International journal of professional development, learners and learning最新文献

Investigating cognitive and metacognitive components of WebQuest-based education in the 7th grade work and technology curriculum according to Shannon’s entropy technique 根据香农熵技术调查七年级工作与技术课程中基于 WebQuest 的教育的认知和元认知成分

International journal of professional development, learners and learning Pub Date : 2024-07-10 DOI: 10.30935/ijpdll/14793

Erfan Aslanyan-rad, Mostafa Ghaderi

{"title":"Investigating cognitive and metacognitive components of WebQuest-based education in the 7th grade work and technology curriculum according to Shannon’s entropy technique","authors":"Erfan Aslanyan-rad, Mostafa Ghaderi","doi":"10.30935/ijpdll/14793","DOIUrl":"https://doi.org/10.30935/ijpdll/14793","url":null,"abstract":"The current research was conducted to investigate the cognitive and metacognitive components of WebQuest education in the 7th grade work and technology curriculum using the strategy of quantitative content analysis and Shannon’s entropy technique. From the total population, it was selected as the sampling method of the research, therefore, all content elements, including activities, images, texts, and self-evaluations, were analyzed and investigated. These content elements were organized as the content analysis checklist and data collection tool. In this research, for the core components, the components obtained from the research with the title of “The application of WebQuest in teaching third-grade elementary science” were used, which included two core categories, cognitive and metacognitive, along with basic themes. The results of the examination of the cognitive components showed that in the 7th grade work and technology curriculum, the most attention was paid to the component of “pluralistic thinking” with an importance coefficient of (0/128) and also the least attention was paid to the components of “constructive thinking” and “creative thinking” with an importance coefficient of (0/061). Also, the results of the metacognitive components analysis illustrated that in the 7th grade work and technology curriculum, the most attention was paid to the components of “self-efficacy skills”, “self-management skills”, and “self-control skills” with an importance coefficient of (0/164) and the least attention was paid to the components of “self-directed skills” and “self-monitoring skills” with an importance coefficient of (0/109).","PeriodicalId":475171,"journal":{"name":"International journal of professional development, learners and learning","volume":"27 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141662531","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

Universal design for learning and artificial intelligence in the digital era: Fostering inclusion and autonomous learning 数字时代的通用学习设计和人工智能：促进全纳和自主学习

International journal of professional development, learners and learning Pub Date : 2024-07-01 DOI: 10.30935/ijpdll/14694

Silvia Saborío-Taylor, Fabián Rojas-Ramírez

{"title":"Universal design for learning and artificial intelligence in the digital era: Fostering inclusion and autonomous learning","authors":"Silvia Saborío-Taylor, Fabián Rojas-Ramírez","doi":"10.30935/ijpdll/14694","DOIUrl":"https://doi.org/10.30935/ijpdll/14694","url":null,"abstract":"In the digital era, the convergence of universal design for learning (UDL) principles and artificial intelligence (AI) stands as a transformative force shaping education. This article explores their intersection, emphasizing their combined impact on fostering inclusion and autonomous learning through the lens of UDL’s multiple means of representation, engagement, and expression. UDL, committed to inclusivity by providing various ways for students to access, engage with, and demonstrate understanding of content, synergizes with AI’s transformative capabilities. The article presents three practical applications illustrating how the integration of UDL and AI, employing multiple means, enhances autonomous learning, eliminates barriers, and cultivates inclusive educational spaces. This collaboration not only addresses immediate challenges but also serves as a catalyst for systemic change, paving the way for a more just and equitable educational landscape in the digital era. Continuous reflection, ethical considerations, and purposeful integration of UDL principles and AI are essential for refining these approaches and ensuring a responsive educational system that promotes inclusion and autonomy.","PeriodicalId":475171,"journal":{"name":"International journal of professional development, learners and learning","volume":"96 S6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141695810","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

Impact of teacher professional development on student achievement with a focus on Bosnia and Herzegovina: Analyzing TIMSS 2019 results in Western Balkan countries and Croatia 教师专业发展对学生成绩的影响，重点关注波斯尼亚和黑塞哥维那：分析西巴尔干国家和克罗地亚的 TIMSS 2019 结果

International journal of professional development, learners and learning Pub Date : 2024-03-22 DOI: 10.30935/ijpdll/14388

