Future in Educational Research最新文献

{"title":"An unplugged remix of culturally responsive computing for early childhood education","authors":"Frances K. Harper,&nbsp;James A. Larsen,&nbsp;Margaret Quinn,&nbsp;Lori Caudle,&nbsp;Bethany Parker,&nbsp;Amir Sadovnik,&nbsp;The CRRAFT Partnership","doi":"10.1002/fer3.41","DOIUrl":"https://doi.org/10.1002/fer3.41","url":null,"abstract":"<p>Despite a growing movement towards expanding computer science education in PreK-12, gaps in computing opportunities along lines of race, ethnicity, class, and gender have widened. Emergent theories and practices related to culturally responsive computing show promise in addressing this gap; however, little is known about engaging Black, Latinx, and Indigenous preschoolers in computer science. In this paper, we utilized qualitative content analyses to explore how an early childhood computer science curriculum created opportunities for young Black and Latinx preschoolers to develop computational thinking skills while engaging in culturally responsive computing. Overwhelmingly, we found the curriculum, co-developed with educators and caregivers, emphasized unplugged tools and coding activities to support computational thinking. These unplugged opportunities positioned children as innovators with technology and technosocial change agents, in developmentally-appropriate, play-based ways. Findings demonstrate a need to emphasize the value of unplugged tools and coding activities in order to support computational thinking and align the goals of culturally responsive computing with the unique needs of young children. We discuss implications for a theory of culturally responsive computing specifically for early childhood education.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 4","pages":"478-497"},"PeriodicalIF":0.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.41","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252899","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":"How digital transformation can influence workflows, teaching practices and curricula in (bio)process science and engineering—An interview series with stakeholders","authors":"J. F. Buyel","doi":"10.1002/fer3.40","DOIUrl":"https://doi.org/10.1002/fer3.40","url":null,"abstract":"<p>A massive digital transformation is underway in biotechnology and process engineering fueled by recent advances in machine learning and so-called artificial intelligence, especially in the large language model field (e.g., ChatGPT). Training courses and curricula will need to adapt to keep pace, but the speed of progress is such that guidelines for the implementation of a digital transformation are probably already outdated. We therefore interviewed stakeholders from the fields of didactics, biotechnology and process engineering to collect the latest perspectives on the impact of digital transformation and to solicit recommendations for the adaptation of curricula and training courses to reflect new work profiles in academia and industry. We conducted semi-structured interviews with 17 stakeholders and used a framework analysis approach to structure and evaluate the collected information. For example, data handling was the dominant general activity affected by digital transformation, whereas multitasking was relevant to work, and the design and implementation of new didactic methods and content was linked to teaching. The interviews revealed that an increasingly diverse set of skills and competences (in addition to those in current curricula) will be expected from the next generation of biotechnologists and process engineers. This includes profound programming skills, model building abilities, as well critical data interpretation and data literacy in the widest sense. The corresponding key challenges will be a reasonable and structured disinvestment in other areas to provide slots for the new content and to secure resources for the implementation of necessary modifications.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 3","pages":"205-224"},"PeriodicalIF":0.0,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.40","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316736","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":"Demystifying early childhood computational thinking: An umbrella review to upgrade the field","authors":"Weipeng Yang,&nbsp;Jiahong Su,&nbsp;Hui Li","doi":"10.1002/fer3.38","DOIUrl":"https://doi.org/10.1002/fer3.38","url":null,"abstract":"<p>By transforming abstract problems into tangible solutions, computational thinking (CT) emerges as a foundational competency. This umbrella review synthesizes the current landscape of CT in early childhood, pivotal for fostering 21st-century skills across multiple domains. A systematic search across Scopus, ACM Digital Library, and Web of Science yielded 13 review studies for analysis, addressing the integration of CT in early childhood education. Employing a narrative synthesis approach, the review illuminated key findings and highlighted future research trajectories. Findings indicate the centrality of creating sequences and events in imparting CT in early childhood, recommending more sophisticated concepts like loops and conditionals for older children. Instructional designs unearthed include scaffolding with narratives, tangible objects, and physical embodiments, balancing structured tasks and open-ended engagement. Three categories of computational kits were discerned: physical, virtual, and hybrid kits. The Bee-Bot and various LEGO kits were prevalent among CT learning tools, with interfaces ranging from physical buttons to hybrid systems. Efficacy was noted in tangible activities like unplugged applications and robotics in enhancing concrete understanding and competencies in coding, CT, and spatial skills. Concluding remarks discuss research gaps, future prospects, and provide actionable insights for educators and policy makers, calling for the co-creation of an ecosystem of CT integration across early childhood curricula.