Education Sciences最新文献

{"title":"Dual-Platform Mushroom Cultivation for STEM Education: AI-Assisted Environmental Monitoring and Student Perceptions.","authors":"Byron Meade, Annie Wang, Steven Layne, Emily Duncan, Brooke Duncan, Eli Johnson, Lucas Gibson, Teresa Johnson, Ivan Wheeling, Grant Lumpkins, Daniel Flores, Walden Martin, Kevin Wang","doi":"10.3390/educsci16071010","DOIUrl":"10.3390/educsci16071010","url":null,"abstract":"<p><p>A dual-platform mushroom cultivation system integrating artificial intelligence (AI)-assisted environmental monitoring and controlled-environment agriculture (CEA) was developed to support experiential STEM education across K-12 and undergraduate settings. Hands-on instruction with multicellular fungi is often limited by reliance on microbial models and by constraints associated with field-based activities. To address this gap, we implemented an indoor instructional platform that combines a commercial AI-assisted automated cultivation unit with a tent-based chamber for hands-on environmental control. Representative cultivated species included oyster mushrooms (<i>Pleurotus</i> spp.) and lion's mane (<i>Hericium erinaceus</i>). The AI-assisted system provided sensor/camera-based monitoring, app-based feedback, and software-assisted regulation of humidity, light, and airflow, whereas the tent-based system enabled direct student manipulation of cultivation conditions. Together, the systems allowed students to observe fungal development, manage environmental parameters, and collect quantitative and qualitative data within a single academic term. Post-harvest activities, including mushroom-based food preparation and tasting, further connected fungal biology with food and sustainability. A matched pre- and post-course survey (<i>n</i> = 30) showed increases in students' self-reported perceived understanding, cultivation confidence, and engagement, with mean scores increasing from approximately 2-4 to 6-8. Because the survey instrument was not formally validated and no control group was included, these results are interpreted as preliminary self-reported perceptions rather than objective evidence of learning gains. The platform provides a practical model for integrating fungal biology, AI-assisted environmental monitoring, and CEA into STEM education.</p>","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"16 7","pages":""},"PeriodicalIF":3.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13384478/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148600240","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":"Project SCORE (Student-Centered Outcomes Research Experience).","authors":"Marie Barnard, Tess Johnson, Allison Ford-Wade, Breanna Wade, Quest Whalen, Erin Dehon, Murrell Godfrey, Rachel Scott, Sarah K Mason, Caroline E Compretta","doi":"10.3390/educsci16050745","DOIUrl":"10.3390/educsci16050745","url":null,"abstract":"<p><p>Project SCORE (Student-Centered Outcomes Research Experiences) is a community-engaged after school science education program designed to address persistent inequities in health, education, and biomedical career access among Mississippi youth. Grounded in youth participatory action research and leveraging near-peer mentoring (NPM), the program engages teens in public health education, research skill development, and mentored inquiry led by undergraduate and graduate health sciences students. Program components include weekly workshops during the academic year and a one-week residential summer campus experience focused on health literacy, scientific thinking, research communication, and college-readiness. An evaluation assessed implementation and shortterm outcomes. Pre/post survey data indicate increases in STEM self-efficacy, career interest in STEM careers, and public health communication skills. Students reported strong engagement, belonging, and program satisfaction, and summer participants described an enhanced interest in college and health science careers. The lessons learned highlight the importance of robust NPM support, flexible program adaptation, and strong community partnerships. Early findings demonstrate that Project SCORE is a feasible, acceptable, and replicable model for engaging historically excluded youth in STEM and public health through community-based, student-centered research experiences.</p>","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"16 5","pages":""},"PeriodicalIF":3.5,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13179104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147962555","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":"\"It Was Changing [My] Embedded Inner Culture\": Culturally Informed Training in STEMM.","authors":"Judith C P Lin, Carrie L Saetermoe, Sophia E Lucas, Armando Gonzalez, David Boyns, Yolanda Vasquez-Salgado, Shu-Sha Angie Guan","doi":"10.3390/educsci16030427","DOIUrl":"10.3390/educsci16030427","url":null,"abstract":"<p><p>While scholars have written about programs that support community college (CC) students in STEMM and their transition to four-year institutions, less attention has been paid to culturally informed approaches addressing cultural mismatch and leveraging community cultural wealth (CCW). This paper presents results from