Education Sciences最新文献

Online Pedagogies and the Middle Grades: A Scoping Review of the Literature 在线教学法与中年级：文献综述

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Education Sciences Pub Date : 2024-09-18 DOI: 10.3390/educsci14091017

Brooke Eisenbach, Bridget Coleman

{"title":"Online Pedagogies and the Middle Grades: A Scoping Review of the Literature","authors":"Brooke Eisenbach, Bridget Coleman","doi":"10.3390/educsci14091017","DOIUrl":"https://doi.org/10.3390/educsci14091017","url":null,"abstract":"Online teaching and learning has had a presence in K12 public education since the 1990s. Following the COVID-19 global pandemic, there has been a surge in online learning and an increase in research surrounding the role of online teaching and learning within the K12 context. However, while the inclusion of online pedagogies flourishes throughout middle-grade educational settings, there is limited contemporary research that speaks specifically to effective online instruction of young adolescent learners. This scoping review examines the existing body of literature pertaining to online pedagogies within the middle grades in an effort to map the current trends, gaps, and overall state of research pertaining to national and international middle-level online pedagogy. Researchers screened research and pedagogically centered peer-reviewed articles published between 2013 and 2024. The reviewed articles were charted according to standardized details—e.g., author(s), publication year, research purpose, study location, participant demographics, methodology, and outcomes—to identify themes relevant to online pedagogical approaches, national or international contextual considerations, connection to the Association for Middle Level Education (AMLE) characteristics, and more. The findings speak to trends and gaps within middle-grade online pedagogical research with recommendations for additional examination of research and pedagogy specific to middle-grade online teaching and learning.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming 基于 Moodle LMS 的翻转式项目学习模式对提高学生在学习编程过程中的交流和解决问题能力的有效性

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Education Sciences Pub Date : 2024-09-18 DOI: 10.3390/educsci14091021

Ruslan Ruslan, Lu’mu Lu’mu, M. Miftach Fakhri, Ansari Saleh Ahmar, Della Fadhilatunisa

{"title":"Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming","authors":"Ruslan Ruslan, Lu’mu Lu’mu, M. Miftach Fakhri, Ansari Saleh Ahmar, Della Fadhilatunisa","doi":"10.3390/educsci14091021","DOIUrl":"https://doi.org/10.3390/educsci14091021","url":null,"abstract":"The acquisition of programming skills is often complex and poses challenges that impede students’ progress and understanding. This study aimed to assess the effectiveness of the flipped project-based learning (FPBL) model, implemented via Moodle LMS, in enhancing students’ communication and problem-solving abilities in programming education. The study employed a quasi-experimental design with a control group following a blended learning approach and an experimental group utilizing the FPBL model. Purposive sampling was used. Data collection involved pre- and post-tests assessing communication and problem-solving skills, analyzed through paired and independent sample t-tests to evaluate the significance of the observed improvements. These findings demonstrated significantly positive outcomes in the experimental group. For problem-solving skills, the paired sample t-test showed a mean difference of 16.000, a t-value of 5.852, and a significance level of 0.000. Communication skills analysis revealed a mean difference of 7.400, a t-value of 10.418, and a significance level of 0.000. Independent sample t-tests corroborated these results, indicating notable enhancements in both skills in the experimental group compared to the control group. he FPBL model based on the Moodle LMS markedly improved students’ communication and problem-solving skills in programming education. Future research should investigate the long-term retention of these skills and the applicability of the model across different disciplines and educational levels.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Updating Calculus Teaching with AI: A Classroom Experience 用人工智能更新微积分教学：课堂体验

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Education Sciences Pub Date : 2024-09-18 DOI: 10.3390/educsci14091019

Roberto Carlos Torres-Peña, Darwin Peña-González, Ellery Chacuto-López, Edwan Anderson Ariza, Diego Vergara

