Future in Educational Research最新文献_第4页

Unleashing creativity in STEM teacher education through scripting task pedagogy 通过脚本任务教学法释放STEM教师教育的创造力

Future in Educational Research Pub Date : 2024-09-03 DOI: 10.1002/fer3.52

Marina Milner-Bolotin, Rina Zazkis

引用次数: 0

Understanding the perspectives of a teacher educator and pre-service teachers toward an immersive STEM experience 了解教师教育工作者和职前教师对沉浸式STEM体验的看法

Future in Educational Research Pub Date : 2024-09-02 DOI: 10.1002/fer3.53

Melanie Nash, Ondine Bradbury, Angela Fitzgerald

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Encouraging, empowering, and educating: Informal educators, caregivers, and children as partners in computational thinking activities 鼓励、授权和教育：非正式教育者、照顾者和儿童作为计算思维活动的伙伴

Future in Educational Research Pub Date : 2024-08-14 DOI: 10.1002/fer3.47

Kathleen Campana, J. Elizabeth Mills, Jeeyeon Chun, Jessica Ickes

{"title":"Encouraging, empowering, and educating: Informal educators, caregivers, and children as partners in computational thinking activities","authors":"Kathleen Campana, J. Elizabeth Mills, Jeeyeon Chun, Jessica Ickes","doi":"10.1002/fer3.47","DOIUrl":"https://doi.org/10.1002/fer3.47","url":null,"abstract":"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.","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}

引用次数: 0

Fragments of the past: The intersection of AI, historical imagery, and early childhood creativity 过去的片段：人工智能、历史意象和幼儿创造力的交集

Future in Educational Research Pub Date : 2024-08-14 DOI: 10.1002/fer3.46

Ilene R. Berson, Michael J. Berson

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Science, technology, engineering, & mathematics, curricular integration, and the story form 科学，技术，工程，数学，课程整合，故事形式

Future in Educational Research Pub Date : 2024-08-12 DOI: 10.1002/fer3.48

Emily Krushelnycky, Douglas D. Karrow

{"title":"Science, technology, engineering, & mathematics, curricular integration, and the story form","authors":"Emily Krushelnycky, Douglas D. Karrow","doi":"10.1002/fer3.48","DOIUrl":"https://doi.org/10.1002/fer3.48","url":null,"abstract":"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.","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}

引用次数: 0

Multidimensional challenges of internationalization among universities in Southeast Asia: A scoping review of empirical evidence 东南亚大学国际化面临的多层面挑战：实证证据范围审查

Future in Educational Research Pub Date : 2024-08-01 DOI: 10.1002/fer3.45

Kehinde Kazeem Kanmodi, Afeez Abolarinwa Salami, Jimoh Amzat

{"title":"Multidimensional challenges of internationalization among universities in Southeast Asia: A scoping review of empirical evidence","authors":"Kehinde Kazeem Kanmodi, Afeez Abolarinwa Salami, Jimoh Amzat","doi":"10.1002/fer3.45","DOIUrl":"https://doi.org/10.1002/fer3.45","url":null,"abstract":"Internationalization plays a crucial role in building the international competitiveness and profile of a university. However, the process of internationalization can be very challenging. The understanding of these challenges is very crucial for internationalization implementation and improvement. This scoping review aimed to map the existing empirical evidence on the peculiar challenges of internationalization among universities in Southeast Asia. This scoping review was conducted based on Arksey and O’Malley's methodological framework and it was reported using the PRISMA-ScR checklist. Ten research databases were systematically searched to retrieve all literature relevant to the review question. The retrieved articles were deduplicated and screened based on the review's eligibility criteria, and only the eligible articles were included in the review. Thereafter, relevant data were charted, collated, and summarized from the included literature and presented as results. A total of 34 articles were included in this review. Most of them were qualitative studies (26/34) and from studies conducted in Malaysia (21/34). The reported internationalization challenges in these articles were multidimensional and ranged from the individual to governmental level; however, the most reported challenges were the ones at the individual level which include issues related to adjustment/coping, trust, limited personal resources, family, and essential survival needs. There are numerous challenges facing the implementation of internationalization among universities in Southeast Asia. More efforts need to be placed at all levels to improve the status quo.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 3","pages":"244-265"},"PeriodicalIF":0.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.45","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316758","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