qualitative research conducted through five focus groups with 43 CC students who attended a summer program over three summers. Grounded in strategies that address cultural mismatch by drawing on CCW and ancestral strengths to foster STEMM success, the summer program provides CC students with professional tools and skills for their educational trajectories and supports them as they pursue a STEMM pathway. The findings revealed that learning about multiple pathways through faculty members' academic journeys, bonding with peers, and gaining the language to describe home-school mismatch experiences allowed students to reduce intimidation and self-blame, increase self-efficacy, develop a stronger science identity invested in social justice, and demonstrate greater willingness to engage with institutional actors. In sum, humanizing STEMM not only portrays a holistic picture of the field but also demystifies the notion of STEMM as a \"cold\" career, enabling students to more readily see themselves in role models and envision themselves on a viable career path.</p>","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"16 3","pages":""},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13166146/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147927745","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":"Examining Undergraduates' Intentions to Pursue a Science Career: A Longitudinal Study of a National Biomedical Training Initiative.","authors":"Jayashri Srinivasan, Krystle P Cobian, Hector V Ramos, Christina A Christie, Catherine M Crespi, Teresa Seeman","doi":"10.3390/educsci15070825","DOIUrl":"10.3390/educsci15070825","url":null,"abstract":"<p><p>Disparities in the participation of individuals from historically excluded groups in science careers persist, particularly at advanced career stages. In response to this challenge, the National Institutes of Health developed the BUilding Infrastructure Leading to Diversity (BUILD) initiative, aimed at undergraduate institutions to examine evidence-based strategies to engage and retain students across science-related fields. In this longitudinal study, we used propensity score matching and mixed-effects logistic regression models to examine the effects of BUILD on undergraduates' intentions to pursue science-related research careers. The results indicate that students who participated in BUILD are four times more likely to pursue a science-related research career in comparison to their non-BUILD counterparts. We also discuss and present the need to incorporate research training and mentorship to promote a diverse scientific workforce.</p>","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12288646/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144706826","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":"A Coaching-Based Training for Underrepresented Mentors in STEM.","authors":"Molly E Tuck, Kaylee A Palomino, Julie A Bradley, Margaret Mohr-Schroeder, Luke H Bradley","doi":"10.3390/educsci15030289","DOIUrl":"10.3390/educsci15030289","url":null,"abstract":"<p><p>As an approach, coaching-based models have been demonstrated to enhance student self-efficacy, improve grades, and increase retention and graduation rates. Coaching-based training models are also key in mentor development, focusing on open-ended questions and active listening to create supportive environments where mentees can independently find solutions. This approach not only builds mentors' communication and leadership skills but also enhances their adaptability and problem-solving abilities. For underrepresented groups in STEM, such training positions mentors as knowledge facilitators, helping bridge gaps in mentorship experiences and bolstering confidence in their roles, thereby contributing to a more inclusive and effective learning ecosystem. This study investigates the impact of a coaching-based approach to near-peer mentor training within the UK START program, focusing on high school student participants. Interviews revealed significant benefits, including enhanced communication skills, particularly in asking open-ended questions and avoiding judgmental language. Mentors also reported improved composure in stressful situations, often utilizing techniques such as deep breathing to manage emotions during interactions with young campers. Additionally, participants experienced personal growth, seeing themselves as leaders and role models, which they attributed to the mentorship training. The role affirmed their confidence in their STEM knowledge and sparked interest in future mentorship roles. These findings suggest that structured coaching-based training can build a supportive environment, benefiting both mentors and mentees.