European Journal of Educational Research最新文献_第7页

Exploring the Role of Artificial Intelligence-Powered Facilitator in Enhancing Digital Competencies of Primary School Teachers 探索人工智能辅助工具在提高小学教师数字化能力中的作用

European Journal of Educational Research Pub Date : 2024-01-15 DOI: 10.12973/eu-jer.13.1.219

Thi Hong

{"title":"Exploring the Role of Artificial Intelligence-Powered Facilitator in Enhancing Digital Competencies of Primary School Teachers","authors":"Thi Hong","doi":"10.12973/eu-jer.13.1.219","DOIUrl":"https://doi.org/10.12973/eu-jer.13.1.219","url":null,"abstract":"This study aimed to investigate the relationship between teacher professional development, quality of lecture design, student engagement, teacher technical skills, pedagogical content knowledge and teacher satisfaction in using Artificial Intelligence (AI)-Powered Facilitator for designing lectures. The study used a non-random sample technique, and 208 participants answered a survey via Google Form after one semester, using a 5-point Likert scale to rate their responses. The structural equation model was used to analyze the data, and six factors were included in the study. The study confirmed hypotheses that teacher professional development, quality of lecture design, student engagement, and pedagogical content knowledge have a positive effect on teacher satisfaction. However, the study also revealed that teacher technical skills have a negative effect on teacher satisfaction, and pedagogical content knowledge has no significant effect. The proposed conceptual model explained 55.7% of the variance in teacher satisfaction Theoretical and practical implications were also discussed. These findings provide insights into the factors that contribute to teacher satisfaction in utilizing AI-Powered Facilitator for designing lectures and could inform the development of effective teacher training programs.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"26 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139529015","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

Developing Pre-Service Biology Teachers’ Technological Pedagogical Content Knowledge through a TPACK-Based Course 通过基于 TPACK 的课程培养职前生物教师的技术教学内容知识

European Journal of Educational Research Pub Date : 2024-01-15 DOI: 10.12973/eu-jer.13.1.263

Anthony Bwalya, Marcellin Rutegwa, Thumah Mapulanga

{"title":"Developing Pre-Service Biology Teachers’ Technological Pedagogical Content Knowledge through a TPACK-Based Course","authors":"Anthony Bwalya, Marcellin Rutegwa, Thumah Mapulanga","doi":"10.12973/eu-jer.13.1.263","DOIUrl":"https://doi.org/10.12973/eu-jer.13.1.263","url":null,"abstract":"This study investigated pre-service biology teachers' (PSBTs’) technological pedagogical content knowledge (TPACK) development. A TPACK-based technology integration course (TPACK-BTIC) was implemented. The study employed a convergent parallel mixed-methods approach. A TPACK survey questionnaire and interview schedule were used to collect data from 50 PSBTs. The quantitative data were analysed by computing means, standard deviations, and dependent samples t-tests, while qualitative data were analysed using deductive thematic analysis based on the TPACK domains. Findings indicate that the intervention positively affected PSBTs’ TPACK development with significant improvements in technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and overall technological pedagogical content knowledge domains. In contrast, pedagogical content knowledge (PCK) and pedagogical knowledge domains showed no statistically significant improvements. PSBTs’ engagement in microteaching lesson study, reflection on using technology, and collaboratively designing lesson plans improved PSBTs’ TPACK domains. The study recommends that teacher training institutions consider implementing content-based technology integration courses that engage pre-service teachers in microteaching lesson study, reflecting on technology use and collaborative designing of curriculum materials that involve using technology to support their TPACK development.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"40 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437198","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

Innovative Teaching: A Bibliometric Analysis From 2013 to 2023 创新教学：2013 至 2023 年文献计量分析

European Journal of Educational Research Pub Date : 2024-01-15 DOI: 10.12973/eu-jer.13.1.233

