Asia Pacific Education Review最新文献_第2页

Using inquiry-based learning approach in the teaching process of divisibility rules 在整除规则教学过程中运用探究式学习方法

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-01-22 DOI: 10.1007/s12564-025-10036-3

Bedirhan Teke, Hamza Çalışıcı

{"title":"Using inquiry-based learning approach in the teaching process of divisibility rules","authors":"Bedirhan Teke, Hamza Çalışıcı","doi":"10.1007/s12564-025-10036-3","DOIUrl":"10.1007/s12564-025-10036-3","url":null,"abstract":"<div><p>The aim of this study is to reveal the impact of Inquiry-Based Learning (IBL) on students’ ability to come up with the rules of divisibility themselves and on their academic achievement in the 8th grade Mathematics course as well as to obtain students’ views on the learning and teaching process, through the use of a mixed-methods sequential explanatory design. The quantitative part of the study was composed of a one-group pre-test–post-test design, while the qualitative part involved a case study design. The sample group consisted of 20 students studying in the 8th grade of a secondary school in the 2020/21 academic year. At the end of the procedure, interviews were held with four students. The relevant data analysis indicated that the students’ level of readiness regarding the divisibility rules was not at a sufficient level, and that the difference between the pre-test and post-test scores was statistically significant with a high positive effect size on the students’ academic achievement. The results based on student views revealed that the rules forgotten due to memorization turned out to become permanent with the use of the IBL activities for learning the divisibility rules, that the students understood the subject matter better, that they came up with the divisibility rules themselves during the implementation of the activities, and that they enjoyed such a learning process.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"519 - 538"},"PeriodicalIF":2.3,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10036-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145168188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Three paradigms of inquiry into self-regulated learning (SRL): a critical analysis and ways to transformative and integrated practices 自我调节学习（SRL）的三种研究范式：一种批判性分析和变革与整合实践的方法

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-01-21 DOI: 10.1007/s12564-025-10035-4

Qingyao Dan, Hongbiao Yin, Barry Bai

{"title":"Three paradigms of inquiry into self-regulated learning (SRL): a critical analysis and ways to transformative and integrated practices","authors":"Qingyao Dan, Hongbiao Yin, Barry Bai","doi":"10.1007/s12564-025-10035-4","DOIUrl":"10.1007/s12564-025-10035-4","url":null,"abstract":"<div><p>This paper aims to review and conceptualize how researchers with different human interests understand and approach self-regulated learning (SRL) for their specific purposes. In this narrative literature review, three paradigms of inquiry into SRL guided by Habermas's three human interests (i.e., technical interests, practical interests, and critical/emancipatory interests) are presented in an interpretive way. It was found that, with various human interests, researchers' definitions of SRL, the understandings of the roles of students and social contexts, inquiry interests and intentions, and the methodologies adopted vary. By incorporating Habermas's three human interests into SRL inquiries, this article offers a comprehensive and critical narrative review of the three paradigms in SRL. Discussions about the extension of the established paradigm and the alternative approaches to SRL, emancipatory transformative practices, and the strengths and weaknesses of the three paradigms and their integrated application provide insights and implications for SRL research and practices.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"749 - 761"},"PeriodicalIF":2.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10035-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of learning computational thinking skills through educational board games on students’ cognitive styles, cognitive behaviors, and learning effectiveness 通过棋盘游戏学习计算思维技能对学生认知风格、认知行为和学习效能的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-01-20 DOI: 10.1007/s12564-024-10031-0

