Education Sciences最新文献_第6页

A Justice-Oriented Conceptual and Analytical Framework for Decolonising and Desecularising the Field of Educational Technology 教育技术领域非殖民化和去世俗化的正义导向概念和分析框架

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Education Sciences Pub Date : 2024-09-01 DOI: 10.3390/educsci14090962

Taskeen Adam

{"title":"A Justice-Oriented Conceptual and Analytical Framework for Decolonising and Desecularising the Field of Educational Technology","authors":"Taskeen Adam","doi":"10.3390/educsci14090962","DOIUrl":"https://doi.org/10.3390/educsci14090962","url":null,"abstract":"Education systems globally are increasingly being shaped by the logics, assumptions and pedagogical underpinnings of educational technology (EdTech) products, services, programmes, policies, and systems. These often promote rationalistic, secular, universal, objectivist, (post)modernist, written, behaviourist, and individualistic ways of being, marginalising religious, spiritual, oral, subjective, critical, and communitarian ways of being. Given that technological ways of being have been propagated globally, these logics are no longer predominantly promoted by those in the Global North, but by techno-solutionists globally, although the core-to-periphery flows of ideology and funding are still prominent. This article develops a conceptual and analytical framework for decolonising and desecularising the field of EdTech. Concepts are drawn from various discourses: the desecularisation of knowledge to set the ontological framing; embodied cognition to set the epistemological framing; and social justice and decolonial discourses to set the axiological framing. From this, the article develops the Dimensions of Human Injustice Analytical Framework—covering material, ontological and epistemic, and (geo)political injustices—to assist policymakers, educators, EdTech developers, and international development practitioners in identifying and confronting coloniality in their EdTech. Acknowledging the complexity and contentions within decolonial thought, this article does not claim a unified stance on achieving justice but aims to offer a tool for deconstructing and questioning injustices.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208645","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

Unveiling Classroom Assessment Literacy: Does Teachers’ Self-Directed Development Play Out? 揭开课堂评估素养的面纱：教师的自主发展发挥了作用吗？

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Education Sciences Pub Date : 2024-09-01 DOI: 10.3390/educsci14090961

Ling Gan, Ricky Lam

{"title":"Unveiling Classroom Assessment Literacy: Does Teachers’ Self-Directed Development Play Out?","authors":"Ling Gan, Ricky Lam","doi":"10.3390/educsci14090961","DOIUrl":"https://doi.org/10.3390/educsci14090961","url":null,"abstract":"Ideally, teachers’ classroom assessment literacy can be developed through in-service teacher education or assessment training from institutions. Yet in reality, teachers may not gain sufficient assessment training on the job or from institutionalised training programmes. This contextual disadvantage cannot explain teacher inertia in advancing their professional knowledge and their skills in classroom-based assessment. Instead, teachers are encouraged to proactively rely on themselves to enhance their CAL amid their tried-and-tested assessment practices. The current qualitative case study explores how a university English teacher directed herself to develop CAL in her assessment practices over time. Data were collected through narrative frames, interviews with the teacher and her students, classroom observations, and documents. This study shows that self-directed CAL development may be buttressed by the teacher’s prior assessment experiences. The teacher’s self-agency and reflections further empowered her to acquire the assessment knowledge, skills, and experience in improving assessment effectiveness. The implications for enhancing self-directed professional development in assessment are also discussed.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"3 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208644","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

Beyond Traditional Classrooms: Comparing Virtual Reality Applications and Their Influence on Students’ Motivation 超越传统课堂：比较虚拟现实应用及其对学生学习动机的影响

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Education Sciences Pub Date : 2024-09-01 DOI: 10.3390/educsci14090963

May Portuguez-Castro, Hugo Santos Garduño

{"title":"Beyond Traditional Classrooms: Comparing Virtual Reality Applications and Their Influence on Students’ Motivation","authors":"May Portuguez-Castro, Hugo Santos Garduño","doi":"10.3390/educsci14090963","DOIUrl":"https://doi.org/10.3390/educsci14090963","url":null,"abstract":"This study examines the impact of virtual reality (VR) on student motivation in education, emphasizing its potential to create immersive learning environments that enhance engagement and learning outcomes. By adopting a quantitative approach, the research investigates the motivational effects of two VR applications among 52 high school students in Mexico, exploring variations in motivation across four dimensions—attention, relevance, satisfaction, and confidence—and assessing gender-based differences. Results indicate improvements in all dimensions, particularly in attention and satisfaction, which are crucial for intrinsic motivation. Female students showed superior results in all dimensions, suggesting gender-specific impacts. The study underscores VR’s role in fostering motivation and offers practical recommendations for integrating VR technology in educational settings to maximize their benefits for student engagement and motivation. Possible limitations that should be considered to optimize its use are also identified. This research aims to provide valuable guidance for educators, researchers, and educational institutions seeking to harness VR technology for improved engagement and motivation in education.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208643","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

Designing and Situating Text to Promote Textual Dexterity in the Context of Project-Based Science Instruction 在基于项目的科学教学中设计和设置文本以促进文本灵活性

