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The Correlation between Dimensions of Sustainability Literacy: The Case of British and Turkish Students 可持续发展素养各维度之间的相关性：英国和土耳其学生的案例
Science Insights Education Frontiers Pub Date : 2024-03-25 DOI: 10.15354/sief.24.or535
Oguz Ozdemir
{"title":"The Correlation between Dimensions of Sustainability Literacy: The Case of British and Turkish Students","authors":"Oguz Ozdemir","doi":"10.15354/sief.24.or535","DOIUrl":"https://doi.org/10.15354/sief.24.or535","url":null,"abstract":"The acquisition of the competencies of sustainability literacy through education requires an understanding of how sustainability literacy is shaped. In this connection, in the current study, the interaction between the following dimensions of sustainability literacy was investigated; SA (sustainability attitude), SB (sustainability behavior) and SK (sustainability knowledge). The study was conducted as a survey study on university students in the UK and Turkey within the context of a project entitled “Ecological Literacy Education” and supported by TUBITAK (Turkish Scientific and Technological Research Organization). The participants (n:1023) of the study are students attending several departments of Plymouth University in the UK and Mugla Sitki Kocman University in Turkey. The data were collected by using the Scale of Sustainability Literacy and analyzed using AMOS version 24. Although it was understood that there were mutual and positive correlations between the dimensions of sustainability literacy, it was revealed that the correlations between some sub-dimensions of these dimensions showed variation. The results of the study are expected to contribute to revealing the interaction between the dimensions of sustainability literacy in more detail and accordingly to the effectiveness of sustainability education.","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":" February","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383262","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: 1
The Five-Level Education and Teaching Research System: A Distinctively Chinese Research Mechanism for Basic Education 五级教育教学研究体系：具有中国特色的基础教育研究机制
Science Insights Education Frontiers Pub Date : 2024-03-25 DOI: 10.15354/sief.24.re342
Yucheng Zhou
{"title":"The Five-Level Education and Teaching Research System: A Distinctively Chinese Research Mechanism for Basic Education","authors":"Yucheng Zhou","doi":"10.15354/sief.24.re342","DOIUrl":"https://doi.org/10.15354/sief.24.re342","url":null,"abstract":"China’s five-level education and teaching research system (ETRS) has been instrumental in advancing Chinese basic education. It includes the central-, provincial-, municipal-, and county-level education and teaching research institutions and school-based teaching research offices, which jointly contribute to the enhancement of the quality of education and teacher professional development. There is close collaboration as well as a clear division of responsibility among these institutions. This article expounds on the ETRS’s functions and characteristics, shedding light on its significance for Chinese basic education with a view to providing implications for global education development.","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384011","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
Turkish Pre-Service Teachers’ Perceptions of Factors Influencing Physics Problem-Solving Abilities 土耳其职前教师对影响物理问题解决能力的因素的看法
Science Insights Education Frontiers Pub Date : 2024-01-29 DOI: 10.15354/sief.24.or505
Ahmet Zeki Saka, Jazlin Ebenezer, Tolga Saka
{"title":"Turkish Pre-Service Teachers’ Perceptions of Factors Influencing Physics Problem-Solving Abilities","authors":"Ahmet Zeki Saka, Jazlin Ebenezer, Tolga Saka","doi":"10.15354/sief.24.or505","DOIUrl":"https://doi.org/10.15354/sief.24.or505","url":null,"abstract":"The purpose of this study was to identify the the factors that influenced pre-service teachers' perceptions of their abilities to solve structured physics problems. 1185 pre-service teachers from different disciplines, enrolled in physics courses in one Turkish University from 2008 to 2017 participated in a descriptive survey. The factors influencing the pre-service r physics problem-solving abilities, ranking from most to least, were as follows:  personal characteristics; quality of secondary or university physics teaching; secondary school physics education, and physics learning environment.  The study implies the need for: (i) equal opportunities; (ii) knowledge integration; and (iii) learning affordances, which are relevant not only to Turkey but also to worldwide physics education.","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":"37 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488606","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
Professional Learning Community (PLC) in STEAM Education: A Hands-On Workshops Sample STEAM 教育中的专业学习社区 (PLC)：实践研讨会样本