Sheng-Yi Wu, Yu-Sheng Su

{"title":"The effect of learning computational thinking skills through educational board games on students’ cognitive styles, cognitive behaviors, and learning effectiveness","authors":"Sheng-Yi Wu, Yu-Sheng Su","doi":"10.1007/s12564-024-10031-0","DOIUrl":"10.1007/s12564-024-10031-0","url":null,"abstract":"<div><p>Education on computational thinking skills has been a focus in many countries. Previous studies have investigated educational board games based on computational thinking skills. However, there is a lack of research on the cognitive behaviors and cognitive styles promoted by these educational board games. Therefore, in this study, educational board games are adopted as a tool to explore the learning effectiveness and behavioral patterns of students with different cognitive styles. A total of 74 students participated in this study, and the educational board game used was a set of coding poker cards. The results showed that educational board games contribute to students’ computational thinking skills, especially regarding operators. For students with different cognitive styles, holist-style students experience greater learning effectiveness when using educational board games than serialist-style students. In addition, it is found that students need to analyze the choices and arrangements of cards while playing educational board games, which improves their thinking in terms of problem solving. Furthermore, through cognitive behaviors, students can use the concepts of computational thinking skills and then achieve the learning goals of computational thinking skills. Finally, suggestions for teaching and future research are proposed based on the results of this study.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"655 - 668"},"PeriodicalIF":2.3,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Exploration of Korean traditional parenting virtues among Korean-American parents and the impact of the Ottuki parenting program 探究韩裔美国父母的韩国传统教养美德及Ottuki教养计划的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-01-17 DOI: 10.1007/s12564-024-10032-z

Younghee Cho, Rachel Yeji Lee, Sou Hyun Jang, Joon-Ho Yu, Jae Hyun Park, Korean Community Service Center, Sangho Kim, Eunjung Kim

{"title":"An Exploration of Korean traditional parenting virtues among Korean-American parents and the impact of the Ottuki parenting program","authors":"Younghee Cho, Rachel Yeji Lee, Sou Hyun Jang, Joon-Ho Yu, Jae Hyun Park, Korean Community Service Center, Sangho Kim, Eunjung Kim","doi":"10.1007/s12564-024-10032-z","DOIUrl":"10.1007/s12564-024-10032-z","url":null,"abstract":"<div><p>The purpose of this study was to explore the perception of 12 Korean traditional parenting virtues (KTPV), a set of cultural norms from ancient Korea guiding how parents ought to love and discipline their children, among Korean-American immigrant (KA) parents. This study examined 1) how KA parents practice KTPV, 2) which virtues KA parents desire to develop, and 3) the changes in the application of KTPV after receiving the Ottuki Parenting Program (OPP). The first phase of the study (Study 1) was a community needs assessment with 22 KA parents (13 Korean Speaking and 9 English Speaking) living in the greater Seattle area. Parents participated in focus group interviews and completed surveys. Results showed that both Korean-speaking parents and English-speaking parents had common perceptions of self-cultivation, responsibility, sacrifice, and respect. However, differences were noted in 8 of 12 virtues including example, patience, authority, attention, teaching, generosity, trust, and devotion. Korean-speaking parents desired to develop example, and generosity, authoritative while English-speaking parents desired to develop example. These findings led to the development of the Ottuki Parenting Program (OPP) for Korean-speaking parents. In study 2, 57 Korean-speaking parents participated in the OPP intervention. Post-intervention results showed a significant increase in the practice of self-cultivation, devotion, patience, authority, respect, and generosity among participants. These findings provide guidance for developing, implementing, and adapting parenting programs for immigrant families and demonstrate the importance of parenting programs for immigrant families to decrease disparity in parenting practices and promote equity in early childhood development.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"333 - 345"},"PeriodicalIF":2.3,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145165939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Modernizing higher education with industrial forces in Asia: a comparative study of discourse of university-industry collaboration in China, Japan and Singapore 以产业力量推动亚洲高等教育现代化：中、日、新三国校企合作话语比较研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-01-11 DOI: 10.1007/s12564-024-10033-y

