European Journal of Educational Research最新文献_第9页

Demystifying the Relationship Between Confidence and Critical Thinking in Mathematics among Preservice Teachers in West Philippines 西菲律宾职前教师数学自信心与批判性思维关系之揭示

European Journal of Educational Research Pub Date : 2023-10-15 DOI: 10.12973/eu-jer.12.4.1743

Jupeth T., Mary Glory, Aira May, Sairey B., Ronalyn M., Mark Donnel, Manuel L., Janina C.

{"title":"Demystifying the Relationship Between Confidence and Critical Thinking in Mathematics among Preservice Teachers in West Philippines","authors":"Jupeth T., Mary Glory, Aira May, Sairey B., Ronalyn M., Mark Donnel, Manuel L., Janina C.","doi":"10.12973/eu-jer.12.4.1743","DOIUrl":"https://doi.org/10.12973/eu-jer.12.4.1743","url":null,"abstract":"Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66319939","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 Implementation of Flipped Learning Model and STEM Approach in Elementary Education: A Systematic Literature Review 翻转学习模式与STEM教学法在基础教育中的实施:系统文献综述

European Journal of Educational Research Pub Date : 2023-10-15 DOI: 10.12973/eu-jer.12.4.1795

R. Rusnilawati, Siti Rahaimah, Mazarul Hasan, S. Sutama, Farizky Rahman

{"title":"The Implementation of Flipped Learning Model and STEM Approach in Elementary Education: A Systematic Literature Review","authors":"R. Rusnilawati, Siti Rahaimah, Mazarul Hasan, S. Sutama, Farizky Rahman","doi":"10.12973/eu-jer.12.4.1795","DOIUrl":"https://doi.org/10.12973/eu-jer.12.4.1795","url":null,"abstract":"This study aimed to explore the implementation and impact of the Flipped Learning Model (FLM) and STEM Approach in elementary education. The advancement of technology and the Covid-19 pandemic has increased the importance of e-learning, including in elementary schools. The literature review analyzed 193 academic works published in the past six years using NVivo, Mendeley, and VOSviewer software. The validity of the data was verified through the analysis of five online databases. The results showed that STEM research has been well-developed with innovative approaches that improve learning outcomes, while FLM research in elementary schools is limited. The study suggested that combining FLM with STEM Approach (FLM-SA) can optimize learning in the technological era. By integrating FLM-SA, students can engage in active learning experiences in class and acquire fundamental knowledge outside of class, offering a solution to e-learning challenges. The study emphasized the strong connection between FLM and STEM Approach and how they can support each other to enhance student learning.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66320319","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-Efficacy and Attitudes Toward Computers of General and Special Education Teachers in Greece During the COVID-19 Period 新冠肺炎期间希腊普通教育和特殊教育教师的自我效能和对计算机的态度

European Journal of Educational Research Pub Date : 2023-10-15 DOI: 10.12973/eu-jer.12.4.1645

Alexandros Proedrou, Margarita Stankova, Maria Malagkoniari, P. Mihova

引用次数: 0

The Impacts of Heritage Education on Students’ Nationalism and Patriotism: A Case Study at a Private University in Vietnam 遗产教育对学生民族主义和爱国主义的影响——以越南一所私立大学为例

European Journal of Educational Research Pub Date : 2023-10-15 DOI: 10.12973/eu-jer.12.4.1555

Huynh Van, Dao Thi, Vo Minh, Nguyen Khac

引用次数: 0

Sohanjana Antibullying Intervention: Culturally and Socially Targeted Intervention for Teachers in Pakistan to Take Actions Against Bullying Sohanjana反欺凌干预：针对巴基斯坦教师采取反欺凌行动的文化和社会干预

European Journal of Educational Research Pub Date : 2023-07-15 DOI: 10.12973/eu-jer.12.3.1523