Raisa Esenovna, Gulsara Tundebayevna, Assel Bolatovna, Edyta Denst-Garcia

{"title":"Innovative Teaching: A Bibliometric Analysis From 2013 to 2023","authors":"Raisa Esenovna, Gulsara Tundebayevna, Assel Bolatovna, Edyta Denst-Garcia","doi":"10.12973/eu-jer.13.1.233","DOIUrl":"https://doi.org/10.12973/eu-jer.13.1.233","url":null,"abstract":"This study sought to investigate the current state of innovative teaching research and identify emerging themes and trends in the field from 2013 to 2023. The Scopus database was searched for the term “innovative teaching,” resulting in 1005 documents. After manual screening, 903 articles were exported in the BibTeX format for further processing in Bibliometrix using three bibliometric analysis types: network analysis, science mapping, and performance analysis. Performance analysis revealed bursts in publication output in 2015 and 2021, with a moderate boost in 2018. Ten top-cited journal papers were identified. The citation rates were low between 2019 and 2021, but there has been an upturn since 2022. The top keywords included simulation and nursing education, and there was a shift in research topics from broad educational concepts to more specific approaches, such as e-learning. Innovative teaching has been predominantly investigated in higher education, particularly in nursing education, with themes like “teaching/learning strategies” suggesting an emphasis on enhancing teaching practices not just through technology infusion. This study can aid educators and researchers in staying current with innovative teaching developments and inform their teaching practices.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"40 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437199","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

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022) 学前教师在英语教学中的问题与信念：系统回顾（2012-2022 年）

European Journal of Educational Research Pub Date : 2024-01-15 DOI: 10.12973/eu-jer.13.1.281

Mohamad Iskanda, Muar Suziyani, Kamariah Abu

{"title":"Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)","authors":"Mohamad Iskanda, Muar Suziyani, Kamariah Abu","doi":"10.12973/eu-jer.13.1.281","DOIUrl":"https://doi.org/10.12973/eu-jer.13.1.281","url":null,"abstract":"The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"52 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437249","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

Optimizing the Creativity of Reflective and Impulsive Students through Writing Articles Based on Information Literacy 基于信息素养的文章写作优化反思性、冲动性学生的创造力

European Journal of Educational Research Pub Date : 2023-10-15 DOI: 10.12973/eu-jer.12.4.1667

I. Cintamulya, L. Mawartiningsih, Warli Warli

{"title":"Optimizing the Creativity of Reflective and Impulsive Students through Writing Articles Based on Information Literacy","authors":"I. Cintamulya, L. Mawartiningsih, Warli Warli","doi":"10.12973/eu-jer.12.4.1667","DOIUrl":"https://doi.org/10.12973/eu-jer.12.4.1667","url":null,"abstract":"Creativity and information literacy are skills necessary for students for task completion in the learning process. One of the tasks assigned to students in learning is to write drafts of scientific articles. Furthermore, teachers must pay attention to cognitive styles in the learning process. This study aimed to describe students' creativity in writing drafts of scientific papers based on information literacy concerning reflective and impulsive cognitive styles. This research was exploratory qualitative research to explain the creativity of reflective and impulsive students in writing scientific article drafts based on information literacy. The research subjects comprised two students for each reflective and impulsive cognitive style. The cognitive style was measured using the Matching Familiar Figure Test instrument. Students' creativity was measured using a test with fluency, flexibility, originality, and elaboration indicators. The results indicated that reflective students were highly creative in writing drafts of scientific articles. Meanwhile, impulsive students were relatively creative in the same activity. In conclusion, students possessing the reflective cognitive style are more creative than students following the impulsive cognitive style in writing drafts of scientific articles based on information literacy. We recommend that writing articles based on information literacy is required to increase HOTs (Higher Order Thinking Skills).","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47397179","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

Introducing Contextual Teaching and Learning as a Transition from Textbook-Based Curriculum to the National Curriculum 从教科书课程到国家课程的过渡——引入情境教学

European Journal of Educational Research Pub Date : 2023-10-15 DOI: 10.12973/eu-jer.12.4.1767

Burhanuddin Yasin, Faisal Mustafa*, Diva Safina, Yusri Yusuf, Khairuddin Khairuddin, Barep Sarinauli