Naida Bikić, Nevzudin Buzađija, Ines Nuić

{"title":"Impact of teacher professional development on student achievement with a focus on Bosnia and Herzegovina: Analyzing TIMSS 2019 results in Western Balkan countries and Croatia","authors":"Naida Bikić, Nevzudin Buzađija, Ines Nuić","doi":"10.30935/ijpdll/14388","DOIUrl":"https://doi.org/10.30935/ijpdll/14388","url":null,"abstract":"Students in Bosnia and Herzegovina (B&H) score very low on international assessments (TIMSS & PISA), lower than the countries in the region with which it shares similar background. In this paper the characteristics of teachers’ professional development (TPD) in the region of Western Balkan countries (Albania, B&H, Kosovo, Montenegro, North Macedonia, and Serbia) and Croatia are brought into correlation with average results in mathematics and science on TIMSS 2019. Research questions analyze teachers’ attitudes towards their profession and investigate the impact of professional development (PD) of mathematics and science teachers in the last two years, with a specific focus on the situation in B&H, on students’ achievement in mathematics and science. The findings indicate a lack of TPD as a contributing factor to lower results in B&H. The research suggests that B&H should consider reforms in the education system and enhance teachers’ attitudes towards their profession through intensified PD programs to advance education and learning.","PeriodicalId":475171,"journal":{"name":"International journal of professional development, learners and learning","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140218053","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

Social representations of teachers on school-office mistreatment 教师对校方虐待行为的社会表述

International journal of professional development, learners and learning Pub Date : 2024-01-03 DOI: 10.30935/ijpdll/14099

Jimmy T. Masagca, P. A. Azanza, Jennifer A. Berces, Josephine C. Marasigan

{"title":"Social representations of teachers on school-office mistreatment","authors":"Jimmy T. Masagca, P. A. Azanza, Jennifer A. Berces, Josephine C. Marasigan","doi":"10.30935/ijpdll/14099","DOIUrl":"https://doi.org/10.30935/ijpdll/14099","url":null,"abstract":"Social representations (SRs) of selected teachers on short- and long-term school-office mistreatment and how they react, retort and develop coping mechanisms related to the issues on ‘social justice’ in educational leadership or management. Using Moscovici’s SR theory, a method in the representational field that involved key respondent-interviews, storytelling (kwentuhan), and “associative network” approach among teacher-respondents selected by a snowball sampling technique from undisclosed schools in the Philippines. In exploring SR on mistreatment and coping mechanisms of teachers, polarity and neutrality indices were computed as synthetic measurements of evaluation and attitude implicit in the representational field of school-office mistreatment or abuses. In case studies, the small number of participants allow for particularization or illustration of the uniqueness of the individual cases as viewed by them when shared in groups of academics. Insights on teachers’ subject loading, teachers’ assignments in research and extension, office designations and other provisions on sabbatical leave, research fellowships and faculty exchange programs also presented as reactions or coping mechanisms after the episodes of mistreatment.","PeriodicalId":475171,"journal":{"name":"International journal of professional development, learners and learning","volume":"28 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388966","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 impact of an online technology course on pre-service teachers’ technological knowledge: Strategies and design 网络技术课程对职前教师技术知识的影响:策略与设计

International journal of professional development, learners and learning Pub Date : 2023-10-10 DOI: 10.30935/ijpdll/13772

Moe Debbagh Greene, Sheng-Lun Cheng, William Monty Jones

{"title":"The impact of an online technology course on pre-service teachers’ technological knowledge: Strategies and design","authors":"Moe Debbagh Greene, Sheng-Lun Cheng, William Monty Jones","doi":"10.30935/ijpdll/13772","DOIUrl":"https://doi.org/10.30935/ijpdll/13772","url":null,"abstract":"This study investigated how pre-service teachers’ technology integration knowledge changed as a result of participating in an online educational technology course for a semester in the Fall of 2020 and the Spring of 2021. The pre-service teachers’ technology integration knowledge development was assessed through their self-reported technological pedagogical content knowledge (TPACK). A total of 194 participants completed a validated TPACK pre- and post-test survey. The results of multilevel modeling analysis suggested that the participants had significant gains in all TPACK domains. Strategies used in designing the online educational technology course were examined for their contribution to pre-service teachers’ TPACK development. Educational technology-based course included activities that facilitated the integration of the components of TPACK framework through peer interactions, lesson planning, and peer feedback. The findings have implications for future research and provide guidance for the design of effective online learning environments to improve pre-service teachers’ technology integration knowledge.","PeriodicalId":475171,"journal":{"name":"International journal of professional development, learners and learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136356526","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

Errors and inaccuracies about celestial bodies in the Greek texts of children’s fiction books about atmospheric pollution 关于大气污染的儿童小说希腊文本中关于天体的错误和不准确之处

International journal of professional development, learners and learning Pub Date : 2023-10-02 DOI: 10.30935/ijpdll/13754

Dimitra Kazantzidou, Konstantinos T. Kotsis

引用次数: 0

Methodological guide for the creation of educational materials based on patterns of needs and design 基于需求和设计模式的教材创作方法指南

International journal of professional development, learners and learning Pub Date : 2023-09-14 DOI: 10.30935/ijpdll/13686