Correction to Future in Educational Research articles 对《教育研究的未来》文章的更正

Future in Educational Research Pub Date : 2024-07-27 DOI: 10.1002/fer3.44

{"title":"Correction to Future in Educational Research articles","authors":"","doi":"10.1002/fer3.44","DOIUrl":"10.1002/fer3.44","url":null,"abstract":"Yin, H. (2023). Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences, 1(1), 50–62. https://doi.org/10.1002/fer3.6.The conflict of interest statement, “There is no conflict of interest related to this manuscript.” was incorrect. It should have read:Hongbiao Yin is the co-editors in chief of FER and the author of this article. To minimize bias, he was excluded from all editorial decision-making related to the acceptance of this article for publication.Chen, N., & Dervin, F. (2023). Defining and preparing for diversity teacherhood—Chinese Minzu (‘ethnic’) teacher education as an example. Future in Educational Research, 1(2), 163–181. https://doi.org/10.1002/fer3.11.The data availability statement for this article was missing. The below data availability statement has been added to the article.Data available on request from the corresponding author.Yang, W., Su, J., & Li, H. (2024). Demystifying early childhood computational thinking: An umbrella review to upgrade the field. Future in Educational Research, 1–20. https://doi.org/10.1002/fer3.38.The conflict of interest statement, “The authors declare that they have no competing interests.” was incorrect. It should have read:Weipeng Yang is the guest editor of the special issue pertaining to this article and is also an author of this article. To minimize bias, he was excluded from all editorial decision-making related to the acceptance of this article for publication.We apologise for these errors.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"202"},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.44","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797823","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

Supporting parents in facilitating computational thinking for young children through loose parts construction play 支持家长通过松散部件建筑游戏促进幼儿的计算思维

Future in Educational Research Pub Date : 2024-07-16 DOI: 10.1002/fer3.43

Cynthia Ai Ming Lim, G Kaveri, Jiayao Li, Mian Yee Choy

{"title":"Supporting parents in facilitating computational thinking for young children through loose parts construction play","authors":"Cynthia Ai Ming Lim, G Kaveri, Jiayao Li, Mian Yee Choy","doi":"10.1002/fer3.43","DOIUrl":"10.1002/fer3.43","url":null,"abstract":"Computational thinking (CT) as an essential problem-solving and thinking skill for all students has been the focus of much interest from education systems all over the world (Chen et al., 2023). Unplugged activities like constructing and play with loose parts provide a low-cost solution to naturally weave in learning of CT skills for young children at home and formal learning environments. Such activities provide opportunities particularly for children from economically disadvantaged backgrounds to access learning of CT skills so they will not be left behind. This article describes the pilot study of a programme that introduced an open-ended construction play activity using loose-parts to parent–child dyads from economically disadvantaged backgrounds, with the aim to support parents in facilitating play interactions in ways to promote CT skills for their children using question cards. The cards contained questions that parents could use to foster CT skills like decomposition and algorithmic thinking in their play interactions. Focus group discussions were held before and after the play sessions and parents in the study reported more confidence in supporting their children in play and learning of 21st century skills of teamwork, collaboration and CT skills. The results demonstrate the potential of unplugged pedagogy for promoting CT skills for young children especially in the home environment through engagement with families, with implications for home–school collaborative learning environments and parent education. Recommendations for practice and research are provided accordingly.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 4","pages":"346-358"},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.43","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641773","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 moderated mediation model of the relationship between Indian elementary school teachers' autonomy and perceived ease of ICT use 印度小学教师自主性与感知到的信息和通信技术易用性之间关系的调节中介模型