{"title":"Introducing Contextual Teaching and Learning as a Transition from Textbook-Based Curriculum to the National Curriculum","authors":"Burhanuddin Yasin, Faisal Mustafa*, Diva Safina, Yusri Yusuf, Khairuddin Khairuddin, Barep Sarinauli","doi":"10.12973/eu-jer.12.4.1767","DOIUrl":"https://doi.org/10.12973/eu-jer.12.4.1767","url":null,"abstract":"<p style=\"text-align: justify;\">The teaching of speaking in English as a foreign language (EFL) classes in the Province of Aceh did not rely on the suggested techniques and methods. This teacher-designed technique, which was mainly textbook-based, has left an unpleasant learning experience among students. Therefore, we conducted a quantitative research study to experiment with how students responded to contextual teaching and learning (CTL) to see the effect of transitioning from a teacher-established method to a systematically planned learning approach and compare how students progressed over time. The experiment was carried out by teachers who had received assistance in preparing the lesson and practicing the lesson plan. The six-meeting experiment was conducted in 11 small classes, with a total sample of 132 students. The student improvement after the first four meetings (cycle 1) was compared using inferential statistical analyses with that after eight meetings (cycle 2). The results show that the student’s achievement significantly improved in the first cycle and continued to improve, although at a lower rate, in the second cycle. This result suggests that CTL can be used to transition from a traditional teaching method to a more established method in EFL teaching. Therefore, teachers need help planning their teaching and practicing how to implement the teaching plan accurately.</p>","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183317","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

Examining the Impact of Interactive Multimedia Instruction on the Performance of Secondary School Students in Biology in Dedza District, Malawi 检视互动多媒体教学对马拉威德扎区中学生生物学表现的影响

European Journal of Educational Research Pub Date : 2023-10-15 DOI: 10.12973/eu-jer.12.4.1697

Yamikani Willie, Saidi Rumanzi

{"title":"Examining the Impact of Interactive Multimedia Instruction on the Performance of Secondary School Students in Biology in Dedza District, Malawi","authors":"Yamikani Willie, Saidi Rumanzi","doi":"10.12973/eu-jer.12.4.1697","DOIUrl":"https://doi.org/10.12973/eu-jer.12.4.1697","url":null,"abstract":"This study examined the impact of teaching biology using interactive multimedia on the students’ academic performance in biology at Community Day Secondary Schools (CDSS). This study was conducted in three secondary schools in the Dedza district, in the central region of Malawi. A pretest-posttest quasi-experimental approach was used in this investigation. A total number of 189 Form Four students were selected from the three schools. The schools were categorized into three groups, namely: (a) urban, (b) rural, and (c) control. The control group received instruction using a teacher-centered approach, while the experimental groups received instruction using interactive multimedia resources. The pretest was conducted for three weeks, after which the posttest was administered. One-way ANOVA in IBM-SPSS software was used to analyse the data. Our findings showed that multimedia instruction packages had a significant impact on student performance (F (2, 188) = 126.557, p < .001). Furthermore, after the intervention, the scores of the rural group and the urban group significantly varied (p < .001). Gender had a significant influence on the performance of students in biology (F (1, 188) = 8.78, p = .003). Therefore, the study concludes that the use of multimedia instructional packages helps learners understand abstract concepts in biology, and the study further recommends that multimedia instructional packages be used to teach hard-to-grasp concepts in biology in CDSS.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42840277","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

Development of Waves Critical Thinking Test: Physics Essay Test for High School Student 波式批判性思维测验的发展:高中生物理论述测验

European Journal of Educational Research Pub Date : 2023-10-15 DOI: 10.12973/eu-jer.12.4.1781

A. Rusilowati, Ridho Adi, Mahardika Prasetya, Bambang Subali

引用次数: 0

Strengthening Pedagogical Content Knowledge in Designing Laboratory Activity Based on Small-Scale Chemistry Practicum Approach 基于小规模化学实习的实验活动设计强化教学内容知识

European Journal of Educational Research Pub Date : 2023-10-15 DOI: 10.12973/eu-jer.12.4.1631

Fitria Fatichatul, Muhamad Imaduddin, Eko Yuliyanto, Gunawan Gunawan, Muhammad Cholid, Siti Qomariyah

