyword co-occurrence analysis, burst detection, and cluster analysis. The research findings first identify the current research hotspots and some typical cases in China and then indicate that compared with international research, Chinese scholars focus more on macro-level topics such as ITL objectives and talent cultivation. Based on both international and Chinese ITL research, we propose four possible future research directions, including ITL teacher professional development, ITL assessment and evaluation design, ITL environment design, and ICT integration.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 4","pages":"640-654"},"PeriodicalIF":0.0,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145652670","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

Comparing the Effects of Frequency of Occurrence and Typographic Enhancement on the Learning of L2 Collocations 比较出现频率与排版强化对二语搭配学习的影响

Future in Educational Research Pub Date : 2025-08-27 DOI: 10.1002/fer3.70014

Xinrui Cheng, Lin He, Kexin Xu, Mei Shang

{"title":"Comparing the Effects of Frequency of Occurrence and Typographic Enhancement on the Learning of L2 Collocations","authors":"Xinrui Cheng, Lin He, Kexin Xu, Mei Shang","doi":"10.1002/fer3.70014","DOIUrl":"https://doi.org/10.1002/fer3.70014","url":null,"abstract":"Input enhancement techniques, such as frequency of occurrence and typographic enhancement, have been reported beneficial to the learning of L2 collocations. This study compared the effects of three times of frequency and bolding on the learning of L2 collocations by EFL learners so as to find a more effective technique for instructors and students to acquire collocations through reading activities. Four classes of English majors (N = 90) participated in the study and were randomly assigned to a frequency group (FG), a typographic enhancement group (TEG), and a control group (CG). The learning of collocations was measured through form recall and form recognition tasks. Major findings indicated that: (1) the FG performed significantly better than the TEG and the CG on both form recall and form recognition in the immediate posttest. No significant differences were observed between the TEG and the CG, (2) significant differences were reported between the FG and the other two groups in the delayed posttest, and (3) the effect of frequency of occurrence could not be retained after 2 weeks given the significant difference discovered between the immediate and delayed posttests. More studies are needed to explore the effects and mechanisms of frequency of occurrence and typographic enhancement on the learning of L2 collocations.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 4","pages":"558-568"},"PeriodicalIF":0.0,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145652627","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

Literature Review Strategies: A Case of Current Applications of Artificial Intelligence in Science, Technology, Engineering and Mathematics Education 文献综述策略：人工智能在科学、技术、工程和数学教育中的当前应用案例

Future in Educational Research Pub Date : 2025-08-21 DOI: 10.1002/fer3.70012

Mohosina Jabin Toma, Marina Milner-Bolotin

引用次数: 0

From Conformity to Negotiation: University English Majors' Perceived Learning Community Influence on Ideal Selves Across Two Cohorts 从从众到协商：大学英语专业学生感知学习共同体对理想自我的影响

Future in Educational Research Pub Date : 2025-08-20 DOI: 10.1002/fer3.70013

Hao Xu

{"title":"From Conformity to Negotiation: University English Majors' Perceived Learning Community Influence on Ideal Selves Across Two Cohorts","authors":"Hao Xu","doi":"10.1002/fer3.70013","DOIUrl":"https://doi.org/10.1002/fer3.70013","url":null,"abstract":"This study explores how the perceived influence of academic and peer learning communities shapes university English majors' ideal selves as language learners, and how this influence may shift across educational generations. Drawing on the L2 Motivational Self System and adopting a qualitative design, the study compares two cohorts of Chinese university students separated by a 10-year interval. Data were collected through semi-structured interviews and follow-up written reflections with second- and fourth-year students in each cohort. Thematic analysis reveals a notable evolution in motivational dynamics: Although the earlier cohort internalised community norms and exhibited strong conformity in their ideal selves, the later cohort engaged with community values more selectively, constructing their ideal selves with greater individual agency. Rather than acting as a directive force, the learning community in the more recent cohort functioned primarily as a reference point for personal meaning-making. These findings suggest a shift towards increased individualisation in learner motivation and identity construction. The study highlights the importance of conceptualising community influence as context-dependent and negotiable, and it offers practical implications for designing learning environments that balance social support with opportunities for learner autonomy.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 4","pages":"580-590"},"PeriodicalIF":0.0,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145652769","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

Teaching Students to Understand Knowledge: Stress-Testing the ‘Justified True Belief Account’ for Critical Thinking 教学生理解知识：对批判性思维的“合理的真实信念”进行压力测试

