International Education Forum最新文献_第2页

Exploration of the Perception of Elementary and Secondary Pre-Service Teachers About “Novelty Space” in Learning in Geological Field Trip — A Secondary Publication 探究中小学职前教师对地质野外考察学习中 "新奇空间 "的感知--中学出版物

International Education Forum Pub Date : 2024-05-20 DOI: 10.26689/ief.v2i3.6882

Yoon-Sung Choi

{"title":"Exploration of the Perception of Elementary and Secondary Pre-Service Teachers About “Novelty Space” in Learning in Geological Field Trip — A Secondary Publication","authors":"Yoon-Sung Choi","doi":"10.26689/ief.v2i3.6882","DOIUrl":"https://doi.org/10.26689/ief.v2i3.6882","url":null,"abstract":"The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120902","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

Exploration of the Blended Learning Model in English Major Education at Private Applied Universities 民办应用型大学英语专业教育中的混合式学习模式探索

International Education Forum Pub Date : 2024-05-20 DOI: 10.26689/ief.v2i3.6858

Wei He

{"title":"Exploration of the Blended Learning Model in English Major Education at Private Applied Universities","authors":"Wei He","doi":"10.26689/ief.v2i3.6858","DOIUrl":"https://doi.org/10.26689/ief.v2i3.6858","url":null,"abstract":"The integration of the blended learning model in the curriculum of English majors at private applied universities is a strategic response to the evolving demands of higher education. This study explores the potential of blended learning to augment learning outcomes and the overall educational experience. By combining traditional classroom instruction with online learning tools, the model seeks to offer a more flexible and resource-rich environment that can foster student engagement and initiative, thereby promoting a well-rounded development of English language skills and cultural competencies. The research delves into the practical implementation of the blended learning model, examining how it can be tailored to meet the specific needs of English majors. It discusses the integration of technology into the curriculum, the importance of faculty training, and the creation of an interactive and personalized learning experience. The study also emphasizes the need for continuous assessment and feedback mechanisms to ensure the model’s effectiveness. Furthermore, the research highlights the importance of cultivating English talents with practical capabilities, innovative abilities, and an international perspective. It underscores the role of blended learning in preparing students for the global job market by providing them with the necessary language proficiency and cultural understanding.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121566","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

Research on the Development Path of Shenzhen Elderly Education from the Perspective of Positive Aging 积极老龄化视角下的深圳老年教育发展路径研究

International Education Forum Pub Date : 2024-05-17 DOI: 10.26689/ief.v2i3.6859

Nan Zhou

引用次数: 0

Countermeasures of Teaching English Reading in High Schools in Response to the English Reform of the College Entrance Examination 应对高考英语改革的高中英语阅读教学对策

International Education Forum Pub Date : 2024-05-17 DOI: 10.26689/ief.v2i3.6806

Ruohan Xu

引用次数: 0

The Relationship Between Learner Beliefs and Foreign Language Anxiety of Chinese EFL International Students 中国 EFL 留学生的学习者信念与外语焦虑之间的关系

International Education Forum Pub Date : 2024-05-09 DOI: 10.26689/ief.v2i2.6746

Shan Wang

引用次数: 0

Improvement of Comprehension Skills of Alternative Learning System (ALS) Learners Through Reading-Focused Session 通过以阅读为重点的课程提高替代性学习系统（ALS）学习者的理解能力

International Education Forum Pub Date : 2024-05-09 DOI: 10.26689/ief.v2i2.6820

Brenda C. Gregorio

{"title":"Improvement of Comprehension Skills of Alternative Learning System (ALS) Learners Through Reading-Focused Session","authors":"Brenda C. Gregorio","doi":"10.26689/ief.v2i2.6820","DOIUrl":"https://doi.org/10.26689/ief.v2i2.6820","url":null,"abstract":"Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996582","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

Intrinsic Teacher Practice to Holistic Public School Reform – SDGs Project 1 Report 公立学校整体改革的内在教师实践——可持续发展目标项目1报告

International Education Forum Pub Date : 2023-07-18 DOI: 10.26689/ief.v1i1.5111

O. Sasaki, Naoki Sakurai

{"title":"Intrinsic Teacher Practice to Holistic Public School Reform – SDGs Project 1 Report","authors":"O. Sasaki, Naoki Sakurai","doi":"10.26689/ief.v1i1.5111","DOIUrl":"https://doi.org/10.26689/ief.v1i1.5111","url":null,"abstract":"This article is a report on the development of a model for public school organization and curriculum as a foundation for Education for Sustainable Development (ESD) practice, undertaken as part of the “Project to Promote ESD” commissioned by the National Commission for UNESCO of the Ministry of Education, Culture, Sports, Science and Technology (MEXT). The project, led by Shizuoka University, is carried out by the ESD Hooripu, a framework study group that links public schools to holistic reform through intrinsic teacher practice for ESD. The project aims to construct a theoretical framework to support educational and school reform in local authorities from an ESD perspective, using Social Impact Management/Logic Model as a perspective for change. It also focuses on developing teachers’ Ecological Teacher Agency (ETA) through workshops, training sessions, and evaluation support. The outcomes of these efforts are validated through a comprehensive evaluation. Overall, this article highlights the importance of intervention in the project, aiming to empower teachers to enhance their expertise and actively engage in educational reforms. The utilization of a logic model approach is crucial for sharing and aligning visions and aspirations for education in schools and communities, transcending mere outcome evaluation and leveraging it as a tool for educational policy.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114684935","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

Planning and Furnishing of School Facilities to Support Learning Transformation 规划和布置学校设施以支持学习转型

International Education Forum Pub Date : 2023-07-18 DOI: 10.26689/ief.v1i1.5089

Shunsuke Yokoyama

引用次数: 0

When Students Produce and Receive Peer Feedback at University: Emotions for Learning 当学生在大学产生和接受同伴反馈:学习的情绪

International Education Forum Pub Date : 2023-07-18 DOI: 10.26689/ief.v1i1.5087

Céline Girardet

引用次数: 0

History of Professional Education in Minas Gerais: A School Institution That Educates for Work 米纳斯吉拉斯州职业教育史:为工作而教育的学校机构

International Education Forum Pub Date : 2023-07-18 DOI: 10.26689/ief.v1i1.5088

S. Siquelli

引用次数: 0