{"title":"Strengthening Pedagogical Content Knowledge in Designing Laboratory Activity Based on Small-Scale Chemistry Practicum Approach","authors":"Fitria Fatichatul, Muhamad Imaduddin, Eko Yuliyanto, Gunawan Gunawan, Muhammad Cholid, Siti Qomariyah","doi":"10.12973/eu-jer.12.4.1631","DOIUrl":"https://doi.org/10.12973/eu-jer.12.4.1631","url":null,"abstract":"<p style=\"text-align: justify;\">The purpose of this research is to strengthen pedagogical content knowledge (PCK) in designing laboratory activities based on small-scale chemistry approaches. This research is action research involving 60 trainee teachers with stages that include (a) Reflect; (b) Plan; (c) Act; (d) Observe; (e) Reflect (2nd); (f) Plan (2nd). Qualitative data were collected through (a) Questionnaires reflecting on experiences in practicing chemistry learning and responses to the importance of learning, (b) a Portfolio of chemistry practicum design, (c) documentation of the process of carrying out design, implementation, and practicum evaluation activities, (d) field notes, (e) reflection sheet, and (f) Portfolio of follow-up plans. The data is displayed through the R computation system with data pre-processing stages in the teacher's reflection text which includes basic cleaning, case folding, normalization, stemming, and deleting meaningless words. Display data in the form of word clouds, frequency expression diagrams, and tabulations. Descriptive narratives are used to analyze the documentation obtained in the action process. The teacher group demonstrated performance in implementing small-scale practicum activities. Teachers are increasingly skilled in modifying conventional laboratory equipment, minimizing the amount of chemical use, minimizing waste disposal, and increasing efficiency in the duration of practicum implementation. The follow-up plan for this activity includes quality improvement in aspects of (a) skill in using laboratory equipment, (b) understanding of chemical concepts, (c) equipment availability, materials, and work procedures, and (d) implementation of chemistry practicum.</p>","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183311","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

Mathematical Literacy Skills for Elementary School Students: A Comparative Study Between Interactive STEM Learning and Paper-and-Pencil STEM Learning 小学生的数学素养：互动STEM学习与纸笔STEM学习的比较研究

European Journal of Educational Research Pub Date : 2023-10-15 DOI: 10.12973/eu-jer.12.4.1569

A. Susanta, E. Susanto, Elwan Stiadi, R. Rusnilawati

{"title":"Mathematical Literacy Skills for Elementary School Students: A Comparative Study Between Interactive STEM Learning and Paper-and-Pencil STEM Learning","authors":"A. Susanta, E. Susanto, Elwan Stiadi, R. Rusnilawati","doi":"10.12973/eu-jer.12.4.1569","DOIUrl":"https://doi.org/10.12973/eu-jer.12.4.1569","url":null,"abstract":"This study aimed to compare and examine the effectiveness of interactive STEM learning and paper-and-pencil STEM learning in terms of mathematical literacy skills of elementary school students. This research is of a quasi-experimental type with a non-equivalent pretest-posttest control group design. Sampling was carried out on the elementary school populations in Bengkulu and South Sumatra Provinces in two stages. In the first stage, schools in rural and urban areas were selected, and in the second, classes in each school were randomly selected. The selected sample consisted of fifth-grade students of the Public Elementary School of Terawas, Musi Rawas, with an experimental class A (n = 20) and an experimental class B (n = 19), as well as fifth-grade students of the Public Elementary School of Bengkulu City, with an experimental class A (n = 25) and an experimental class B (n = 22). Data collection was conducted using mathematical literacy skills tests in reference to the PISA and Minimum Competency Assessment (level 1–3). Data analysis was performed using descriptive and inferential statistics; it employed an independent t-test for the comparative testing and an N-gain test for testing the effectiveness of STEM learning. The results showed that there were differences in math literacy skills between interactive STEM and paper-and-pencil STEM for students in urban schools, but not significantly different for students in rural schools. General STEM learning was effective in increasing the literacy of elementary school students, and interactive STEM in particular demonstrated the highest level of effectiveness in the urban school.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49314245","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