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Education Sciences Pub Date : 2024-08-31 DOI: 10.3390/educsci14090960

Miranda S. Fitzgerald, Annemarie Sullivan Palincsar

引用次数: 0

The Effect of COVID-19 on a Short-Term Teacher-Education Program: The Israeli Case COVID-19 对短期教师教育计划的影响：以色列案例

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Education Sciences Pub Date : 2024-08-30 DOI: 10.3390/educsci14090958

Yael Fisher, Orna Shatz-Oppenheimer, Rinat Arviv Elyashiv

{"title":"The Effect of COVID-19 on a Short-Term Teacher-Education Program: The Israeli Case","authors":"Yael Fisher, Orna Shatz-Oppenheimer, Rinat Arviv Elyashiv","doi":"10.3390/educsci14090958","DOIUrl":"https://doi.org/10.3390/educsci14090958","url":null,"abstract":"Given the unemployment wave caused by COVID-19, the Israeli Ministry of Education and other organizations initiated a unique alternative short-term retraining program to offer unemployed college and university graduates the opportunity to earn teaching certificates. This study aimed to examine the alternative short-term program from the coordinators’ perspectives. We assess the personal and organizational impact of the program and its contribution to teacher-education initiatives. The present study had two main goals: to learn about the structure of the program and its implementation from the professional and personal points of view of the program’s coordinators as they experienced it and to examine the contribution of the new short-term program to the participants—the teacher trainees—and the Israeli education system in general. Analyzing semi-structured interviews with program coordinators revealed insights regarding the program’s various phases in five categories: recruitment of the coordinator; establishing the program; clinical experience; the students of the program; and future initiatives for teacher education. Although the effectiveness of the online format for practical clinical training was questioned, the conclusion suggests that this alternative short-term teacher-education program may have broader relevance in routine times.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"58 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208646","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

Prioritizing Ethical Conundrums in the Utilization of ChatGPT in Education through an Analytical Hierarchical Approach 通过层次分析法确定在教育中使用 ChatGPT 的伦理难题的优先次序

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Education Sciences Pub Date : 2024-08-30 DOI: 10.3390/educsci14090959

Umar Ali Bukar, Md Shohel Sayeed, Siti Fatimah Abdul Razak, Sumendra Yogarayan, Radhwan Sneesl

{"title":"Prioritizing Ethical Conundrums in the Utilization of ChatGPT in Education through an Analytical Hierarchical Approach","authors":"Umar Ali Bukar, Md Shohel Sayeed, Siti Fatimah Abdul Razak, Sumendra Yogarayan, Radhwan Sneesl","doi":"10.3390/educsci14090959","DOIUrl":"https://doi.org/10.3390/educsci14090959","url":null,"abstract":"The transformative integration of artificial intelligence (AI) into educational settings, exemplified by ChatGPT, presents a myriad of ethical considerations that extend beyond conventional risk assessments. This study employs a pioneering framework encapsulating risk, reward, and resilience (RRR) dynamics to explore the ethical landscape of ChatGPT utilization in education. Drawing on an extensive literature review and a robust conceptual framework, the research identifies and categorizes ethical concerns associated with ChatGPT, offering decision-makers a structured approach to navigate this intricate terrain. Through the Analytic Hierarchy Process (AHP), the study prioritizes ethical themes based on global weights. The findings underscore the paramount importance of resilience elements such as solidifying ethical values, higher-level reasoning skills, and transforming educative systems. Privacy and confidentiality emerge as critical risk concerns, along with safety and security concerns. This work also highlights reward elements, including increasing productivity, personalized learning, and streamlining workflows. This study not only addresses immediate practical implications but also establishes a theoretical foundation for future AI ethics research in education.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"20 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208657","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

Transforming Education Leadership through Multiple Approaches to Develop and Support School Leadership 通过多种方法培养和支持学校领导力，转变教育领导力

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Education Sciences Pub Date : 2024-08-29 DOI: 10.3390/educsci14090953

Stephan Gerhard Huber, Jane Pruitt

{"title":"Transforming Education Leadership through Multiple Approaches to Develop and Support School Leadership","authors":"Stephan Gerhard Huber, Jane Pruitt","doi":"10.3390/educsci14090953","DOIUrl":"https://doi.org/10.3390/educsci14090953","url":null,"abstract":"This article elaborates on the multiple approaches to develop and support school leadership. In a 5-year quasi-experimental longitudinal mixed-methods study based on a sample of 122 schools in three regions in a German state, 75 school leaders and their teams participated in a 3-year program using multiple approaches; the rest served as the control group. The multiple approaches covered the school leaders’ (a) professional development, comprising (i) a professional development program, (ii) individual coaching series, and (b) support for them, including (iii) school consultancy and (iv) additional financial resources. The quality of the interventions (regarding both the process and didactic qualities, as well as outcome qualities) and how the quality of both the school leadership and the schools changes over time as a consequence of these interventions are analyzed. The study’s results show a highly positive assessment of the quality and advantages of the multiple approaches and their benefits for the quality of school leadership and further aspects of the school. The regression analyses demonstrate that positively perceived outcome qualities of the interventions are associated with improvements in numerous dimensions of school quality.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"62 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208659","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

