Educatia 21最新文献_第6页

Explicit Relational Reasoning Skills: An Index for Fostering Thinking in Biology Textbooks 显性关系推理能力:生物学教材中培养思维能力的指标

Educatia 21 Pub Date : 2023-05-04 DOI: 10.24193/ed21.2023.24.01

Alboher Agmon Vered, N. Popa

{"title":"Explicit Relational Reasoning Skills: An Index for Fostering Thinking in Biology Textbooks","authors":"Alboher Agmon Vered, N. Popa","doi":"10.24193/ed21.2023.24.01","DOIUrl":"https://doi.org/10.24193/ed21.2023.24.01","url":null,"abstract":"Even in the 21st century, textbooks can play a significant role in fostering higher-order thinking skills (HOTs) for effective learning and understanding. Still, HOTs like analogies used in biology textbooks may miss their purpose in promoting in-depth understanding. Since most analogies are presented implicitly or partially explicitly, they lack an explicit mapping to explain the analogical pattern between the source and the target. This study examines the degree to which implicit and explicit expressions of four Relational Reasoning skills (RRs): Analogy, Antinomy, Anomaly, and Antithesis, appear in three biology textbooks taught in Israel's junior high school. Qualitative content analysis crosses four predetermined criteria (C1-C4): RRs' type, texts' type (T1, T2, T3), 'mapping process', and 'use-skill indication'. The quantification of the findings provided information on the RRs' distribution and prevalence. The study's findings indicate that only 14% of texts appear with explicit expressions for RRs, mainly in antinomies questions (T2). Although about 32% of the various texts in biology include instructions for learners to activate HOT by using RRs, they are presented at a partially explicit level. Moreover, less than 2% of activities (T3) explicitly enable HOT by using RRs to solve problems. This study expands the theoretical knowledge of analogies to all four RRs. Methodologically, the study presents explicit mapping processes developed for antinomies, anomalies, and antitheses. The implications of the RRs' degree of explicitness are discussed as an effective index of learners' scientific understanding","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115908910","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

Curricular Analysis of the Pedagogical Subjects Studied in the Pedagogical Module 教学模块中教学学科的课程分析

Educatia 21 Pub Date : 2023-05-04 DOI: 10.24193/ed21.2023.24.05

Adela-Simina Câmpan, M. Bocoș

引用次数: 0

Social-emotional Development in Adolescents and Friendship. A Theoretical Review 青少年社会情感发展与友谊。理论综述

Educatia 21 Pub Date : 2023-05-04 DOI: 10.24193/ed21.2023.24.06

Alina Bora, Vaida Sebastian

{"title":"Social-emotional Development in Adolescents and Friendship. A Theoretical Review","authors":"Alina Bora, Vaida Sebastian","doi":"10.24193/ed21.2023.24.06","DOIUrl":"https://doi.org/10.24193/ed21.2023.24.06","url":null,"abstract":"In this research we conducted a systematic review of the characteristics of social-emotional development in adolescents and the extent to which they are influenced or correlated by the concept of friendship. We also investigated the influence of socio-emotional traits on the quality of friendship in adolescence. To achieve this, we searched for published scientific studies from several major databases. . The main keywords used for this study were \"Adolescence\", \"Friendship\", \"Social-emotional development\", \"Social development\", \"Emotions\". We initially identified 123 studies with the mentioned keywords and we decided that 73 studies are eligible for the purpose of this research. Those were read and analyzed in full-text format. Following this stage, we decided to include 29 studies in the review. We identified a large diversity in the sample of participants presented in the study, with a total of 11,684 participants; from the total of eligible studies, three are systematic reviews that have explored our key concepts (friendship and concepts related to social-emotional development). Through this systematic review, we were able to summarize the current data and knowledge about friendship, social-emotional development and relationships between the two, during adolescence.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128919962","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 impact of socio-emotional learning (SEL) on academic evaluation in higher education 社会情绪学习对高等教育学业评价的影响

Educatia 21 Pub Date : 2023-05-04 DOI: 10.24193/ed21.2023.24.11

A. Simion

{"title":"The impact of socio-emotional learning (SEL) on academic evaluation in higher education","authors":"A. Simion","doi":"10.24193/ed21.2023.24.11","DOIUrl":"https://doi.org/10.24193/ed21.2023.24.11","url":null,"abstract":"The implementation of social and emotional learning (SEL) strategies has been shown to foster cognitive development, boost student motivation and focus, improve teacher-student relationships, and enhance student confidence and achievement. To further promote engagement and social awareness in higher education, greater emphasis should be placed on addressing students' emotional needs in the classroom. By emphasizing respect for others, appreciation for diverse perspectives, and willingness to help those in need, SEL can enhance student motivation, academic achievement, and overall success in higher education. For many students, the transition to higher education can cause anxiety, stress, and a sense of isolation. Without the necessary social and emotional skills to navigate this new environment, students may struggle academically, socially, and emotionally. This is where social and emotional learning (SEL) can play a crucial role in helping students successfully transition to higher education. By developing SEL skills, individuals are better equipped to navigate life's challenges and opportunities, both in their personal and professional lives. The current study explores how students in higher education perceived their experiences related to assessment, performance, anxieties, insecurities, and self-management. The study aimed to gain a better understanding of how students perceive the higher education environment and how it impacts their motivation to learn and succeed.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121097531","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