Science Insights Education Frontiers Pub Date : 2024-01-29 DOI: 10.15354/sief.24.or496
Filiz Gülhan
{"title":"Professional Learning Community (PLC) in STEAM Education: A Hands-On Workshops Sample","authors":"Filiz Gülhan","doi":"10.15354/sief.24.or496","DOIUrl":"https://doi.org/10.15354/sief.24.or496","url":null,"abstract":"STEAM education puts professional learning communities on the agenda by requiring teacher collaboration along with disciplinary integrity. In this study, a professional learning community in STEAM education was investigated by observing 49 teachers from different disciplines working in different districts during 16 weeks of interdisciplinary training and their practice with students. Teachers’ perceptions of skills teaching self-efficacy, design self-efficacy and perceptions of interdisciplinary teaching were assessed using pre-post tests. The research concluded that the STEAM professional learning community study positively improved teachers’ perceptions of skill teaching self-efficacy and interdisciplinary teaching, but was not sufficient to develop design self-efficacy. It was found that teachers’ views of practice were positive and that interdisciplinary collaboration contributed to this. In light of the research findings, it was suggested that the use of professional learning communities in STEAM education may be an effective example of the interdisciplinary functioning of hands-on workshops.","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":"37 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488479","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: 1
Career Plateauing among Chinese Kindergarten Teachers 中国幼儿园教师的职业发展瓶颈
Science Insights Education Frontiers Pub Date : 2024-01-29 DOI: 10.15354/sief.24.or480
Yan Wang
{"title":"Career Plateauing among Chinese Kindergarten Teachers","authors":"Yan Wang","doi":"10.15354/sief.24.or480","DOIUrl":"https://doi.org/10.15354/sief.24.or480","url":null,"abstract":"Teacher career plateaus hinder the high-quality development of teaching staff. Based on a nationwide questionnaire survey on Chinese kindergarten teachers’ career plateaus, this study developed a kindergarten teacher career plateauing structural model. The research findings indicate that overall career plateauing among Chinese kindergarten teachers is at a moderate level. The kindergarten teacher career plateauing model is best represented by the second-order single-factor/first-order three-factor structure, which consists of three dimensions: professional development, hierarchical, and emotional plateauing. Among these dimensions, emotional plateauing is most intensively perceived by teachers. Telltale signs of kindergarten teacher career plateauing range from stagnation of professional progress to losses of senses of meaning in work, constrained promotion of professional titles, slim chances of promotion to higher positions, fading positive emotional engagement, and increased negative workplace emotions. Implications of the study for building a professionalized preschool teaching force include emphases on teachers’ long-range career planning and their agency in career advancement. Special attention should be paid to their emotional needs.","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":"97 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486022","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
Teacher STEAM Education Supported by Professional Learning Communities: A Meaningful Practice of Teacher Professional Development 由专业学习社区支持的教师 STEAM 教育：有意义的教师专业发展实践
Science Insights Education Frontiers Pub Date : 2024-01-29 DOI: 10.15354/sief.24.co249
Alan C.K. Cheung
{"title":"Teacher STEAM Education Supported by Professional Learning Communities: A Meaningful Practice of Teacher Professional Development","authors":"Alan C.K. Cheung","doi":"10.15354/sief.24.co249","DOIUrl":"https://doi.org/10.15354/sief.24.co249","url":null,"abstract":"Steam education is a synergetic, interdisciplinary approach that conflate science, technology, engineering, arts and mathematics to foster creative, critical, and imaginative thinking and skills in students (Lamichhane, 2021). The core of STEAM is innovation and problem-solving. It places premiums on interdisciplinary skills, including inquiry, communication, collaboration, and self-management (Holbrook, 2020). In a world facing emerging challenges and complexities, STEAM education is instrumental in cultivating talents with abilities to integrate multiple-disciplinary knowledge, think critically and innovatively, solve problems voluntarily, and carry out effective collaboration.","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":"14 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488819","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 Skewed Role of Home Education in Child Development in China 中国家庭教育在儿童发展中的偏颇作用
Science Insights Education Frontiers Pub Date : 2024-01-29 DOI: 10.15354/sief.24.re321