Empowering Female High School Students for STEM Futures: Career Exploration and Leadership Development at Scientella 增强女中学生的 STEM 未来能力：山达基学院的职业探索和领导力培养

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Education Sciences Pub Date : 2024-08-29 DOI: 10.3390/educsci14090955

Simon J. Ford, Raquel dos Santos, Ricardo dos Santos

{"title":"Empowering Female High School Students for STEM Futures: Career Exploration and Leadership Development at Scientella","authors":"Simon J. Ford, Raquel dos Santos, Ricardo dos Santos","doi":"10.3390/educsci14090955","DOIUrl":"https://doi.org/10.3390/educsci14090955","url":null,"abstract":"Women remain underrepresented in STEM fields, with a major STEM pipeline leakage occurring between high school and post-secondary education. Past research suggests that providing female high school students with opportunities for problem-solving, prosocial behaviors and working towards authentic communal goals can improve their perceptions of STEM and the attractiveness of STEM careers. Building on this prior research, we investigate Scientella, a US-based, student-run organization that provides out-of-school consulting projects, mentorships and webinars to female high school students. Drawing on the direct experiences of Scientella’s co-founders and analyzing program survey data, we explore how Scientella provides these opportunities, the benefits realized by students, and the challenges faced by the organization. Survey data show that involvement in Scientella’s activities provides students with benefits related to STEM career exploration and counter-stereotypical STEM skill development, including career discovery, industry engagement and practical experience, and the development of collaboration, communication and social research skills. The admissions of Scientella student leaders to STEM majors in selective US colleges indicates the promise of Scientella’s approach, and that providing students with opportunities to engage in STEM-themed career exploration and leadership development could be an effective strategy to increase female STEM participation in post-secondary education and the pursuit of subsequent career opportunities.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208661","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

Novel Spaces as Catalysts for Change: Transformative Learning through Transnational Projects 作为变革催化剂的新颖空间：通过跨国项目进行变革性学习

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Education Sciences Pub Date : 2024-08-29 DOI: 10.3390/educsci14090954

Helen Caldwell, Emma Whewell, Amy West, Helen Tiplady

{"title":"Novel Spaces as Catalysts for Change: Transformative Learning through Transnational Projects","authors":"Helen Caldwell, Emma Whewell, Amy West, Helen Tiplady","doi":"10.3390/educsci14090954","DOIUrl":"https://doi.org/10.3390/educsci14090954","url":null,"abstract":"This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students’ growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the reflections of seven undergraduate education students from England who joined students from five European countries in the final year of the project. Using a critical ethnography methodology, this paper embraces reflexivity and immersion in the participants’ experiences. Verbal and written reflections were collated and analysed through inductive coding. The results suggest that the multidimensional and multidisciplinary elements of the project led to transformative learning. Transformative change was experienced as students encountered a series of novel spaces and resolved disorientations that arose within them through collective interaction and personal reflection. This paper concludes that educators value the intersection of learning experiences when planning transnational projects and consider the role of cumulative disorientations, multifaceted novel spaces, and critical discourse in catalysing personal growth.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"8 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208660","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

Exploring How Culture Matters in Building Responsive and Humanizing Contexts for Community College Students Pursuing STEM 探索文化如何影响为社区学院追求科学、技术、工程和数学的学生构建响应性和人性化的环境

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Education Sciences Pub Date : 2024-08-29 DOI: 10.3390/educsci14090956

Brenda Lee Anderson, Regina Deil-Amen

{"title":"Exploring How Culture Matters in Building Responsive and Humanizing Contexts for Community College Students Pursuing STEM","authors":"Brenda Lee Anderson, Regina Deil-Amen","doi":"10.3390/educsci14090956","DOIUrl":"https://doi.org/10.3390/educsci14090956","url":null,"abstract":"While the vertical transfer process and culturally responsive approaches to education have been studied extensively, few scholars have addressed these two areas of concern simultaneously, particularly within higher education contexts. This study explores what cultural responsiveness means and how it matters for low-income community college (CC) students aspiring toward STEM careers and transferring to STEM majors at a local university. As part of a bridge program, students received two STEM faculty mentors, one faculty mentor from the community college and the other from the local university, beginning in their last year of enrollment at the community college. Each STEM mentor was trained in culturally responsive mentoring, and their mentorship extended post-transfer. Students participated in focus groups to share their experiences. The findings reveal that specific aspects of the community college students’ identities, primarily their race and language, were relevant as aspects of culture that mattered for their STEM aspirations. The findings also show that cultural responsiveness in mentoring and support outside the classroom are important steps toward humanizing STEM spaces, but they are wholly insufficient when not paired with extensive culturally responsive efforts in STEM teaching and within the curriculum to improve the internal classroom climate for those with racialized identities.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"11 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208662","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