Education Sciences最新文献_第9页

Online Collaborative Learning in Pediatric Dentistry Using Microsoft Teams: A Pilot Study 使用微软团队进行儿童牙科在线协作学习：试点研究

IF 3

Education Sciences Pub Date : 2024-08-11 DOI: 10.3390/educsci14080874

Antonia M. Caleya, Andrea Martín-Vacas, Gonzalo Feijóo, Maria Rosa Mourelle-Martínez, Manuel Joaquín de Nova-Garcia, Nuria E. Gallardo-López

{"title":"Online Collaborative Learning in Pediatric Dentistry Using Microsoft Teams: A Pilot Study","authors":"Antonia M. Caleya, Andrea Martín-Vacas, Gonzalo Feijóo, Maria Rosa Mourelle-Martínez, Manuel Joaquín de Nova-Garcia, Nuria E. Gallardo-López","doi":"10.3390/educsci14080874","DOIUrl":"https://doi.org/10.3390/educsci14080874","url":null,"abstract":"Collaborative learning (CL) is the instructional use of small groups in such a way that students work together to maximize their own and others’ learning. In this study, the aim was to implement online collaborative learning (OCL) using the Microsoft Teams (MT) platform and to analyze the students’ preferences regarding presential or online learning. Material and Methods: A descriptive and analytical cross-sectional study was conducted with 79 students from the Degree in Dentistry. Four groups were created with MT and clinical cases or problems were uploaded for online discussion with each group. Additionally, as part of the course program, the students were divided into the same groups for to carry out Problem-Based Learning (PBL) in person. Afterwards, students completed a project assessment and satisfaction survey. Results: The survey revealed that the students found participation in this project to be useful or very useful. Their experiences with MT were rated as positive or very positive. However, a significant portion of the students (42.6%) preferred conventional face-to-face (FF) problem-solving, while 27.9% preferred using online tools. Based on the execution of this project and the open feedback on the use of MT, we have outlined a series of recommendations to enhance the use of this platform. Conclusions: MT is a highly useful platform for online teaching, offering multiple tools to promote learning in a virtual and asynchronous manner. However, when comparing CL through PBL conducted FF versus online, students still prefer in-person teaching to virtual methods.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"9 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946602","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

Community Cultural Wealth and Science, Technology, Engineering, and Mathematics (STEM) Identities as Motivators for Black Boys to Participate in a High School Academy of Engineering 社区文化财富和科学、技术、工程与数学（STEM）身份是黑人男孩参加高中工程学院的动机

IF 3

Education Sciences Pub Date : 2024-08-10 DOI: 10.3390/educsci14080873

Edward C. Fletcher, Turhan K. Carroll

{"title":"Community Cultural Wealth and Science, Technology, Engineering, and Mathematics (STEM) Identities as Motivators for Black Boys to Participate in a High School Academy of Engineering","authors":"Edward C. Fletcher, Turhan K. Carroll","doi":"10.3390/educsci14080873","DOIUrl":"https://doi.org/10.3390/educsci14080873","url":null,"abstract":"Researchers have emphasized how the high school STEM-themed career academy model benefits ethnically and racially diverse learners by promoting positive STEM identities and raising the interest of students to pursue STEM college and career pathways. The purpose of this study was to examine the reasons why Black boys participated in a high school academy of engineering. We were also interested in identifying academy features that helped promote (or inhibit) positive STEM identities among Black male students. In this qualitative study, we used data from 17 Black male high school academy of engineering students. We analyzed the interview transcripts using a constant comparative method. Using an embedded case study approach, we compared our findings to the community cultural wealth (CCW) factors and the factors that researchers have found to influence students’ STEM identities. We found that the participants brought six forms of capital with them that served as sources of motivation to participate in the program. The forms of capital that were related to the CCW framework included aspirational, familial, navigational, resistance, and social. While we did not uncover linguistic capital in our data analysis, we did find an additional source of capital that was not reflected in the CCW framework. We found that the Black boys had natural STEM talent based on the formation of STEM identities. The students had high aptitudes in STEM-related subjects, and they were engaged by participating in hands-on activities. We recommend that schools integrate STEM curricula for Black boys and provide Black men to serve as STEM role models through guest speaking opportunities, job shadowing, mentoring, internships, and other work-based learning experiences.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"64 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969552","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

Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States 跨学科空间中的项目式学习：挪威和美国的案例研究

IF 3

Education Sciences Pub Date : 2024-08-10 DOI: 10.3390/educsci14080866

Margaret Ann Bolick, Malena Thomassen, Jennifer Apland, Olivia Spencer, Fantasi Nicole, Sonja Tran, Matthew Voigt, Kelly Best Lazar