Lei Zhang
{"title":"The Skewed Role of Home Education in Child Development in China","authors":"Lei Zhang","doi":"10.15354/sief.24.re321","DOIUrl":"https://doi.org/10.15354/sief.24.re321","url":null,"abstract":"Home education plays a unique, vital role in child development that differs from that of formal education. Currently, there is an abnormal phenomenon in Chinese basic education: home education becomes academically focused. This article gives an overview of skewed home education in basic education students, analyzes its causes and harms, and proposes relevant suggestions for a more reasonable implementation of home education with the aim of promoting legitimate home-school partnerships for student healthy growth.","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":"29 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487687","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
New Year Greetings from Science Insights Education Frontiers 科学洞察教育前沿》致新年贺词
Science Insights Education Frontiers Pub Date : 2024-01-29 DOI: 10.15354/sief.24.ed152
Longjun Zhou
{"title":"New Year Greetings from Science Insights Education Frontiers","authors":"Longjun Zhou","doi":"10.15354/sief.24.ed152","DOIUrl":"https://doi.org/10.15354/sief.24.ed152","url":null,"abstract":"The year of of 2023 was supposed to be a year full of hopes and with the promise that everything would return to the right track. At the end of the year, however, we realized that the world was far away from the right track. Instead, it underwent a turbulent period, becoming more unstable, uncertain, and unpredictable: Geopolitical conflicts continued to escalate, and the humanitarian crises were deteriorating, with no signs of the Russian-Ukrainian war coming to an end or Palestinian-Israeli tension subsiding; The world economy was slowing down, facing the dual challenges of low growth and high inflation; Natural and climate change-induced disasters arose one after another, like the devastating earthquake in Turkey, once-in-a-century drought in the Amazon rainforest, and the raging floods in the Horn of Africa, to name a few.","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":"54 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487147","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
Break Time on the School Schedule: Evidence from Basic Education Schools in China 课表上的休息时间：来自中国基础教育学校的证据
Science Insights Education Frontiers Pub Date : 2023-12-31 DOI: 10.15354/sief.23.re315
Xinyuan Xu
{"title":"Break Time on the School Schedule: Evidence from Basic Education Schools in China","authors":"Xinyuan Xu","doi":"10.15354/sief.23.re315","DOIUrl":"https://doi.org/10.15354/sief.23.re315","url":null,"abstract":"The mandatory 10-minute break on the basic education school schedule in China is intended to help students relieve fatigue and pressure and refresh their minds and bodies between lessons. However, instructional activities have often taken precedence over its intended purpose. This article described the current state of break time deprivation among Chinese basic education students and analyzed its causes, with a view to arousing more attention to the protection of the right of the student to rest and leisure activities at school.","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":"124 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139132992","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
Give Students Autonomy in the Use of Break Time in Conformity with the Principles of Humanistic Education 遵循人本主义教育原则，让学生自主利用休息时间
Science Insights Education Frontiers Pub Date : 2023-12-31 DOI: 10.15354/sief.23.co237
Jijun Yao
{"title":"Give Students Autonomy in the Use of Break Time in Conformity with the Principles of Humanistic Education","authors":"Jijun Yao","doi":"10.15354/sief.23.co237","DOIUrl":"https://doi.org/10.15354/sief.23.co237","url":null,"abstract":"Humanistic education (also known as person-centered education) is a learning theory based on humanistic psychology, aiming to promote the development of the learner as a “whole person.” Various aspects such as the intellect, social and emotional skills, and artistic and practical capabilities of the student are all important considerations in the humanistic approach to education (Zhang, 2010). It places a great deal of emphasis on students’ choice and control over the course of their education. Students are encouraged to make choices that range from day-to-day activities to goal settings. According to Rogers, one of the founders of humanistic psychology as well as the humanistic learning theory, the primary purpose of education is to train the student to want and know how to learn, and the ability to learn should relate to the fulfillment of other needs (as cited in Xie, 2016).","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130519","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
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