Future in Educational Research Pub Date : 2024-07-10 DOI: 10.1002/fer3.42

Arnab Kundu, Tripti Bej

{"title":"A moderated mediation model of the relationship between Indian elementary school teachers' autonomy and perceived ease of ICT use","authors":"Arnab Kundu, Tripti Bej","doi":"10.1002/fer3.42","DOIUrl":"10.1002/fer3.42","url":null,"abstract":"In the 21st century, Information and Communication Technology (ICT) is a critical component of innovative teaching and learning. This study looked at the impact of teachers' autonomy on their perceived ease of using ICT and the intricate relationship between the two, involving their self-efficacy, job satisfaction, and perceived incentives to change. Using a descriptive survey approach, 311 (134 female) Indian elementary school teachers participated in the study and provided self-reported data. A structural equation model was employed to test the mediating roles of self-efficacy and job satisfaction, and the moderation of perceived incentives. The results affirmed that teacher autonomy had a direct and moderately positive effect on their perceived ease of ICT use. Self-efficacy and job satisfaction significantly and partially mediated the indirect relationships between autonomy and ease of ICT use. In the three relationship paths the perceived incentive to change had a significantly positive moderation to catalyze the relationships. Considering Indian elementary school teachers' glaring lack of autonomy, this paper suggests a policy shift involving greater teacher autonomy and the use of incentives for improved efficacy, job satisfaction, and ICT use. The relationship matrix will serve as a reference for researchers and practitioners to gain a deeper understanding of the role of teacher autonomy in addressing the global issue of limited adoption and integration of ICT by school teachers.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 3","pages":"225-243"},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.42","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141661000","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

ChatGPT, Bard, Bing Chat, and Claude generate feedback for Chinese as foreign language writing: A comparative case study ChatGPT、Bard、Bing Chat 和 Claude 为对外汉语写作生成反馈：比较案例研究

Future in Educational Research Pub Date : 2024-06-20 DOI: 10.1002/fer3.39

Saleh Obaidoon, Haiping Wei

{"title":"ChatGPT, Bard, Bing Chat, and Claude generate feedback for Chinese as foreign language writing: A comparative case study","authors":"Saleh Obaidoon, Haiping Wei","doi":"10.1002/fer3.39","DOIUrl":"https://doi.org/10.1002/fer3.39","url":null,"abstract":"This comparative case study analyzes and evaluates the performance of four prevalent artificial intelligence (AI) models―ChatGPT, Google Bard, Microsoft Bing, and Claude―in generating feedback on Chinese as a Foreign Language writing. The study assessed the models' effectiveness, accuracy, alignment with pedagogical principles, and cultural appropriateness through a multi-faceted data collection process involving student article writing, chatbot feedback, and teacher evaluation. The quantitative analysis of teacher ratings indicates that Claude demonstrated the highest average alignment with human instructor scores across the four articles, followed by Google Bard. Qualitative examination reveals differences in the types of feedback provided, with models excelling at surface-level vocabulary, grammar, and mechanics critiques but limited in providing rhetorical, pragmatic, and structural feedback compared to teachers. While showing potential benefits, judicious integration of AI writing feedback tools upholding academic integrity is advised. This paper utilizes non-Pro subscription plans for its research, ensuring accessibility by teachers or students without any cost. The date of access for these chatbots was September 20, 2023. The AI models used include ChatGPT based on OpenAI's GPT-3.5 architecture with a knowledge cut-off in January 2022, without Internet browsing capabilities; Google Bard from the Gemini family, version 1.0, which integrates internet-based search; Microsoft Copilot (Balanced mode), which evolved from Bing Chat, providing information and content generation; and Claude version 2. This approach ensures the study's findings are applicable and replicable for educators and students utilizing freely available resources.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 3","pages":"184-204"},"PeriodicalIF":0.0,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.39","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316742","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