{"title":"Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States","authors":"Margaret Ann Bolick, Malena Thomassen, Jennifer Apland, Olivia Spencer, Fantasi Nicole, Sonja Tran, Matthew Voigt, Kelly Best Lazar","doi":"10.3390/educsci14080866","DOIUrl":"https://doi.org/10.3390/educsci14080866","url":null,"abstract":"The research described in this case study features a cohort of five exchange students from post-secondary institutions in Norway and the United States who collaboratively engaged in a project-based learning experience infused with aspects of place-based education, lesson study, and the pedagogical technique “students as partners”. The students were tasked with crafting an interdisciplinary lesson combining mathematics and environmental science to address a localized problem in the Southeastern United States. This study reflects on how the students participated in project-based learning as well as the instructional practices that supported student engagement. Students identified an increase in understanding of interdisciplinary and multicultural Science, Technology, Engineering, and Mathematics (STEM) education, a broader understanding of instructional practices, and exposure to educational research. Data were collected throughout the study using a variety of techniques, including discussion posts, collaborative documents, and reflections to gauge student experience and project progress. The results provide evidence to support the use of project-based learning in postsecondary STEM classrooms and emphasize the benefits of engaging students in curriculum development.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"30 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969634","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

The More, the Better? Exploring the Effects of Modal and Codal Redundancy on Learning and Cognitive Load: An Experimental Study 越多越好？探索模态和编码冗余对学习和认知负荷的影响：实验研究

IF 3

Education Sciences Pub Date : 2024-08-09 DOI: 10.3390/educsci14080872

Melanie Trypke, Ferdinand Stebner, Joachim Wirth

{"title":"The More, the Better? Exploring the Effects of Modal and Codal Redundancy on Learning and Cognitive Load: An Experimental Study","authors":"Melanie Trypke, Ferdinand Stebner, Joachim Wirth","doi":"10.3390/educsci14080872","DOIUrl":"https://doi.org/10.3390/educsci14080872","url":null,"abstract":"This study explores how receiving identical information from different sources affects learning and cognitive load, focusing on two types of redundancy: modal redundancy, where redundant information comes from two visual sources (images and written text), and codal redundancy, where redundant information comes from two sources of different modalities which utilize the same symbol system (spoken and written text). Using a 2 × 2 between-subjects design involving modal (yes/no) and codal (yes/no) redundancy, 158 participants completed twenty learning tasks, consisting of ten construction and ten recall tasks. Additionally, they rated their cognitive load by indicating their perceived task difficulty and mental load. Overall, results indicate positive main effects of modal redundancy and negative effects of codal redundancy on learning and cognitive load. Furthermore, significant interaction effects suggest that modal redundancy may counterbalance the negative effects of codal redundancy, implying a compensatory mechanism in cognitive processing for construction tasks. These results highlight the importance of considering both modal and codal redundancy and their interaction in instructional design.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"2013 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946603","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

The Context and Development of Teachers’ Collective Reflections on Student Data 教师对学生数据进行集体反思的背景与发展

IF 3

Education Sciences Pub Date : 2024-08-08 DOI: 10.3390/educsci14080859

Sam Prough, Amber Webster, Lynsey K. Gibbons

引用次数: 0

The Influence of Format Readability on Children’s Reading Speed and Comprehension 格式可读性对儿童阅读速度和理解能力的影响

IF 3

Education Sciences Pub Date : 2024-08-07 DOI: 10.3390/educsci14080854

Stephanie L. Day, Nilsu Atilgan, Amy E. Giroux, Ben D. Sawyer

{"title":"The Influence of Format Readability on Children’s Reading Speed and Comprehension","authors":"Stephanie L. Day, Nilsu Atilgan, Amy E. Giroux, Ben D. Sawyer","doi":"10.3390/educsci14080854","DOIUrl":"https://doi.org/10.3390/educsci14080854","url":null,"abstract":"Background: Format readability, including font and spacing, impacts reading metrics in adults, but will the research generalize to children? We examined how eight fonts (four serif and four sans serif) and three-character spacing variations influenced children’s reading comprehension and reading speed. Methods: Fifty-one students in third–fifth grade read 11 narrative text passages on a computer and answered comprehension questions. Passages were randomized in terms of order. First, the font in which the text of each passage was presented was manipulated. Then passages were presented in three spacing manipulations (narrow, normal, and wide). Results: A linear mixed effects model demonstrated that, on a group-level, passages presented in Roboto and Arial font were read significantly faster (words-per-minute) than other fonts. On the individual level, students experienced significant boosts in reading speed (words-per-minute) between their best and worst fitting font, and spacing. A chi-square test showed no one font or spacing setting that was most likely to be a students’ font fit or clash. For reading comprehension, no speed–comprehension tradeoff was observed. Conclusions: Changes to text format at the group and individual level may yield boosts in reading speed for students, without negatively impacting reading comprehension.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969558","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

High-Capacity Robots in Early Education: Developing Computational Thinking with a Voice-Controlled Collaborative Robot 早期教育中的大容量机器人：利用声控协作机器人开发计算思维

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Education Sciences Pub Date : 2024-08-07 DOI: 10.3390/educsci14080856

Angela Castro, Cristhian Aguilera, Weipeng Yang, Brigida Urrutia

引用次数: 0

Identity Development of Career-Change Secondary Teachers: A Systematic Review of Theoretical Lenses, Emerging Identities, and Implications for Supporting Transition into Teaching 职业转型中学教师的身份发展：对理论视角、新兴身份和支持过渡到教学工作的影响的系统回顾