Future in Educational Research Pub Date : 2025-07-17 DOI: 10.1002/fer3.70010

Gerry Dunne

{"title":"Teaching Students to Understand Knowledge: Stress-Testing the ‘Justified True Belief Account’ for Critical Thinking","authors":"Gerry Dunne","doi":"10.1002/fer3.70010","DOIUrl":"https://doi.org/10.1002/fer3.70010","url":null,"abstract":"This conceptual essay, grounded in a close reading of Plato's Theaetetus, argues that before educators can effectively operationalise critical thinking as the rigorous evaluation ('stress-testing') of competing knowledge claims, university students must first understand foundational epistemological principles rooted in Plato's tripartite account of knowledge as ‘justified true belief with an account’ (201d-210a). Central to critical thinking is the imperative to think critically about a certain subject. The subject at stake here, I propose, is knowledge, framed here as the nature, scope and limitations of what one can justifiably claim to know. Because academic disciplines are characterised as ‘critical conversations’, to be part of a ‘critical conversation’, university students must be introduced to what it means to be ‘critical’, and, by extension, ‘think critically’. Before all this, however, students must understand knowledge—more precisely—the principles underpinning sufficiently acceptable and defective or inadequate justifications for knowledge claims. Because all knowledge claims are grounded in reasons, students need a basic grounding in epistemology to properly scrutinise those claims and, ipso facto, think critically. Although extensive empirical studies support the general claim that structured epistemic training significantly enhances critical thinking, this paper focuses specifically on developing a strong conceptual argument advocating epistemic education (accurately determining the nature, scope and limits of all claims to knowledge via reasons) as foundational to higher education pedagogy.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 4","pages":"569-579"},"PeriodicalIF":0.0,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145652762","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

Five Decades of Teacher Commitment: Lessons From the Research Frontier 五十年的教师承诺：来自研究前沿的经验教训

Future in Educational Research Pub Date : 2025-07-17 DOI: 10.1002/fer3.70011

Chao Zhen Tang, Lei Mee Thien, Aidi Ahmi, Chao Xin

{"title":"Five Decades of Teacher Commitment: Lessons From the Research Frontier","authors":"Chao Zhen Tang, Lei Mee Thien, Aidi Ahmi, Chao Xin","doi":"10.1002/fer3.70011","DOIUrl":"https://doi.org/10.1002/fer3.70011","url":null,"abstract":"This study presents a comprehensive bibliometric analysis of research on teacher commitment, aiming to identify key trends, leading contributors, and thematic priorities in the field. This study offers a panoramic view of the evolution of teacher commitment scholarlship, which is essential for improving educational practices and informing future research. Drawing on 973 peer-reviewed publications retrieved from the Scopus database (1968 to January 2024), the analysis employs biblioMagika, VOSviewer, and OpenRefine to examine citation patterns, coauthorship networks, and keyword co-occurrences. The findings reveal a notable increase in research output since 2014, with the United States emerging as the most influential contributor (240 publications, 24.7%). The Education University of Hong Kong ranks as the most productive institution (19 publications, 1.95%); while Teaching and Teacher Education leads among journals (22 publications, 2.26%), highlighting its central role in the discourse. Key themes include the influence of teacher commitment on student achievement, the role of leadership in promoting teacher engagement, and the growing attention to psychological dimensions such as well-being and mental health. The study also underscores the prominence of specific countries and institutions, as well as the conceptual importance of keywords like “organizational commitment” and “teacher commitment.” This review advances prior scholarship by offering a visual, data-driven mapping of the literature. It provides a solid foundation for future inquiry, drawing attention to both long-standing concerns and emerging trajectories within the evolving landscape of teacher commitment research.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 4","pages":"621-639"},"PeriodicalIF":0.0,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145652761","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

Unraveling Mathematical Problem-Solving: Conceptualization and Performance in Preservice Teachers 解开数学问题：职前教师的概念化与表现