Tengteng Zhuang, Misao Oh, Keiko Kimura

{"title":"Modernizing higher education with industrial forces in Asia: a comparative study of discourse of university-industry collaboration in China, Japan and Singapore","authors":"Tengteng Zhuang, Misao Oh, Keiko Kimura","doi":"10.1007/s12564-024-10033-y","DOIUrl":"10.1007/s12564-024-10033-y","url":null,"abstract":"<div><p>University-industry collaboration (UIC) has emerged as a focal point in the contemporary global higher education landscape. Nevertheless, the underlying objectives for endorsing UIC often vary across national contexts despite a consensus on its collective benefits. This study endeavors to juxtapose the social imaginary surrounding UIC within three economically vigorous Asian countries: China, Japan, and Singapore through a multimodal discourse analysis. Findings reveal a consonant priority placed on the role of UIC as an innovation driver in all three contexts. However, whereas China has exhibited a pronounced tendency to harness industry sector dynamics to reform pedagogical frameworks within its higher educational institutions and promote economic development, Japan’s approach to UIC is more motivated by the intention to maintain international competitiveness and address societal challenges peculiar to the nation. Meanwhile, Singapore places research collaboration and internationalization at the heart of its UIC agenda and highlights them as the key factors driving its leadership in global cutting-edge technology. Practical implications for governments include placing equal emphasis on both education-focused and research-oriented UIC, fostering stronger R&D collaboration frameworks between universities and industries, designing policies that promote cross-sectoral trust-building, and aligning long-term goals with the more immediate needs of the industry.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"195 - 210"},"PeriodicalIF":2.3,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

STEM students’ self-perceptions of graduate employability: a gender, region, and gender-regional analysis in China STEM学生对毕业生就业能力的自我认知：中国的性别、地区和性别区域分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-27 DOI: 10.1007/s12564-024-10021-2

Yin Ma, William E. Donald, Ying Wang

{"title":"STEM students’ self-perceptions of graduate employability: a gender, region, and gender-regional analysis in China","authors":"Yin Ma, William E. Donald, Ying Wang","doi":"10.1007/s12564-024-10021-2","DOIUrl":"10.1007/s12564-024-10021-2","url":null,"abstract":"<div><p>Drawing on the framework of social cognitive career theory (SCCT), this work aims to understand whether self-perceived employability (PE) beliefs of STEM undergraduates in China differ by gender, region (urban/rural, and geographical divide), and/or gender-regional intersectionality. 1713 STEM undergraduates from multiple universities in China completed a self-reported questionnaire. Our findings showed that (i) gender impacts perceived employability (PE) such that men report higher PE than women; (ii) region impacts PE in such a way that urban regions report higher PE levels than their peers in rural regions; and (iii) intersectionality affects PE in such a way that women from rural regions report the lowest PE, then men from rural regions, then women from urban regions, with PE being highest for men from urban regions. The findings apply across three dimensions of PE: self-awareness (SPA), perceived program relevance (PPR), and career exploration and awareness (CEA). Theoretical contributions illuminate PE beliefs across gender, regional, and intersectional lines, pinpointing which PE belief dimensions need enhancement. Practical and policy implications suggest ways for individuals, higher education institutions, and society to address gender and regional inequalities, thereby bolstering STEM students' PE.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"635 - 653"},"PeriodicalIF":2.3,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building a sustainable culture of giftedness: the organizational model of giftedness (OMoG) 构建可持续的资优文化：资优组织模式（OMoG）

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-23 DOI: 10.1007/s12564-024-10030-1

Kubra Kirca Demirbaga

{"title":"Building a sustainable culture of giftedness: the organizational model of giftedness (OMoG)","authors":"Kubra Kirca Demirbaga","doi":"10.1007/s12564-024-10030-1","DOIUrl":"10.1007/s12564-024-10030-1","url":null,"abstract":"<div><p>Over the past few decades, as the number of extraordinary achievements by research teams and science and technology companies has increased, the power behind the justification of only individual-dimension giftedness theories has decreased. This conceptual paper reveals the organizational dimension of giftedness in the background of scientific and technological developments in the twenty-first century and shows how it has become a necessary result of today’s world. In this paper, the emergence of the organizational model of giftedness (OMoG), its four foundational components (supportive and nurturing mentors, individuals with high performance, interdisciplinary collaboration, and innovative outcomes), its structure, and how it functions are explained, inspired by Eyre’s (2016) high-performance learning pedagogy and Amabile and Pratt’s (2016) dynamic componential model of creativity and innovation in organizations. By moving beyond the typical approaches in the field, this innovative model extends the boundaries of giftedness and shifts our giftedness understanding from the individual dimension to the organizational dimension. The model encourages empirical studies in the field to understand better and advance the organizational dimension of giftedness, intending to contribute to educational policy and practices.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"317 - 332"},"PeriodicalIF":2.3,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145167839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-directed computer-assisted professional development in Taiwanese bilingual schools: an exploratory study 台湾双语学校自主电脑辅助专业发展之探索研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-19 DOI: 10.1007/s12564-024-10029-8

