European Journal of Education and Pedagogy最新文献_第2页

Inclusive Design Capabilities of Diploma-Level Industrial Design Students: An Empirical Investigation 工业设计文凭课程学生的包容性设计能力：实证调查

European Journal of Education and Pedagogy Pub Date : 2024-02-27 DOI: 10.24018/ejedu.2024.5.1.782

Amirul Fahmi Razali, Sharih Ahmad Mohamad, Addy Putra Md. Zulkifli, Shahrul Anuwar Mohamed Yusof

{"title":"Inclusive Design Capabilities of Diploma-Level Industrial Design Students: An Empirical Investigation","authors":"Amirul Fahmi Razali, Sharih Ahmad Mohamad, Addy Putra Md. Zulkifli, Shahrul Anuwar Mohamed Yusof","doi":"10.24018/ejedu.2024.5.1.782","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.782","url":null,"abstract":"This research delves into assessing diploma-level industrial design students’ proficiency in employing design thinking in their projects in Malaysia. The study addresses the difference between practical skills and design thinking, comprehensively evaluating the students’ capabilities. Malaysia’s industrial design diploma program is designed to equip students with the requisite skills and knowledge for a successful career, emphasising creating functional and aesthetically pleasing products that enhance lives. The research seeks to gain insights into the student’s ability to apply design thinking principles throughout the product design process, mainly focusing on their comprehension and implementation at each stage. The study involved observing students working on a project themed “Redefining Local Culture,” which aimed to breathe new life into local traditions through design. The research also incorporated industry mentorship to enhance the student’s practical application of design thinking, highlighting the significance of integrating industry insights into the curriculum. The findings underscore the importance of integrating design processes and design thinking into the curriculum to produce well-prepared graduates for the demands of the design industry. The study proposes curriculum enhancements that focus on aligning academic knowledge with practical application, ultimately aiming to bridge the gap and better prepare diploma students for the industrial design sector in Malaysia.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"14 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140426021","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

Use and Challenges of Learner-Centered Pedagogy: Basic School Teachers’ Perspective 以学生为中心的教学法的使用和挑战：基础学校教师的视角

European Journal of Education and Pedagogy Pub Date : 2024-02-24 DOI: 10.24018/ejedu.2024.5.1.774

Sylvester Donkoh, Albert Amoakwah

{"title":"Use and Challenges of Learner-Centered Pedagogy: Basic School Teachers’ Perspective","authors":"Sylvester Donkoh, Albert Amoakwah","doi":"10.24018/ejedu.2024.5.1.774","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.774","url":null,"abstract":"The purpose of the study was to identify the instructional strategies that basic (primary) school teachers often use in learner-centered pedagogy and examine the challenges associated with the implementation of learner-centered pedagogy. A mixed-method research design was used to study basic school teachers’ use of learner-centered pedagogy and the challenges they face in the implementation of learner-centered pedagogy. The sample for the study consisted of 53 public school teachers and 32 private school teachers selected through convenience sampling. A Use of Learner-Centered Pedagogy Questionnaire (ULCPQ) was administered to the sample. After the analysis of the quantitative data collected with the ULCPQ, a semi-structured interview guide named Challenges of Learner-Centered Pedagogy (CLCP) was administered to 15 basic school teachers at their convenience. The study found that the top three learner-centered instructional strategies used by the participants are discussion, brainstorming, and cooperative learning instructional strategies. In their application of learner-centered instructional strategies, the participants for the study reported that there are four key challenges to the use of learner-centered instruction. The four challenges are inadequate teaching and learning resources, inadequate time, weak teacher knowledge of learner-centered instruction, and large class size.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"22 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140434413","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

Learning Styles and Academic Achievement of Distance e-Learning University Mathematics Students: A Case of a University in Zimbabwe 远程电子学习大学数学系学生的学习风格和学习成绩：津巴布韦一所大学的案例

European Journal of Education and Pedagogy Pub Date : 2024-02-23 DOI: 10.24018/ejedu.2024.5.1.324

