Educational Research Review最新文献

{"title":"A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship","authors":"Demetra Hadjichambi ,&nbsp;Andreas Ch. Hadjichambis ,&nbsp;Anastasia Adamou ,&nbsp;Yiannis Georgiou","doi":"10.1016/j.edurev.2023.100525","DOIUrl":"10.1016/j.edurev.2023.100525","url":null,"abstract":"<div><p>Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (<em>n</em><span> = 34) retrieved from a systematic review<span> of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.</span></span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uncovering important 21st-century skills for sustainable career development of social sciences graduates: A systematic review","authors":"Ayşegül Karaca-Atik,&nbsp;Marieke Meeuwisse,&nbsp;Marjan Gorgievski,&nbsp;Guus Smeets","doi":"10.1016/j.edurev.2023.100528","DOIUrl":"10.1016/j.edurev.2023.100528","url":null,"abstract":"<div><h3>Background</h3><p>Teaching 21st-century skills is widely recognized as an important task of higher education. However, an overview of which skills students need to obtain a sustainable career is missing. Using the Framework for 21st Century Learning (P21, 2019a) and the model of sustainable careers (de Vos et al., 2020), we aimed to take stock of current knowledge on which 21st-century skills are considered important for social sciences students’ sustainable career development and how these skills contribute to their career sustainability.</p></div><div><h3>Methods</h3><p>For this systematic review, we searched EconLit, ERIC, International Bibliography of the Social Sciences (IBSS), PsycINFO, Scopus, Sociological Abstracts, and Web of Science on May 28, 2021. We selected peer-reviewed empirical articles that were published between 2003 and 2019 and addressed graduates' and employers' perspectives on the skills needed for social sciences graduates’ career sustainability. Twelve articles met all our selection criteria and were included for a thematic analysis after quality appraisal.</p></div><div><h3>Results</h3><p>The included articles operationalized the career sustainability of social sciences graduates mostly in terms of finding a job and maintaining employment, to a lesser extent as high job performance, job satisfaction, and work engagement. Communication and problem solving skills were most frequently reported by both social sciences graduates and employers as crucial for a sustainable career. In addition, critical thinking, initiative and self-direction, and social and cross-cultural skills were also reported as important skills. None of the studies investigated mechanisms that would explain how these skills would exactly contribute to social science graduates’ career sustainability.</p></div><div><h3>Discussion</h3><p>The results of this review showed that studies to date have addressed only a limited number of career sustainability indicators. Moreover, explanatory mechanisms have largely been ignored. This is an important gap in the literature that future studies would need to address by building on the existing sustainable career development models.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of learner-generated outlining and instructor-provided outlining on learning from text: A meta-analysis","authors":"Héctor R. Ponce ,&nbsp;Richard E. Mayer ,&nbsp;Ester E. Méndez","doi":"10.1016/j.edurev.2023.100538","DOIUrl":"10.1016/j.edurev.2023.100538","url":null,"abstract":"<div><p>Learning from printed text is a central academic task that may be challenging for students. Two ways to improve learning from text are to encourage learners to engage in generative learning strategies while reading, such as constructing an outline, or for instructors to include effective instructional design features, such as providing an outline with the text. A meta-analysis of studies comparing a group that was asked to generate an outline while reading a text to a control group that was not asked to outline found an average effect size of <em>g+</em> = 0.59 on memory tests, <em>g+</em> = 0.59 on comprehension tests, and <em>g+</em> = 0.52 on writing assignments favoring learner-generated outlining. A meta-analysis of studies comparing a group that read a text containing an outline with a control group that read the same text without an outline found an effect size of <em>g+</em> = 0.61 for memory tests and <em>g+</em> = 0.34 for comprehension tests favoring instructor-provided outlining. Overall, there is encouraging evidence for the effectiveness of outlining as a generative learning strategy and for the effectiveness of outlining as an instructional design feature based on signaling, consistent with generative learning theory.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Let's talk evidence – The case for combining inquiry-based and direct instruction","authors":"Ton de Jong ,&nbsp;Ard W. Lazonder ,&nbsp;Clark A. Chinn ,&nbsp;Frank Fischer ,&nbsp;Janice Gobert ,&nbsp;Cindy E. Hmelo-Silver ,&nbsp;Ken R. Koedinger ,&nbsp;Joseph S. Krajcik ,&nbsp;Eleni A. Kyza ,&nbsp;Marcia C. Linn ,&nbsp;Margus Pedaste ,&nbsp;Katharina Scheiter ,&nbsp;Zacharias C. Zacharia","doi":"10.1016/j.edurev.2023.100536","DOIUrl":"10.1016/j.edurev.2023.100536","url":null,"abstract":"<div><p>Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current article we reply to this assertion and the premises on which it is based. We review the evidence and argue that a more complete and correct interpretation of the literature demonstrates that inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction. We show that this conclusion holds for controlled, correlational, and program-based studies. We subsequently argue that inquiry-based and direct instruction each have their specific virtues and disadvantages and that the effectiveness of each approach depends on moderating factors such as the learning goal, the domain involved, and students' prior knowledge and other student characteristics. Furthermore, inquiry-based instruction is most effective when supplemented with guidance that can be personalized based on these moderating factors and can even involve providing direct instruction. Therefore, we posit that a combination of inquiry and direct instruction may often be the best approach to support student learning. We conclude that policy makers rightfully advocate inquiry-based instruction, particularly when students’ investigations are supplemented with direct instruction at appropriate junctures.