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 4","pages":"458-477"},"PeriodicalIF":0.0,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.38","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143253704","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":"Artificial versus natural intelligence: Overcoming students' cheating likelihood with artificial intelligence tools during virtual assessment","authors":"Olalekan J. Akintande","doi":"10.1002/fer3.33","DOIUrl":"10.1002/fer3.33","url":null,"abstract":"<p>Assessment techniques need to evolve beyond traditional methods in light of the rapidly developing artificial intelligence (AI) tool technologies, such as Copilot, Bard, and ChatGPT. These AI-powered Chatbot is designed to appear similar to human speech or text and present information conversationally, making them tenable options for student assessment support worldwide. Consequently, to take advantage of the weaknesses in the AI system and foster a creative attitude in their pupils, educators must reconsider their approach to evaluation. The study conducts a comparative experiment on two different assessment methods—the traditional questioning strategy (Experiment I) versus the alternative or modified strategy (Experiment II), to assess how well the AI tools perform in the assessment and how the new technique can deter students from engaging in academic dishonesty. According to the study in Experiment I, the AI-Chatbot had a 100% positive response correlation, but in Experiment II, it had a shockingly low positive response correlation. Comparably, pupils who use AI-Chatbot and those who do not have significant performance disparities (<i>α</i> = 0.05, <i>p</i>-value &lt; 0.001; 1.8331). Inferentially, AI-Chatbot helped students a lot in Experiment I but did considerably less in Experiment II. In other words, Experiment II's questioning approach outperforms the AI tools' level of competence. The study comes to the conclusion that if AI is effectively harnessed, human natural intelligence will always be able to overcome the challenges posed by these powerful AI technologies.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 2","pages":"147-165"},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.33","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104487","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":"Frugal Education: What, why, and how?","authors":"Alex Masters","doi":"10.1002/fer3.32","DOIUrl":"10.1002/fer3.32","url":null,"abstract":"<p>This paper explores how frugal innovation practices can challenge resource constraints by leveraging available resources in creative and innovative ways towards more affordable, practical, sustainable and resilient education practice. The education sector has faced many challenges when adapting practice to deliver quality education in the wake of a world-changing pandemic. There is a great deal we can learn from each other with regards to the frugal application of resources, such as time, money, people and space. However, forms of frugality in education design are driven by necessity and are reactive as opposed to proactive measures. We can, however, learn from educators and institutions that have been able to achieve significant educational impact at low cost with far fewer resources, adopting frugal approaches to education design and delivery. This paper proposes a set of frugal education aspects that demonstrate how frugal design practices can be organised and applied within an educational context. The aspects are outlined, and examples are presented to illustrate their effectiveness within existing education practice. This paper seeks to contribute to the existing knowledge base and research into frugal innovation practice as it applies within an education context, reframing the use of the term ‘frugal’ away from affordability and poor quality, towards a more expansive understanding that establishes a foundation on which to build, define, and contextualise frugality within an education context. The paper concludes with recommendations for the development of practical resources, informed by the research, to support educators in the design of frugal education practice.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 2","pages":"109-130"},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.32","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983362","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":"Computational thinking for young indigenous learners in New Zealand","authors":"Wendy Fox-Turnbull,&nbsp;Shaoqun Wu,&nbsp;Tiana Mayo,&nbsp;Matthew Stafford,&nbsp;Swati Gulati","doi":"10.1002/fer3.29","DOIUrl":"10.1002/fer3.29","url":null,"abstract":"<p>Computational thinking, a key component for digital technologies, is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. It is critical that all young students acquire computational thinking skills during their school age. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study examines what pedagogies most effectively facilitate computational thinking learning for young Māori learners. In particular, what is the role of using authentic contexts in young Māori learners learning computational thinking? and what teaching strategies engage students effectively? The 4-week study was undertaken at a local Primary School with a high Māori roll in a low socioeconomic area. The findings suggested that the learning is more effective when the concepts of computation thinking were embedded in the students' cultural and local environment (language, places, stories) through the learning context and the pedagogical strategies.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 2","pages":"131-146"},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.29","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141050833","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":"How rural school teachers can support the learning adjustment of left-behind children under the ‘double-reduction’ policy","authors":"Xuedi Pi,&nbsp;Jianping Huang,&nbsp;Jiong Niu","doi":"10.1002/fer3.31","DOIUrl":"10.1002/fer3.31","url":null,"abstract":"<p>Quality-oriented education under the guidance of the ‘Double Reduction’ policy aims to ensure all children grow in an all-around way with different backgrounds. However, many left-behind children (LBC) whose parents work away in cities have a greater tendency toward academic and mental problems compared with non-left-behind children. Teachers are the important adults in the lives of the LBC who spend much time staying with each other. This study draws from interviews with 16 rural primary and secondary school teachers. Guided by social support theory, this qualitative research highlighted the importance of teacher support on children's learning adjustment through social support networks. It argued that strategic guidance of teachers targets individuals' difficulties in the environment through emotional support, material support, information support and companionship. Under the ‘Double Reduction’ policy, teachers adopted tiered instruction and offered after-school services to meet the needs of LBC. Finally, the result revealed that rural teachers help LBC change their learning attitudes, thereby promoting self-learning ability.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 2","pages":"93-108"},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.31","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658722","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":"Analyzing the influence of principals' instructional leadership, teachers' attitudes toward change, and schools' collaborative learning cultures on educational reform in learning","authors":"Ying Hu,&nbsp;Ibrahim Duyar","doi":"10.1002/fer3.30","DOIUrl":"10.1002/fer3.30","url":null,"abstract":"<p>The purpose of this study was to examine the influence of principals' instructional leadership, teachers' attitudes toward change, teachers' attitudes toward school museums' instructional mission, and schools' collaborative learning culture on students' level of key competencies (e.g., cognitive, creative, and cooperative competencies). A special emphasis was given to the examination of whether the school contexts in the form of school museums have any significant influence on student learning. A random sample of 22 public schools with museums was selected from four cities in China (Shanghai, Shaoxing, Hangzhou, and Foshan). A total of 111 school teachers and 1171 students were included as participants. Multilevel confirmatory factor analysis and structural equation modeling were employed to analyze multisource survey data. Findings revealed that principals' instructional leadership positively influenced students' key competencies, which was mediated by teachers' attitudes toward school museums' instructional mission and schools' collaborative learning culture. Similarly, teachers' attitudes toward change positively predicted students' key competencies. The findings of the study suggest that school museums can be instrumental in improving student learning and, thus, may contribute to large-scale learning policy changes that incorporate cognitive learning with noncognitive, social, and emotional aspects of learning.