{"title":"Updating Calculus Teaching with AI: A Classroom Experience","authors":"Roberto Carlos Torres-Peña, Darwin Peña-González, Ellery Chacuto-López, Edwan Anderson Ariza, Diego Vergara","doi":"10.3390/educsci14091019","DOIUrl":"https://doi.org/10.3390/educsci14091019","url":null,"abstract":"In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and Wolfram Alpha, to deepen students’ understanding of key mathematical concepts such as derivatives and rates of change through continuous interaction with a virtual tutor. By employing well-designed prompts, these tools facilitated problem-solving exercises that were verified and refined by AI, fostering both precision in calculations and conceptual clarity. Observations from the classroom implementation reveal that students not only improved their accuracy in performing derivative calculations but also developed a clear understanding of the distinctions between average and instantaneous rates of change. The AI tools created a dynamic, adaptive learning environment, providing immediate feedback and simulations that significantly boosted student engagement and motivation. These findings underscore the potential of AI to transform mathematics education by making learning more personalized and accessible, ultimately enhancing educational outcomes and preparing students for future academic and professional challenges. Furthermore, this study introduces an innovative approach to refining AI prompts and interactions, highlighting the importance of iterative improvement to enhance the quality of AI feedback. This approach is crucial for developing better problem-solving skills and ensuring a comprehensive understanding of mathematical concepts.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-Regulation Profiles of Pre-Service Mathematics Teachers for Primary Education in Mathematical Problem-Solving Contexts 小学数学教育职前教师在数学问题解决情境中的自我调节概况

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Education Sciences Pub Date : 2024-09-18 DOI: 10.3390/educsci14091018

Josune Landa, Ainhoa Berciano, José M. Marbán

引用次数: 0

The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation 发明拼写教学对识字成绩和写作动机的影响

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Education Sciences Pub Date : 2024-09-18 DOI: 10.3390/educsci14091020

Katie Schrodt, Erin FitzPatrick, Sungyoon Lee, Debra McKeown, Alexis McColloch, Kimberly Evert

{"title":"The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation","authors":"Katie Schrodt, Erin FitzPatrick, Sungyoon Lee, Debra McKeown, Alexis McColloch, Kimberly Evert","doi":"10.3390/educsci14091020","DOIUrl":"https://doi.org/10.3390/educsci14091020","url":null,"abstract":"Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is children’s spontaneous or self-directed attempts to represent words in print by matching sounds to known letters or phonics patterns. A quasi-experimental study was used to evaluate the impact of invented spelling on foundational literacy skills and writing motivation in 63 kindergarten students at a rural school in the Mid-South. The research questions focused on the impact of invented spelling instruction on a variety of literacy outcomes, including foundational skills, spelling, and motivation. The results indicate the significant main effects of invented spelling instruction on students’ invented spelling (p < 0.001), conventional spelling (p < 0.001), complex vocabulary use (p < 0.001, writing motivation (p = 0.040), and writing achievement (p < 0.001). Other outcomes as well as implications and future directions are reported. The invented spelling intervention encouraged low-stake risk taking when writing and removed barriers to writing entry. Allowing time and space for invented spellings means students can focus on communicating their ideas in print without being hindered by the expectation to conform to conventional spellings.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Obtaining Academic Employment Within the U.S. Context: The Experiences of Strugglers 在美国背景下获得学术就业机会：奋斗者的经历

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Education Sciences Pub Date : 2024-09-17 DOI: 10.3390/educsci14091015

Binh Chi Bui, Elsa Maria Gonzalez

引用次数: 0

Investigating the Effects of Practice Time on Student Achievement Considering Variations in Demographics across Various Chemistry Topics 调查练习时间对学生成绩的影响，同时考虑不同化学课题的人口统计学差异

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Education Sciences Pub Date : 2024-09-17 DOI: 10.3390/educsci14091016

Sloka Suresh, Stephanie Toy, Neha Gondra, Auddy Guerrero Anilao, Brandon Vernoy, Ingo Eilks, Ozcan Gulacar

