Education Sciences最新文献_第2页

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":"44 1","pages":""},"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":"2 1","pages":""},"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":"16 1","pages":""},"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

Active Learning Pedagogies in High School and Undergraduate STEM Education 高中和大学本科 STEM 教育中的主动学习教学法

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Education Sciences Pub Date : 2024-09-15 DOI: 10.3390/educsci14091011

Rea Lavi, Lykke Brogaard Bertel

引用次数: 0

Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature 用于青少年教学的多模式资源和方法：文献综述

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Education Sciences Pub Date : 2024-09-14 DOI: 10.3390/educsci14091010

Roberta Linder, Francine Falk-Ross

{"title":"Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature","authors":"Roberta Linder, Francine Falk-Ross","doi":"10.3390/educsci14091010","DOIUrl":"https://doi.org/10.3390/educsci14091010","url":null,"abstract":"With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students’ learning. Based on our findings, we conclude with a series of questions for a research agenda.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"117 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254471","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

Unlocking Teacherpreneur Potential in Higher Education: Validating a Competency Measurement Scale 释放高等教育中教师创业的潜能：验证能力测量量表

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Education Sciences Pub Date : 2024-09-13 DOI: 10.3390/educsci14091005

Dihui Liu, Sukanya Chaemchoy, Pruet Siribanpitak

引用次数: 0

Where Are the Diverse Families in Australian Children’s Literature? Impacts and Consideration for Language and Literacy in the Early Years 澳大利亚儿童文学中的多元家庭在哪里？对幼儿语言和读写能力的影响与思考

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Education Sciences Pub Date : 2024-09-13 DOI: 10.3390/educsci14091006

Helen Adam, Sally Murphy, Yvonne Urquhart, Katira Ahmed

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Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education 系统回顾：重新审视高等教育中的挑战式学习教学实践

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Education Sciences Pub Date : 2024-09-13 DOI: 10.3390/educsci14091008

Marisol Galdames-Calderón, Anni Stavnskær Pedersen, David Rodriguez-Gomez

{"title":"Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education","authors":"Marisol Galdames-Calderón, Anni Stavnskær Pedersen, David Rodriguez-Gomez","doi":"10.3390/educsci14091008","DOIUrl":"https://doi.org/10.3390/educsci14091008","url":null,"abstract":"In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the teaching practices associated with CBL in Higher Education. Adhering to PRISMA 2020 guidelines, this systematic review analyzed open-access and peer-reviewed publications from 2013 to 2023. The selection process reviewed 64 articles from Web of Science (WoS) and Scopus. To assess the risk of bias, the Delphi method with expert panels from the University College of Northern Denmark (UCN) was used. The review identified 20 studies emphasizing a shift in teaching practices in CBL toward student-centered learning, categorized into four key dimensions: pedagogical approaches, technological integration, industry engagement, and support for development. These findings illustrate the transition from traditional teaching to facilitative roles that foster innovative problem-solving. Limitations included the scarcity of research on specific CBL teaching practices and detailed implementation strategies, highlighting the need for further research. This study underscores the importance of specialized educator training in addressing CBL adoption challenges and preparing students for complex future challenges, enhancing student learning and growth across disciplines.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208612","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}

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Enhancing Grit and Critical Thinking in Rural Primary Students: Impact of a Targeted Educational Intervention 提高农村小学生的勇气和批判性思维：有针对性的教育干预措施的影响

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Education Sciences Pub Date : 2024-09-13 DOI: 10.3390/educsci14091009

Carla Gallardo-Estrada, Miguel Nussbaum, Mauricio Pinto, Danilo Alvares, Carlos Alario-Hoyos

引用次数: 0