Edmore Mangwende

引用次数: 0

Relationships Between Children’s Literacy Comprehension and Their Achievement in Numeracy and Ethno-Math at Lower Primary Schools in Uganda 乌干达小学低年级儿童的识字理解能力与算术和民族数学成绩之间的关系

European Journal of Education and Pedagogy Pub Date : 2024-02-21 DOI: 10.24018/ejedu.2024.5.1.783

Richard Waiswa, Agnes Nabakiibi, Jackline Nabbira, C. Mugimu

{"title":"Relationships Between Children’s Literacy Comprehension and Their Achievement in Numeracy and Ethno-Math at Lower Primary Schools in Uganda","authors":"Richard Waiswa, Agnes Nabakiibi, Jackline Nabbira, C. Mugimu","doi":"10.24018/ejedu.2024.5.1.783","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.783","url":null,"abstract":"The article examined the relationships between children’s literacy comprehension and their competence/achievement in numeracy and Ethno-math at lower primary schools in Uganda using the UWEZO UGANDA (2021) secondary dataset collected by a cross-sectional survey design from a sample of 14,553 pupils. The quantitative data were analyzed using Pearson Product Moment of correlation coefficient and regression analyses to establish the relationship between children’s literacy comprehension and their competencies in numeracy/ethno-math. Findings showed that there was a statistically significant relationship (r = 0.539, p < 0.001) between letter recitation and number recognition, literacy level in English and numeracy level (r = 0.768, p < 0.001), numeracy level and ethno-math (r = −0.612). Although findings show a positive relationship between letter recitation and number recognition, literacy level in English, and numeracy level, there is a negative relationship between numeracy level and ethno-math. The study concluded that children’s ability to recite letters positively influences their ability to recognize numbers. Furthermore, children’s ability in literacy comprehension positively influences their abilities in carrying out numeracy. It was also concluded that children’s ability to work out ethno-math does not necessarily mean their ability to carry out numeracy.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"126 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140443689","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

Perception of the Contribution of Video Demonstrations in Dental Practical Training 对视频演示在口腔实践培训中的作用的看法

European Journal of Education and Pedagogy Pub Date : 2024-01-24 DOI: 10.24018/ejedu.2024.5.1.780

Khadija El Assraoui, Zineb Al jalil, Y. Cheikh, K. Kaoun, Souad Chaouir, S. Bellemkhannate

{"title":"Perception of the Contribution of Video Demonstrations in Dental Practical Training","authors":"Khadija El Assraoui, Zineb Al jalil, Y. Cheikh, K. Kaoun, Souad Chaouir, S. Bellemkhannate","doi":"10.24018/ejedu.2024.5.1.780","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.780","url":null,"abstract":"Objectives: Information and communication technologies (ICT) have become integral part of our our students’ daily lives. Their use in practical teaching facilitates the learning process. With the occurrence of the COVID-19 pandemic, demonstration videos were integrated into the pre-clinical practical activities. This work aims to evaluate the students’ appreciation of the demonstration videos made for the pre-clinical practical activities (PPA) of the removable partial denture for the students of the 5th semester.Methods: The Removable Prosthodontics Department professors produced 10-minute didactic video recordings describing the themes of the pre-clinical practice activities. A descriptive cross-sectional study was conducted during the 2021–2022 academic year to assess students’ perceptions of the effectiveness and relevance of these videos. Data were collected using an anonymous questionnaire given to student volunteers at the end of the third year (June 2022).Results: The majority of students favorably appreciated the role of videos in saving time during the session, reducing stress, and better understanding of practical gestures, as well as the average length of videos, the quality of videos in terms of sound, magnification, and the usefulness of text annotations.Conclusion: Videos allow students to preview the practical gestures severaltimes before the PPA session to better see the demonstration with sufficient magnification and to reduce stress. Both techniques have proven to be effective, and their combination will bring better satisfaction to the students.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"20 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140497484","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 of Inquiry Skills of Teacher Students: Biology, Physics, and Elementary School Teacher Education 探索师范生的探究技能：生物、物理和小学教师教育

European Journal of Education and Pedagogy Pub Date : 2024-01-22 DOI: 10.24018/ejedu.2024.5.1.775