Sohni Siddiqui, Anja Schultze-Krumbholz, Mahwish Kamran

{"title":"Sohanjana Antibullying Intervention: Culturally and Socially Targeted Intervention for Teachers in Pakistan to Take Actions Against Bullying","authors":"Sohni Siddiqui, Anja Schultze-Krumbholz, Mahwish Kamran","doi":"10.12973/eu-jer.12.3.1523","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1523","url":null,"abstract":"Several studies have demonstrated that bullying and cyberbullying are prevalent in Pakistani educational institutions, negatively affecting students' physical and mental health. Literature has revealed that it has not always been successful to prevent bullying in Pakistani educational institutions by adapting or adopting antibullying interventions from other countries. Sohanjana Antibullying Intervention is the first contextualized antibullying intervention designed specifically for Pakistani teachers. Assisting teachers in identifying bullying and victimization issues prevalent in educational institutions, intervening quickly to assist pupils, and creating a conducive school environment are the main goals of this program. A description of the Sohanjana intervention program, its modules, and its design is presented in the current study. After a comprehensive literature review on bullying in Pakistan, and conducting a baseline survey for need assessment, the program’s content and activities have been developed. In this 32-hour professional development program, teachers are trained on eight different themes over the course of eight modules. In the present paper, the design, the theoretical background, details of the different modules and preliminary evaluation data of the Sohanjana intervention program are presented. A pilot study of the intervention so far has produced successful results and gathered positive feedback from participants. As a result of the feedback, several recommendations and suggestions are discussed in the study.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46680252","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: 4

Project-Based Learning as a Strategy in Physical Education Teacher Training: Creating A Cultural Route Promoting Active Commuting 体育教师培训中的项目式学习策略:创造促进主动通勤的文化路线

European Journal of Educational Research Pub Date : 2023-07-15 DOI: 10.12973/eu-jer.12.3.1219

Juan Pablo, Claudio Hinojosa-Torres, Rodrigo Yáñez-Sepúlveda

{"title":"Project-Based Learning as a Strategy in Physical Education Teacher Training: Creating A Cultural Route Promoting Active Commuting","authors":"Juan Pablo, Claudio Hinojosa-Torres, Rodrigo Yáñez-Sepúlveda","doi":"10.12973/eu-jer.12.3.1219","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1219","url":null,"abstract":"This study analyzes the narrated reflection of the students in relation to their learning, based on the perceptions that emerge from their experience in the development of the project. Participants were 53 fourth year Pedagogy in Physical Education students, with an average age of 24.3, who were divided into 13 groups. A qualitative study that used the narrated reflection of the students in relation to learning, based on a driving question. In order to help guide the students’ work, and to collect the perceptions they experienced during their participation, the following four components were integrated into the development of the project and included in the final product: a) historical and heritage sites, b) technology used to measure energy expenditure, c) type of active commuting, d) reflection on what was learned. The students designed 13 routes of active commuting through the city, which included different cultural, heritage and historical landmarks. The students analyzed the learning experience, highlighting the importance of knowing and caring for the heritage of the different cities around which they traveled. PBL can be a didactic alternative in initial Physical Education teacher training to achieve learning by linking subject content with the motivations and interests of the students.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49237067","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 Training of Greek Primary Education Teachers in Learning Difficulties 希腊小学教师学习困难的培训

European Journal of Educational Research Pub Date : 2023-07-15 DOI: 10.12973/eu-jer.12.3.1317

Dimitrios Kyriakopoulos, Elena Mª

引用次数: 0

Peer Tutoring Learning Strategies in Mathematics Subjects: Systematic Literature Review 数学学科同伴辅导学习策略的系统文献综述

European Journal of Educational Research Pub Date : 2023-07-15 DOI: 10.12973/eu-jer.12.3.1409

Riyan Hidayat, Nurihan Nasir*, Sobiratul Asiah, Nurul Syahirah, Nur Najiha, Victor Yii, Nur Husna, Afifah Shabirah

