Education Sciences最新文献_第7页

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

Where Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme 成本在哪里？使用教育干预措施经济分析方法改进地区学校改进计划的评估

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Education Sciences Pub Date : 2024-08-29 DOI: 10.3390/educsci14090957

Emma Tiesteel, Richard C. Watkins, Carys Stringer, Adina Grigorie, Fatema Sultana, J. Carl Hughes

{"title":"Where Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme","authors":"Emma Tiesteel, Richard C. Watkins, Carys Stringer, Adina Grigorie, Fatema Sultana, J. Carl Hughes","doi":"10.3390/educsci14090957","DOIUrl":"https://doi.org/10.3390/educsci14090957","url":null,"abstract":"Education systems are moving to a more evidence-informed paradigm to improve outcomes for learners. To help this journey to evidence, robust qualitative and quantitative research can help decisionmakers identify more promising approaches that provide value for money. In the context of the utilisation of scarce resources, an important source of evidence commonly used in health and social care research is an understanding of the economic impact of intervention choices. However, there are currently very few examples where these methodologies have been used to improve the evaluation of education interventions. In this paper we describe the novel use of an economic analysis of educational interventions (EAEI) approach to understand both the impact and the cost of activities in the evaluation of a formative assessment implementation project (FAIP) designed to improve teachers’ understanding and use of formative assessment strategies. In addition to utilizing a mixed method quasi-experimental design to explore the impact on learner wellbeing, health utility and attainment, we describe the use of cost-consequence analysis (CCA) to help decisionmakers understand the outcomes in the context of the resource costs that are a crucial element of robust evaluations. We also discuss the challenges of evaluating large-scale, universal educational interventions, including consideration of the economic tools needed to improve the quality and robustness of these evaluations. Finally, we discuss the importance of triangulating economic findings alongside other quantitative and qualitative information to help decisionmakers identify more promising approaches based on a wider range of useful information. We conclude with recommendations for more routinely including economic costs in education research, including the need for further work to improve the utility of economic methods.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"4 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208692","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

Innovation Off the Bat: Bridging the ChatGPT Gap in Digital Competence among English as a Foreign Language Teachers 创新一触即发：弥合英语作为外语的教师在数字能力方面的 ChatGPT 差距

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090946

Gulsara Urazbayeva, Raisa Kussainova, Aikumis Aibergen, Assel Kaliyeva, Gulnur Kantayeva

{"title":"Innovation Off the Bat: Bridging the ChatGPT Gap in Digital Competence among English as a Foreign Language Teachers","authors":"Gulsara Urazbayeva, Raisa Kussainova, Aikumis Aibergen, Assel Kaliyeva, Gulnur Kantayeva","doi":"10.3390/educsci14090946","DOIUrl":"https://doi.org/10.3390/educsci14090946","url":null,"abstract":"This research explores the guided experimental implementation of ChatGPT as a tool for developing teachers’ skills in teaching English. The intervention involved 24 in-service English as a Foreign Language (EFL) teachers who engaged in crafting activities and assessments using researcher-designed prompts. Utilizing a mixed-methods approach, the researchers assessed the participants’ ChatGPT integration proficiency through a custom-designed assessment tool aligned with the technological pedagogical content knowledge framework. The eight-week intervention introduced educators to various applications of ChatGPT in EFL teaching, including lesson planning. A quantitative analysis revealed statistically significant improvements in the teachers’ ChatGPT integration proficiency across all measured dimensions. The qualitative findings highlight the perceived benefits, challenges, and future prospects of ChatGPT in EFL education. While the practical significance of the improvement was modest, the results suggest that the guided integration of generative chatbots can bolster teachers’ ability to leverage this technology appropriately. This study contributes to the limited body of empirical research on integrating large language models into teaching and offers insights into the practical applications and challenges of using ChatGPT in EFL contexts.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"12 7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208664","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

Changing Levels of Bloom’s Taxonomy in Learning Objectives and Exam Questions in First-Semester Introductory Chemistry before and during Adoption of Guided Inquiry 在采用引导式探究之前和期间，布卢姆分类法在化学入门第一学期学习目标和试题中的等级变化

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090943

Eileen M. Kowalski, Carolann Koleci, Kenneth J. McDonald

引用次数: 0

Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature 以校长培养和发展中的公平为中心：文献综述

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090944

Meagan S. Richard, Shelby Cosner

{"title":"Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature","authors":"Meagan S. Richard, Shelby Cosner","doi":"10.3390/educsci14090944","DOIUrl":"https://doi.org/10.3390/educsci14090944","url":null,"abstract":"Throughout the globe, there is growing attention being paid to issues of equity and efforts to produce more equitable student learning outcomes in schools, and much of the scholarship internationally has begun to center school leaders as key drivers of more equitable conditions. Indeed, in the United States, persistent inequities in education have highlighted the need for K-12 principals who can effectively support diverse students. Effective leader preparation and development, particularly with a focus on equity, is crucial, as it equips school leaders with the knowledge and skills to create inclusive and equitable learning environments. U.S.-based research highlights that high-quality, equity-centered preparation programs can significantly impact student outcomes, emphasizing the importance of integrating equity-focused training in leadership development. However, we know less about the design of high-quality preparation programs oriented around equity, and scholars have noted that current programs are often ill-equipped to prepare equity-centered leaders. Therefore, this study provides an integrative review of the U.S.-based equity-centered principal preparation literature to extract learnings from several types of publications, including descriptive and empirical studies, literature reviews, and conceptual essays. This study provides insights into four key elements of equity-centered principal preparation and development: program vision, curriculum, pedagogy, and assessment. This review consolidates insights from the existing literature into a single, accessible article, offering valuable learnings for program faculty, others who prepare school principals, and researchers focused on equity-centered preparation. Additionally, while centered on the U.S. context, this review is likely to be of value to leadership preparation and development programs in other national contexts, particularly those that have more recently begun to form.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208663","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

Comparing Real and Imitative Practice with No Practice during Observational Learning of Hand Motor Skills from Animations 在通过动画观察学习手部运动技能的过程中，比较真实练习、模仿练习和不练习的效果

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090949

Maliha Naushad Mian, Hannah Beder, Nadine Marcus, Paul Ayres

引用次数: 0