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 2","pages":"166-182"},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.30","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690396","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":"Empowering equality: Advancing quality education in the contemporary global landscape","authors":"Walter Odondi","doi":"10.1002/fer3.26","DOIUrl":"https://doi.org/10.1002/fer3.26","url":null,"abstract":"<p>This comprehensive study investigates the multifaceted dimensions of education, with a primary emphasis on access, equity and quality in the context of the COVID-19 pandemic and Kenya's educational landscape. The research begins by highlighting the centrality of education as a transformative force for individuals and societies, with the goal of bridging disparities that impede progress. The study introduces the concept of ‘Learning Poverty’, highlighting the worldwide problem of children's inability to read and comprehend fundamental texts, which is especially prevalent in sub-Saharan Africa. It highlights the dire consequences of the COVID-19 pandemic, exacerbating pre-existing learning crises and exacerbating inequalities, particularly in regions already struggling with high rates of learning deprivation. In the context of Kenya, the research examines the nation's aspirations for equitable education with an emphasis on assuring access to quality secondary education, distributing resources' equitably, addressing disparities between public and private schools and promoting gender equity. It recognises ongoing efforts while addressing persistent barriers, such as low transition rates especially for girls. This research concludes by emphasising the critical significance of an unwavering commitment to well-defined policy approaches and comprehensive reform initiatives to improve the quality and inclusiveness of education. It cautions against an overemphasis on privatisation and competition and urges a comprehensive reorganisation of policies and resource allocation in order to align with the Sustainable Development Goals. This study emphasises the importance of addressing educational disparities for global progress and the holistic development of children around the globe.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 1","pages":"40-48"},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.26","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140142014","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":"Improving education for a more equitable world: Futurist perspectives","authors":"Jun Li,&nbsp;Jingwun Liang","doi":"10.1002/fer3.27","DOIUrl":"https://doi.org/10.1002/fer3.27","url":null,"abstract":"<p>To many, education remains a dream of equal opportunities for all learners, regardless of their backgrounds and contexts. Confucius advocated 2500 years ago for education without discrimination (有教无类), a dream of education for all. This evolving vision was renewed right after WWII by the United Nations Universal Declaration of Human Rights, stipulating that everyone has the right to education. Although pioneers, like minority woman leader Patsy Mink, have long envisioned equal education with persevering efforts for the United States, the realities in the country and worldwide do not reflect this dream.</p><p>Educational reforms abound around the globe, but limited improvements have been made to actualize educational equity, as is reported again and again by the <i>UNESCO in Global Education Monitoring Reports</i> (2021) and more recently in <i>Reimagining Our Futures Together: A New Social Contract for Education</i> (2022). There are many interrelated factors, often working in tandem, attributing to these limited improvements. These factors include power disparity, income, gender, sexuality, race, ethnicity, language, ability, culture, religion, geo-politics, and neocolonialism, among others. It is important to note the context within which these factors exist. We are facing a global emergency of climate change, in an uncertain era post-COVID. However, the people and communities most impacted by these crises are already vulnerable and the situation will only worsen if drastic changes are not made immediately; these factors will only expand existing inequalities, and in particular, further widen the existing gaps of learning access and success. We must then ask ourselves an urgent and crucial question: What responsibilities, agendas, and solutions can properly address these alarming, coalescing challenges?</p><p>Educational improvement is not merely a technical term, evidenced by the emerging, fast-growing, and interdisciplinary field of educational improvement studies (Li, <span>2023</span>). It constitutes a powerful <i>approach</i> and a dynamic <i>process</i> to advance education, through which reality and uncertainty are examined and problems are tackled. It varies across educational levels, forms, and contexts, including but not limited to equity, inclusion, diversity, quality, effectiveness, and sustainability. Each deserves stronger policy actions and more integrated theories and applications, requiring capacity- and community-building, a systemic approach, and multi-perspective inquiries.</p><p>Comparative and international perspectives are essential to fulfilling the dream of educational equity. How should we critically look at and meet desired outcomes across time and space? In what ways may micro, meso, and/or macro educational strategies, structures, and processes be improved along with their environments? How do we know through rigorous methods that we ARE making progress responsively? What changes can bring about responsible and ","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 1","pages":"2-5"},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.27","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140142019","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}