Future in Educational Research Pub Date : 2025-07-12 DOI: 10.1002/fer3.70009

Yasemin Gunpinar, Reuben S. Asempapa, Derek J. Sturgill

{"title":"Unraveling Mathematical Problem-Solving: Conceptualization and Performance in Preservice Teachers","authors":"Yasemin Gunpinar, Reuben S. Asempapa, Derek J. Sturgill","doi":"10.1002/fer3.70009","DOIUrl":"https://doi.org/10.1002/fer3.70009","url":null,"abstract":"This study explored the relationship between preservice teachers' (PSTs') conceptualization of mathematical problem-solving and their performance. Fifty-six PSTs engaged in a two-part questionnaire that included prompts related to their views and understanding of problem-solving as well as an authentic mathematical task. Results revealed that 47% of participants perceived problem-solving as a means to find a solution, 41% conceptualized it as a skill with steps or strategies, and 7% viewed it as a process of discovery or reflection. For the mathematical task, we explored outcomes across five dimensions: understanding, representation, communication, accuracy, and reflection. Results showed that most PSTs were placed in the developing category for understanding, representation, and communication. Nearly half were placed in an emerging category for accuracy. For the reflection category, most PSTs were split between the developing and emerging levels. Furthermore, significant correlations existed between PSTs' problem-solving views and their performance; for example, those seeing it as an art performed better overall. This study ends with implications aimed at improving PSTs' educational experiences in mathematical problem-solving.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 4","pages":"545-557"},"PeriodicalIF":0.0,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145652747","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

Ce-LLMs: Status and trends of education-specific large language models developed in China Ce-LLMs：中国针对教育的大型语言模型的发展现状与趋势

Future in Educational Research Pub Date : 2025-06-10 DOI: 10.1002/fer3.70008

Tao Xie, Yingli Zhou, Jiazhen Yu

{"title":"Ce-LLMs: Status and trends of education-specific large language models developed in China","authors":"Tao Xie, Yingli Zhou, Jiazhen Yu","doi":"10.1002/fer3.70008","DOIUrl":"https://doi.org/10.1002/fer3.70008","url":null,"abstract":"The prevalence of AI hallucination in general-purpose large language models (LLMs) poses significant pedagogical challenges, particularly in terms of content credibility and reliability. In response, China has launched the development of education-specific LLMs as a national strategic initiative. However, current reports on Chinese educational large language models (Ce-LLMs) are frequently fragmented across multiple localized academic publications, resulting in significant international gaps in awareness of their development trajectory. Given China's distinct sociocultural context, there is little international understanding of the current state and future trends in Ce-LLMs. This paper will look at the policy environment, data and techniques, products and applications, as well as the recipients and constraints associated with Ce-LLM development. This study aims to help international educators understand Ce-LLMs by highlighting the differences between them and general-purpose LLMs, as well as contribute to in-depth conversations about the use of AI technology in education.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 3","pages":"505-525"},"PeriodicalIF":0.0,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037809","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

Challenges to parental engagement in K-12 online learning during the pandemic: Lessons learned and a tripartite model for future involvement 大流行期间家长参与K-12在线学习的挑战：经验教训和未来参与的三方模式

Future in Educational Research Pub Date : 2025-05-23 DOI: 10.1002/fer3.70007

Gulipari Maimaiti, Khe Foon Hew, Ya Xiao

{"title":"Challenges to parental engagement in K-12 online learning during the pandemic: Lessons learned and a tripartite model for future involvement","authors":"Gulipari Maimaiti, Khe Foon Hew, Ya Xiao","doi":"10.1002/fer3.70007","DOIUrl":"https://doi.org/10.1002/fer3.70007","url":null,"abstract":"Online learning became a central feature of education during the COVID-19 pandemic, as traditional classrooms were rapidly replaced by virtual environments within students' homes through platforms such as Zoom. This abrupt transition required parents of K-12 students to assume the unfamiliar role of at-home educators, often without adequate preparation or support. However, existing studies did not comprehensively examine the multifaceted challenges parents faced or offer a systematic synthesis of their experiences. Utilizing activity theory as a conceptual framework, this systematic review analyzes 47 empirical studies conducted between 2019 and 2024 to uncover the key obstacles parents encountered in supporting their children's online learning. These challenges include balancing multiple responsibilities, limited access to technology, inadequate pedagogical and digital skills, and shortcomings in the online teaching practices employed by schools and educators. To address these issues, we developed a tripartite model categorizing influencing factors into three interdependent domains: internal, external, and transactional. Based on this framework, we propose targeted recommendations to enhance parental engagement, offering actionable and scalable strategies essential for building equitable, effective, and sustainable online learning systems in the post-pandemic era.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 3","pages":"482-504"},"PeriodicalIF":0.0,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038479","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