U. Rahayu, Rif’at Shafwatul Anam, M. Sekarwinahyu, A. Sapriati, Y. Sudarso, Inas Sausan

{"title":"Exploring of Inquiry Skills of Teacher Students: Biology, Physics, and Elementary School Teacher Education","authors":"U. Rahayu, Rif’at Shafwatul Anam, M. Sekarwinahyu, A. Sapriati, Y. Sudarso, Inas Sausan","doi":"10.24018/ejedu.2024.5.1.775","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.775","url":null,"abstract":"Inquiry skills are needed by a teacher to create effective learning experiences so that the overall quality of education can improve. This becomes even more important for distance education students, whose characteristics include being independent and active learners. This research aims to determine the level of inquiry abilities of students in the biology education, physics education, and elementary school teacher education programs at the Open University. The subjects of this research were 96 students from various regions. The survey method was implemented by providing an instrument in the form of questions to measure inquiry skills, which were distributed via Google Forms. The research results show that students’ inquiry skills vary. Students in the Biology Education and Physics Education study programs are at an intermediate level, but students in the Elementary School Teacher Education study program are at a low level of inquiry skills. Inquiry skills for each dimension also vary. Based on these results, efforts are needed to improve the inquiry skills of distance education students in the form of training or other habits so that they can implement them.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"143 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140500366","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

Determining the Anticipation Times of Athletes Participating and Non-Participating in Volleyball, Handball, and Basketball School Sports at Secondary Schools 确定参加和未参加中学排球、手球和篮球学校体育运动的运动员的预期时间

European Journal of Education and Pedagogy Pub Date : 2024-01-09 DOI: 10.24018/ejedu.2024.5.1.784

Seda Acar, I. Aktağ

{"title":"Determining the Anticipation Times of Athletes Participating and Non-Participating in Volleyball, Handball, and Basketball School Sports at Secondary Schools","authors":"Seda Acar, I. Aktağ","doi":"10.24018/ejedu.2024.5.1.784","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.784","url":null,"abstract":"The aim of this study is to find out the anticipation times of fifth-to eighth-grade students who participate and those who do not participate in school sports in volleyball, handball, and basketball in secondary schools, and also to determine whether the anticipation time varies according to gender, different speeds and sports experience of students participating in school sports. A total of 267 athletes (150 girls and 117 boys) participated in volleyball, handball, and basketball from the 5th to 8th grades of secondary schools, and a total of 214 athletes (90 girls and 124 boys) who did not participate in school sports in these branches were studied. The “Basin Anticipation Timer” device measured the anticipation time. As a result of the analysis, it was found that female students participating in school sports have better anticipation time than that of male students. The anticipation times of students participating in school sports were determined at speeds of 5 m/s and 8 eight m/s with average constant, absolute, and variable errors of (0.018, 0.044, 0.059) and (0.017, 0.041, 0.055), respectively. Even though the 8 m/s error results seem better than the 5 m/s results, no statistically significant difference was found between them.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140511902","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

Construction and Validation of a Scale Regarding the Attitudes of Parents of Young Children towards Animals 构建并验证幼儿家长对动物态度的量表

European Journal of Education and Pedagogy Pub Date : 2024-01-07 DOI: 10.24018/ejedu.2024.5.1.764

Maria Kypriotaki, Maria Markodimitraki, Michalis Linardakis, Michail Kalogiannakis, Irene Spanaki, Maria Kalesiou, Marisa Zymonopoulou

{"title":"Construction and Validation of a Scale Regarding the Attitudes of Parents of Young Children towards Animals","authors":"Maria Kypriotaki, Maria Markodimitraki, Michalis Linardakis, Michail Kalogiannakis, Irene Spanaki, Maria Kalesiou, Marisa Zymonopoulou","doi":"10.24018/ejedu.2024.5.1.764","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.764","url":null,"abstract":"Τhis study aims to discuss and analyze the reliability as well as construct the validity of the Attitudes of Young Children Parents Towards Animals Scale (PATAS) to be used in parents of preschool children. Data were obtained from eight hundred eighty-one parents of preschool children who participated in an educational program regarding pets. The initial model comprised four factors: Learning for and from animals (F1), Cruelty and stereotypes against animals (F2), Fears for children (F3), and Delinquency (F4). In the brief version of the scale, the factors proposed were Learning for and from animals (F1) and Cruelty and stereotypes against animals (F2). The PATAS presented satisfactory validity and reliability (internal consistency and reproducibility), allowing its use in parents. Results are discussed in terms of helping parents to promote positive changes in their approaches towards animals and influencing children to cultivate positive attitudes towards animals at the early stage of their development.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140512840","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