Digital Skills through the Lens of Gamified Activities in Language Mediation. The DIAL4U Erasmus+Project 从语言中介的游戏化活动看数字技能。DIAL4U伊拉斯谟+项目

Educatia 21 Pub Date : 2023-05-04 DOI: 10.24193/ed21.2023.24.08

Ioana Mudure-Iacob, Alexandra Cotoc, Veronica-Diana Micle, A. Hopârtean, D. Andronache, R. Pop

引用次数: 0

Aspects Regarding the Formative-Informative Relationship in the "Pedagogue" by Clement of Alexandria 亚历山大港的克莱门特《教育者》中形成-信息关系的几个方面

Educatia 21 Pub Date : 2022-12-21 DOI: 10.24193/ed21.2022.23.08

Dorin Opriș, I. Acatrinei

引用次数: 0

Mapping the Needs? Analysis of the Emotional and Pedagogical Abilities for New Teachers in their First Year of Teaching 绘制需求?新教师入职第一年的情感与教学能力分析

Educatia 21 Pub Date : 2022-12-21 DOI: 10.24193/ed21.2022.23.04

Tal Kazarnovski, Constantin Cucos

{"title":"Mapping the Needs? Analysis of the Emotional and Pedagogical Abilities for New Teachers in their First Year of Teaching","authors":"Tal Kazarnovski, Constantin Cucos","doi":"10.24193/ed21.2022.23.04","DOIUrl":"https://doi.org/10.24193/ed21.2022.23.04","url":null,"abstract":"In their first year of teaching, teachers should develop mental and emotional resilience as they develop their teaching skills, strengthen their resilience, and develop their professional identity alongside social-emotional competencies that can increase teachers' resilience and enhance their personal and professional development. Teachers can be resilient to a certain degree, but this can vary depending on the time, situation, or location where they teach, they also may experience times in their careers when they cannot control some changes, but others may be beyond their control especially due to the recent global pandemic that increased the understanding of the need to strengthen emotional resilience. For this, it's necessary to map and analyse the components that build the emotional resilience of the new teachers in their first year at school. This article presents doctoral research results focusing on mapping primary competencies and needs in the first year of teaching so that teachers can cope with daily challenges. The article emphasizes the importance of these skills. This article presents doctoral research results focusing on mapping primary competencies and needs in the first year of teaching so that teachers can cope with daily challenges. New teachers need to develop SEL and resilience skills in service. The article emphasizes the importance of these skills. Based on the results of a focus group conducted on new teachers at the end of their first year of teaching, we examined the primary needs that affect emotional resilience and wellbeing, which are key for integrating new teachers into the classroom.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124703968","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

Cooperative Learning of Italian Literature in the Post-Pandemic Era 后大流行时代意大利文学的合作学习

Educatia 21 Pub Date : 2022-12-21 DOI: 10.24193/ed21.2022.23.02

Otilia–Ştefania Damian

{"title":"Cooperative Learning of Italian Literature in the Post-Pandemic Era","authors":"Otilia–Ştefania Damian","doi":"10.24193/ed21.2022.23.02","DOIUrl":"https://doi.org/10.24193/ed21.2022.23.02","url":null,"abstract":"The paper analyses how cooperative learning can be used in teaching literature, specifically 19th century Italian literature. It presents the results of group activities carried out in October 2022 by students from the Faculty of Letters of the “Babes-Bolyai” University of Cluj-Napoca, with specialisation in Italian A and B. These are students attending the Italian Literature II course, taught in Italian. The participants returned to university (face-to-face didactic activities) only in the spring of 2022, in the second semester of their first year of study at a university level. They spent more than one year of high school during the Covid-19 pandemic (with online school). After having carried out a cooperative activity in the practical course that focused on the study of Italian literature, in groups of 3-4 students, they were given an anonymous questionnaire to express their views on cooperative learning of foreign languages and literatures. The questionnaire contained 7 questions in which the teacher wanted to check whether the students found cooperative learning more effective than the classical methods of learning foreign languages and literatures in the post-pandemic period and how the cooperative activity stimulated their curiosity for Italian literature, especially for reading the novel studied during the practical course.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126694199","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 Role of Metacognition in Strategic Learning. Critical Analysis and Exemplifications 元认知在策略学习中的作用。批判性分析和例证

Educatia 21 Pub Date : 2022-12-21 DOI: 10.24193/ed21.2022.23.03

Monica-Iuliana Anca

引用次数: 0

A glimpse into student learning – factors that stimulate learning efficiency and academic performance 一瞥学生的学习-刺激学习效率和学习成绩的因素

Educatia 21 Pub Date : 2022-12-21 DOI: 10.24193/ed21.2022.23.01

Elena Marin

引用次数: 0