{"title":"Peer Tutoring Learning Strategies in Mathematics Subjects: Systematic Literature Review","authors":"Riyan Hidayat, Nurihan Nasir*, Sobiratul Asiah, Nurul Syahirah, Nur Najiha, Victor Yii, Nur Husna, Afifah Shabirah","doi":"10.12973/eu-jer.12.3.1409","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1409","url":null,"abstract":"The peer tutoring approach is a student-cantered teaching method in which students learn in pairs with teacher supervision. The study discussed in this paper is a systematic literature review related to the effectiveness of peer tutoring approaches which has been published within the last 5 years. A complete text analysis was conducted using 20 research papers stating the impact of the peer mentoring approach for this writing. Among the things obtained from previous studies are the variety of ways to implement peer tutoring approach, the impact on 3 aspects in students which are mathematical achievement, social skills and cognitive skills and the teaching theories used. The findings of the study indicate that most past studies used quantitative research methods with the concept of age peer approach. Then, constructivism theory was the most frequently applied with a sample of high school students. In conclusion, this systematic literature review shows that the peer tutoring approach in mathematics education has many benefits in various aspects and needs to be extended to improve the quality of education.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48687953","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

Pre-service Teachers' Self-Efficacy Beliefs in Teaching Refugee Background Students at Turkish Public Schools 土耳其公立学校教难民背景学生的职前教师自我效能信念

European Journal of Educational Research Pub Date : 2023-07-15 DOI: 10.12973/eu-jer.12.3.1195

Tuba Yilmaz, Yong-Jik Lee*

{"title":"Pre-service Teachers' Self-Efficacy Beliefs in Teaching Refugee Background Students at Turkish Public Schools","authors":"Tuba Yilmaz, Yong-Jik Lee*","doi":"10.12973/eu-jer.12.3.1195","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1195","url":null,"abstract":"The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of quality education for these children to achieve equity in Turkish-only public schools, this study examined pre-service teachers' self-efficacies in teaching refugee-background students (RBS). Data were collected from 437 pre-service teachers studying at eight different teacher education programs via the adopted Teachers' Sense of Efficacy Scale (TSES) and analyzed with the Tukey multiple comparison test. The findings revealed that pre-service teachers rated low self-efficacies in teaching the RBSs. A comparison of mean scores based on the programs indicated that pre-service teachers in the early education programs scored the lowest self-efficacy while the pre-service teachers in Physical Education programs scored the highest. Moreover, the self-efficacies of bilingual pre-service teachers differed significantly from monolingual Turkish proficient pre-service teachers implying a positive correlation between pre-service teachers’ self-efficacies and bi/multilingualism. Lastly, senior pre-service teachers rated higher self-efficacies than freshmen, junior, or sophomore pre-service teachers. The study implied a need for culturally and linguistically responsive pedagogies and differentiated instruction in the teacher education curriculum to prepare pre-service teachers better for the RBSs in Turkish public schools.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44274896","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

Teaching Practices to Support the Transition of Students With Intellectual Disabilities to Adulthood 支持智障学生向成年过渡的教学实践

European Journal of Educational Research Pub Date : 2023-07-15 DOI: 10.12973/eu-jer.12.3.1437

Khalid Abu-Alghayth, B. Alshahrani, Nicholas Catania

{"title":"Teaching Practices to Support the Transition of Students With Intellectual Disabilities to Adulthood","authors":"Khalid Abu-Alghayth, B. Alshahrani, Nicholas Catania","doi":"10.12973/eu-jer.12.3.1437","DOIUrl":"https://doi.org/10.12973/eu-jer.12.3.1437","url":null,"abstract":"There is a great need to provide transition planning and enhance the success of individuals with intellectual disabilities in employment and independent living through appropriate practices. This study aims to explore the essential components of effective transition services that teachers should include in their instruction of students with intellectual disabilities. A descriptive quantitative research design was utilized, and data were collected through an online survey from 102 teachers of students with intellectual disabilities. The findings indicated that participants sometimes included most of the five essential components of effective transition service components in their teaching. No statistically significant differences were found in participants’ responses based on school type, years of teaching experience, or qualifications. However, statistically significant differences were found between male and female participants in responses to two of the main components, namely, student-focused planning and interagency collaboration, with male participants reporting higher mean scores than female participants. The study’s implications for practice and future research are also discussed.","PeriodicalId":37122,"journal":{"name":"European Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45527923","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