</p>","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11905210/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143623961","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":"Ready and Healthy for Kindergarten: A Collaborative Multilingual Family Involvement Program Created by Teachers, Pediatricians, and Parents.","authors":"Lucia Lakata, Lesley Mandel Morrow, Maria Lattmer, Silvia Perez-Cortes, Usha Ramachandran, Shilpa Pai, Daniel Lima, Alicja Bator, Benjamin F Crabtree, Maria B Pellerano, Pamela Ohman Strickland, Nila Uthirasamy, Kevin Guerrero, Caroline Mendoza, Manuel E Jimenez","doi":"10.3390/educsci15020209","DOIUrl":"10.3390/educsci15020209","url":null,"abstract":"<p><p>Ready and Healthy for Kindergarten is a Spanish/English multilingual family involvement program that is grounded in sociocultural and family literacy theories since it focuses on health and literacy development. The program's development reflects a collaborative partnership of teachers, pediatricians, families, and an advisory board of multilingual parents dedicated to preparing preschoolers and their families for kindergarten. Health themes are presented to introduce foundational literacy and social-emotional skills, and the program comprises eight one-hour virtual sessions intended to engage both children and their families through active participation in learning. The program highlights how parents, educators, and pediatricians can come together to align their expertise and impact family knowledge around child development needs. With this strong collaboration when designing and implementing the Ready and Healthy for Kindergarten program, we were able to successfully provide guidance and support for families, which helped them to establish routines that promote health and well-being, along with some literacy skills.</p>","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"15 2","pages":"209"},"PeriodicalIF":2.5,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080490/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144076699","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":"From Surviving to Thriving: A Trauma-Informed Yoga Intervention for Adolescents and Educators in Rural Montana.","authors":"Lauren Davis, Brandon G Scott, Greta M Linse, Rebecca Buchanan","doi":"10.3390/educsci14121394","DOIUrl":"10.3390/educsci14121394","url":null,"abstract":"<p><strong>Background: </strong>(1)Due to the mental health crisis that has spiraled since the onset of COVID-19, particularly among the nation's youth, the purpose of this study was to examine the efficacy of a novel, school-based mental health intervention for high school students (ages 15-17 years). This project's main aim was to determine which intervention modality was more effective with students across two school districts with varying degrees of rurality (in-person delivery vs. remote delivery). A secondary aim of this study was to determine the efficacy of a remotely delivered, concurrent intervention for educators across both school districts. This study took place in rural southwestern Montana.</p><p><strong>Methods: </strong>(2)Utilizing a 6-week, trauma-informed yoga intervention, comparisons of mental and physical health outcomes were performed using cohort data drawn from participants' physiological data and validated mental health survey measures.</p><p><strong>Results: </strong>(3)While physiological results were mixed across experimental groups, mental health outcomes were overwhelmingly positive for all groups. Additionally, educators reported improvements in career satisfaction and burnout levels.</p><p><strong>Conclusions: </strong>(4)Findings indicate a great deal of promise with this intervention in improving mental health outcomes for both students and educators. Moreover, a face-to-face intervention for students showed dramatic improvement in physiological stress indicators.</p>","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"14 12","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11687386/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142914028","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":"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":"30 1","pages":""},"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}

{"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":"16 1","pages":""},"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}

{"title":"Self-Regulation Profiles of Pre-Service Mathematics Teachers for Primary Education in Mathematical Problem-Solving Contexts","authors":"Josune Landa, Ainhoa Berciano, José M. Marbán","doi":"10.3390/educsci14091018","DOIUrl":"https://doi.org/10.3390/educsci14091018","url":null,"abstract":"Self-regulation in mathematical problem solving is of particular importance in the initial training of Primary Education teachers as it can contribute to improving their own competence in mathematics and at the same time enable them to teach effectively and in a personalized way. With this idea in mind, this study identifies self-regulation profiles present in university students in mathematical problem-solving contexts based on data from the application of a validated scale on a sample of 402 pre-service teachers of primary education at University of the Basque Country. The cluster analysis carried out made it possible to identify and characterize three profiles, labelled according to the level of self-regulation represented by each of them (low, medium, high). In view of the results obtained, we perceive a need to design didactic proposals that allow these profiles to evolve from the lowest to the highest levels.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"150 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254405","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}