{"title":"Investigating the Effects of Practice Time on Student Achievement Considering Variations in Demographics across Various Chemistry Topics","authors":"Sloka Suresh, Stephanie Toy, Neha Gondra, Auddy Guerrero Anilao, Brandon Vernoy, Ingo Eilks, Ozcan Gulacar","doi":"10.3390/educsci14091016","DOIUrl":"https://doi.org/10.3390/educsci14091016","url":null,"abstract":"This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performance of the Maximum time group declined. This suggests that, while additional practice is beneficial, there could be an optimal amount of time that students should spend on each question. Spending too much time on a single question can lead to mental and emotional fatigue, resulting in a decline in performance. Additionally, the researchers noted variations in performance across different chemistry topics and student groups, and they examined the relationship between student demographics and their problem-solving performances. The study provides recommendations for educators, testing services, and online homework systems to improve the effectiveness of chemistry instruction, highlighting the importance of finding the right balance between practice time and student engagement, and suggesting that a uniform approach to practice problems may not be ideal for every student.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean 小学教师的 TPACK 诊断：哥伦比亚加勒比地区的案例研究

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Education Sciences Pub Date : 2024-09-16 DOI: 10.3390/educsci14091013

Ángel Jiménez Sierra, Jorge Ortega Iglesias, Antonio Palacios-Rodríguez

{"title":"Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean","authors":"Ángel Jiménez Sierra, Jorge Ortega Iglesias, Antonio Palacios-Rodríguez","doi":"10.3390/educsci14091013","DOIUrl":"https://doi.org/10.3390/educsci14091013","url":null,"abstract":"Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a public school in the Colombian Caribbean. Eight teachers participated in a professional development program based on the Lesson Study (LS) methodology. Adopting an interpretive qualitative approach and a case study for the operational analysis of LS, the findings indicate that teachers, in self-reports and performance-based assessments, highlight high competence in the PK, CK, and PCK domains. This demonstrates their ability to select and adapt effective teaching strategies. They excel in guiding learning and understanding academic content, showcasing a remarkable capacity to adapt to the diverse socioeconomic realities of their students. However, these findings also highlight areas for improvement in developing the technological components of TPACK, specifically TK, TPK, TCK, TPCK, and XK.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Successful School Principals Balancing Ethical, Personal and Collective—A Norwegian Case 成功校长兼顾道德、个人和集体--挪威案例

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Education Sciences Pub Date : 2024-09-16 DOI: 10.3390/educsci14091014

Hedvig Neerland Abrahamsen, Ann Elisabeth Gunnulfsen

引用次数: 0

Innovative Integration of Poetry and Visual Arts in Metaverse for Sustainable Education 将诗歌和视觉艺术创新性地融入可持续教育的 Metaverse 中

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Education Sciences Pub Date : 2024-09-15 DOI: 10.3390/educsci14091012

Ji-yoon Kim, Han-sol Kim

{"title":"Innovative Integration of Poetry and Visual Arts in Metaverse for Sustainable Education","authors":"Ji-yoon Kim, Han-sol Kim","doi":"10.3390/educsci14091012","DOIUrl":"https://doi.org/10.3390/educsci14091012","url":null,"abstract":"The rapid advancement of digital technology has necessitated a reevaluation of traditional educational methodologies, particularly in literature and visual arts. This study investigates the application of metaverse technology to integrate contemporary poetry and visual arts, aiming to enhance university-level education. The purpose is to develop a convergent teaching method that leverages the immersive and interactive capabilities of the metaverse. The research involves a joint exhibition project with students from Sangmyung University and international participants, incorporating a metaverse-based educational program. A sample of 85 students participated in the program, and their experiences were evaluated through surveys and focus group interviews (FGIs). The findings reveal significant correlations between content satisfaction and method satisfaction, underscoring the importance of engaging and interactive methods. The study also identifies technical challenges and provides insights for optimizing digital platforms for educational purposes. The implications suggest that integrating metaverse technology in arts education can significantly enhance creativity, critical thinking, and interdisciplinary skills, offering a sustainable and innovative approach to modern education. Based on these implications, this paper proposes methods for incorporating the insights gained from case analyses and implications into the design of educational programs. It is anticipated that this approach will contribute to enhancing the quality of convergence education in higher education institutions. Furthermore, it is expected that this program will serve as a starting point for the systematic implementation of integrated education and the use of digital platforms, thereby helping to reduce disparities in integrated education between countries.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0