IF 3

Education Sciences Pub Date : 2024-08-07 DOI: 10.3390/educsci14080857

Linda Mary Hogg, Quincy Elvira, Anne Spiers Yates

{"title":"Identity Development of Career-Change Secondary Teachers: A Systematic Review of Theoretical Lenses, Emerging Identities, and Implications for Supporting Transition into Teaching","authors":"Linda Mary Hogg, Quincy Elvira, Anne Spiers Yates","doi":"10.3390/educsci14080857","DOIUrl":"https://doi.org/10.3390/educsci14080857","url":null,"abstract":"Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers’ (CCSTs’) experiences, so they can be effectively supported to have successful and sustainable teaching careers. This systematic literature review presents and analyzes scholarship, which focuses on the development of secondary sector CCTs’ teacher identity, with a focus on learning from CCSTs and CCTs who are recent ITE graduates. The two research questions were as follows: What theoretical frameworks are used in the literature to explore CCTs’ teacher identity development? What emerging teacher identities do CCTs take on, and what do they need to experience successful teacher identity development? Analysis of theoretical frameworks reveals different perspectives on the nature of teacher identity and identity development processes. The valuable contribution of multiple theoretical frameworks, including career engagement and development theoretical frameworks, from beyond education is highlighted. Four themes illuminate key influences on CCSTs’ teacher identity development: continuity from prior careers, self-efficacy and need for validation, CCTs’ desire for out-of-the-box teacher identities, and CCTs’ views on ITE. Because CCSTs are a distinct group, with different identities and needs, we call for further research, and we call on ITE providers and schools to use insights from research on CCTs to support CCSTs’ distinctive needs, career transition, and emerging teacher identities.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"28 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946520","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

“What’s Math Got to Do with It?” Emphasizing Math as an Impediment to STEM Excellence for Black Students "数学与此有关吗？强调数学是黑人学生在 STEM 方面取得优异成绩的障碍

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Education Sciences Pub Date : 2024-08-07 DOI: 10.3390/educsci14080855

Kirk D. Rogers

{"title":"“What’s Math Got to Do with It?” Emphasizing Math as an Impediment to STEM Excellence for Black Students","authors":"Kirk D. Rogers","doi":"10.3390/educsci14080855","DOIUrl":"https://doi.org/10.3390/educsci14080855","url":null,"abstract":"Drawing on Martin’s Multilevel Framework for Analyzing Mathematics Socialization and Identity Among African Americans this study explores the mechanisms that influence Black students’ decision-making processes related to math course taking in high school. Three years of student transcript data for 1561 Black seniors in a Southern California school district were analyzed using descriptive statistics and logistic regression analyses in STATA. The findings reveal factors that impact students’ ability and desire to complete a fourth year of math in high school, interconnected with institutional, structural, identity, and parental factors. One such finding is that accelerated 8th-grade math placement significantly increases the likelihood that a student would enroll in upper-level math coursework, such as “Beyond IM3” courses in high school. The researcher also investigated the influence of the concentration of Black math teachers in a school on the likelihood of a Black student enrolling in a Beyond IM3 math course. The results of this study contribute to an understanding of the limited racial diversity in STEM fields, highlighting the role of math as a major deterrent for Black students’ interest and persistence in STEM. The findings suggest the need for policy and curriculum changes to promote equitable access to advanced math coursework for Black students, especially in the 8th grade. This study also emphasizes the need to address the structural and institutional factors that influence Black students’ decision-making processes related to math course taking in high school.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"9 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946518","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

“I Should Only Use One Language”: A Case Study of Spanish-Speaking Emergent Bilingual Students’ Translanguaging Experiences in a Middle School Science Classroom "我应该只使用一种语言讲西班牙语的新兴双语学生在初中科学课堂上的跨语言体验案例研究

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Education Sciences Pub Date : 2024-08-07 DOI: 10.3390/educsci14080853

So Lim Kim, Deoksoon Kim

{"title":"“I Should Only Use One Language”: A Case Study of Spanish-Speaking Emergent Bilingual Students’ Translanguaging Experiences in a Middle School Science Classroom","authors":"So Lim Kim, Deoksoon Kim","doi":"10.3390/educsci14080853","DOIUrl":"https://doi.org/10.3390/educsci14080853","url":null,"abstract":"Despite the linguistic diversity in the United States, English-only norms persist in educational settings, placing culturally and linguistically diverse students at a disadvantage. Translanguaging, as a linguistic application of culturally relevant practice, utilizes students’ first and second languages to enhance understanding and communication. Guided by core questions and thorough qualitative analysis, this case study delves into middle school emergent bilingual students’ engagement and experiences with translanguaging in the science classroom within a monolingual school setting. Findings indicate that translanguaging positively impacts students’ comprehension and engagement in science learning, facilitating access to content and strengthening home–school connections. However, students’ attitudes toward translanguaging are influenced by the lack of institutional support and societal language ideologies, leading to mixed opinions about its effectiveness and preferences. The study emphasizes the importance of listening to students’ voices and advocating professional support to establish multilingual educational environments to maximize the advantages of translanguaging practices.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"19 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946519","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