Effects of Scaffolding in Genre-Based Writing Instructions on EFL Learners’ Writing Performance 基于体裁的写作指导中的脚手架对英语学习者写作成绩的影响

European Journal of Education and Pedagogy Pub Date : 2024-01-04 DOI: 10.24018/ejedu.2024.5.1.751

Thi Tram Anh Nguyen, Vien Truong

{"title":"Effects of Scaffolding in Genre-Based Writing Instructions on EFL Learners’ Writing Performance","authors":"Thi Tram Anh Nguyen, Vien Truong","doi":"10.24018/ejedu.2024.5.1.751","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.751","url":null,"abstract":"Writing instructions have become one of the most regarded topics in the field of language teaching and learning when scholars found that SL/FL writing is believed to be a challenge for learners. To draw a fuller picture of the writing approach, writing instructions and its effects on EFL learners’ writing performance, this research was conducted to illustrate the areas of concern researchers have focused on regarding scaffolding in genre-based writing instruction. This research aimed to determine the effects of scaffolding in genre-based writing instruction on EFL learners’ writing performance. The second aim was to determine EFL learners’ attitudes toward using scaffolding in genre-based writing instruction on their writing test. This was an experimental study with one group of 34 participants. In this study, a combination of quantitative and qualitative data was utilized. The outcomes of the pre-test and post-test revealed that incorporating scaffolding in genre-based writing instruction significantly impacted EFL learners’ writing proficiency. Additionally, students responded to the writing instructions with a good attitude and greater confidence (M = 4.20). The study’s findings contributed to the present literature on scaffolding studies and genre-based writing instruction.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"86 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139630639","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

Self-concept, Self-efficacy, and Academic Achievement of Prospective Mathematics and Biology Teachers 未来数学和生物教师的自我概念、自我效能感和学业成绩

European Journal of Education and Pedagogy Pub Date : 2023-12-21 DOI: 10.24018/ejedu.2023.4.6.744

Baiduri, Usmiyatun

{"title":"Self-concept, Self-efficacy, and Academic Achievement of Prospective Mathematics and Biology Teachers","authors":"Baiduri, Usmiyatun","doi":"10.24018/ejedu.2023.4.6.744","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.744","url":null,"abstract":"This study investigates the intricate interplay between self-concept, self-confidence, and academic achievement among aspiring mathematics and biology teachers. Through a quantitative research approach and survey design, we explore the relationships among these psychological factors and their potential influence on the educational paths of future educators in these distinct disciplines. Seventy-six prospective biology education teachers and 115 prospective mathematics education teachers voluntarily participated as respondents in filling out the provided survey. Utilizing standardized self-concept and self-efficacy assessments in conjunction with academic performance records, we gather comprehensive data to analyze these dynamics by inferential statistics, independent t-tests, and Pearson's correlation. Our findings show that there is a significant difference in the self-concept of prospective biology education teachers and mathematics education teachers when studying mathematics or statistics material, highlighting significant correlations between self-concept, self-efficacy, and academic achievement. However, the nature of these relationships varies between mathematics and biology domains, suggesting the need for tailored strategies in each field. While a positive self-concept and self-efficacy foster academic success, their impact differs based on the subject matter. The findings from these analyses can shed light on how self-concept and self-efficacy in mathematical understanding and problem-solving contribute to the academic achievement of prospective teachers in mathematics and biology. This information has implications for teacher training programs and educational strategies aimed at enhancing both self-perception and teaching efficacy in mathematics-related subjects.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"49 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952579","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