Silvia Saborío-Taylor, Fabián Rojas Ramírez

{"title":"Methodological guide for the creation of educational materials based on patterns of needs and design","authors":"Silvia Saborío-Taylor, Fabián Rojas Ramírez","doi":"10.30935/ijpdll/13686","DOIUrl":"https://doi.org/10.30935/ijpdll/13686","url":null,"abstract":"Teachers face different roles according to the educational needs a student population may require. One of these roles has to do with the teachers´ relationship with the design of educational materials. This paper aims to provide an introductory methodological guide for the creation of educational materials, based on specific patterns of needs and design. It is expected that teachers can also perceive their teaching role as an effective teacher-designer considering four components: needs analysis (NA), instructional design (ID), universal design for learning (UDL), and graphic design (GD). NA is fundamental in the process of creating educational materials to developing actions such as needs inquiry and analysis, allowing the teacher-designer to reflect on the educational material. The use of an ID model provides strong support in the construction of educational materials and allows teacher-designers to generate coherent products that meet the real needs of the student population. The principles of UDL help to make the design of educational resources accessible to the target population. GD goes from being an aesthetic component to making pedagogical contributions, by enhancing the final quality of the material in terms of imagery, color palette, and selected typography. Lastly, educational materials should not lose their main purpose. In this sense, a teacher-designer has to follow patterns of needs and design that can address how particular individuals learn and what they specifically require so a material becomes a functional and successful contribution for the learning process.","PeriodicalId":475171,"journal":{"name":"International journal of professional development, learners and learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911901","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

A teaching intervention for magnetism using STEM in kindergarten 运用STEM技术干预幼儿园磁性教学

International journal of professional development, learners and learning Pub Date : 2023-09-11 DOI: 10.30935/ijpdll/13667

Vasiliki Samara, Konstantinos T. Kotsis

{"title":"A teaching intervention for magnetism using STEM in kindergarten","authors":"Vasiliki Samara, Konstantinos T. Kotsis","doi":"10.30935/ijpdll/13667","DOIUrl":"https://doi.org/10.30935/ijpdll/13667","url":null,"abstract":"STEM education should begin in kindergarten, as pre-school children’s engagement with science and other fields, such as technology, raises their awareness and interest in science (Mantzicopoulos et al., 2009). In addition, it provides kindergarten children with the necessary opportunities to cultivate their talents (Chesloff, 2013) and contributes to their later development (Kermani&amp; Aldemir, 2015). Pre-school children are capable and ready to learn with a STEM approach, as they can ask investigative questions, justify their opinions, and formulate interpretations about how the world around them works (NSF, 2012). Given the importance of the universal introduction of STEM in pre-school education, this work aims to design a teaching intervention in kindergarten using STEM on the topic of magnetism. First, reference is made to the use of STEM in kindergarten and the usual learning theories on which it is based. Then, the basic methods of its application are briefly presented. Furthermore, the theoretical framework regarding children’s misconceptions about magnetism is presented. Subsequently, the research questions are formulated on which the design of the educational intervention will be based, as well as the research hypotheses arising from the bibliographic review. Then, the goals of the teaching intervention are developed in harmony with the goals of the Greek curriculum for kindergarten, and the choice of methods, means, actions, and applications is justified. Finally, interdisciplinary activities using STEM and the involvement of new technologies are proposed.","PeriodicalId":475171,"journal":{"name":"International journal of professional development, learners and learning","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980059","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

Effectiveness of online training on digital pedagogical skills of remote area teachers in Nepal 尼泊尔偏远地区教师数字教学技能在线培训的有效性

International journal of professional development, learners and learning Pub Date : 2023-09-11 DOI: 10.30935/ijpdll/13666

Dirgha Raj Joshi, Krishna Prasad Adhikari, Krishna Prasad Sharma Chapai, Atma Ram Bhattarai

{"title":"Effectiveness of online training on digital pedagogical skills of remote area teachers in Nepal","authors":"Dirgha Raj Joshi, Krishna Prasad Adhikari, Krishna Prasad Sharma Chapai, Atma Ram Bhattarai","doi":"10.30935/ijpdll/13666","DOIUrl":"https://doi.org/10.30935/ijpdll/13666","url":null,"abstract":"Pedagogical skills are fundamental requirements for all teachers for the pedagogical shift in day-to-day teaching and learning activities. Therefore, the digital pedagogical skills training was organized for enhancing the pedagogical skill of the teachers. The aim of this research was to find the effect of that virtual training on the digital pedagogical skills provided to teachers. The quasi-experimental research design was employed among 44 school teachers in Karnali Province. Mean, standard deviation, t-test, ANOVA, and linear regression were major statistical techniques used in the research. The finding indicates that the intervention was highly effective to enhance the digital pedagogical skills of the teachers in remote areas. Gender, qualification, and teaching level are contributing factors to determine the digital pedagogical skills of teachers. The training was found to be more effective in the use of writing tools, email, file sharing, internet surfing, subject-related mobile applications and online resources, and video conferencing tools.","PeriodicalId":475171,"journal":{"name":"International journal of professional development, learners and learning","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980074","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