Keith M. Graham, Tzu-Bin Lin, Hsi-Ling Huang

{"title":"Self-directed computer-assisted professional development in Taiwanese bilingual schools: an exploratory study","authors":"Keith M. Graham, Tzu-Bin Lin, Hsi-Ling Huang","doi":"10.1007/s12564-024-10029-8","DOIUrl":"10.1007/s12564-024-10029-8","url":null,"abstract":"<div><p>This exploratory study utilized a conceptual framework for self-directed computer-assisted professional development (PD) to evaluate the implementation and outcomes of a six-month PD pilot program. The program was designed to enhance the English proficiency of Taiwanese bilingual school teachers through a computer-assisted learning platform. Using a narrative-based methodology, we constructed and analyzed vignettes from seven participating teachers using a conceptual framework that integrates motivation, self-management, platform readiness (ease of use), and self-monitoring. While self-directed computer-assisted PD offers promising opportunities for teacher development, this study reveals significant challenges, particularly in sustaining engagement and ensuring the platform aligns with teachers’ specific needs. Drawing on these insights, we offer several recommendations for schools to enhance the effectiveness of self-directed computer-assisted PD across diverse educational contexts based on the study’s conceptual model. These recommendations convey an overarching message: Self-directed PD should not be viewed as an isolated endeavor for teachers. Specifically, we underscore the importance of appointing a PD program administrator to facilitate the program model and guide teachers throughout the self-directed learning process.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"183 - 193"},"PeriodicalIF":2.3,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Job engagement among novice school counselors: Daily emotion regulation in the context of job demands and resources 新入职辅导员的工作投入：工作需求与资源背景下的日常情绪调节

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-06 DOI: 10.1007/s12564-024-10018-x

Soeun Hong, Sang Min Lee

引用次数: 0

Exploring the impact of feedback timing on student performance in online testing 探讨在线测试中反馈时间对学生表现的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-28 DOI: 10.1007/s12564-024-10024-z

Guozhu Ding, Mailin Li, Shan Li, Hao Wu

{"title":"Exploring the impact of feedback timing on student performance in online testing","authors":"Guozhu Ding, Mailin Li, Shan Li, Hao Wu","doi":"10.1007/s12564-024-10024-z","DOIUrl":"10.1007/s12564-024-10024-z","url":null,"abstract":"<div><p>This study investigated the optimal feedback intervals for tasks of varying difficulty levels in online testing and whether task difficulty moderates the effect of feedback intervals on student performance. A pre-experimental study with 36 students was conducted to determine the delayed time for providing feedback based on student behavioral data. A formal experiment with 80 students was then conducted to explore the joint effects of feedback interventions and task difficulty on student performance improvement. The findings revealed that feedback conditions had no significant impact on student learning gains in easy or difficult tasks. However, for medium difficulty tasks, feedback delays of 23 and 30 s led to greater academic improvement compared to immediate feedback, while feedback with a 35-s delay resulted in worse performance. Overall, the study highlights the importance of considering task difficulty when determining optimal feedback intervals and suggests that well-timed feedback can significantly enhance student learning, especially for tasks of moderate complexity. This challenges the common practice of providing immediate feedback, which may not always be optimal. Moreover, the findings of this study provide valuable insights for educators and instructional designers when designing online assessments and feedback mechanisms.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"303 - 315"},"PeriodicalIF":2.3,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145171408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0