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of relationships and sex education: A systematic review of terminology, content, pedagogy, and outcomes","authors":"Lisa van Leent ,&nbsp;Kerryann Walsh ,&nbsp;Claire Moran ,&nbsp;Kirstine Hand ,&nbsp;Sally French","doi":"10.1016/j.edurev.2023.100527","DOIUrl":"10.1016/j.edurev.2023.100527","url":null,"abstract":"<div><p>This paper presents a systematic review on published research on universal school-based relationships and sex education for children aged 4–18 years. The review excludes papers focused solely on targeted cohorts, specific content areas and approaches such as abstinence-only education. Systematic searches were conducted with 5007 papers identified and following three rounds of screening, 134 papers were included in this review. The review sought to identify the terms used to describe sex education, the content included in programs or curriculum, the approaches forming the basis for implementation, the methods used to evaluate programs including the outcomes assessed. We conclude that the terms used in the field are vast, the content varied, approaches were wide-ranging, methods numerous and claims to effectiveness fluctuated and at times contrasted. Future research should seek to identify consistency in terminology and content, identify pedagogical approaches that are fully described building on the field of expertise in education, and engage highly rigorous methods and expertise in evaluation. The field of sex education must be recognized socially and institutionally so that appropriate funding and resources can be distributed to achieve the depth and breadth of knowledge required to progress the field. The implications of this impact on children's access to and ability to develop knowledge, skills, behaviours and critical thinking about themselves and their relationships.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"On the role of linguistic features for comprehension and learning from STEM texts. A meta-analysis","authors":"Anselm R. Strohmaier ,&nbsp;Timo Ehmke ,&nbsp;Hendrik Härtig ,&nbsp;Dominik Leiss","doi":"10.1016/j.edurev.2023.100533","DOIUrl":"https://doi.org/10.1016/j.edurev.2023.100533","url":null,"abstract":"<div><p><span>Learning from texts is an important part of STEM education, but linguistic text features can affect comprehension and learning. We synthesized 45 experimental studies that investigated the effect of linguistic modifications on STEM text comprehension and learning, with a total of </span><em>N</em><span> = 6477 learners. In a meta-regression, we distinguished between eight categories of linguistic modifications and several other moderators, including prior knowledge. We found a small positive mean effect of linguistic modifications (</span><em>g</em> = 0.15). In line with previous research, the results showed that learners with low content prior knowledge benefited more from linguistic modifications. Personalization and increasing clarity and elaboration had positive effects, while reducing complexity and increasing cohesion did not have significant effects. This study highlights the potential and limits of linguistic modifications in STEM texts and provides implications for educational practice.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50172660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The myth of contextual interference learning benefit in sports practice: A systematic review and meta-analysis","authors":"Achraf Ammar ,&nbsp;Khaled Trabelsi ,&nbsp;Mohamed Ali Boujelbane ,&nbsp;Omar Boukhris ,&nbsp;Jordan M. Glenn ,&nbsp;Hamdi Chtourou ,&nbsp;Wolfgang I. Schöllhorn","doi":"10.1016/j.edurev.2023.100537","DOIUrl":"10.1016/j.edurev.2023.100537","url":null,"abstract":"<div><p><span>The contextual interference (CI) model hypothesizes random practice (high CI) leads to inferior acquisition, but superior retention and transfer capabilities compared to blocked practice (low CI). These phenomena are well established in laboratory settings. However, the transfer to applied settings, particularly in sports practice is still under discussion. The aim of this systematic review and meta-analysis is to evaluate the possible generalisability of the CI phenomenon in sports-based contexts with regard to performance outcomes. Up to April 16th, 2022, five electronic databases (PubMed, Web of Science, Scopus, Taylor &amp; Francis, and SciELO) were used to search for relevant studies investigating differences between blocked and random schedules at post-acquisition, retention, and/or transfer tests. Using the PICOS criteria, a total of 933 records were screened. Outcomes evaluating the acquisition, retention, and/or transfer performances in sports skills in healthy participants were included. The quality of the selected studies was scored using the PEDro scale. Thirty-seven studies were selected, of which twenty-seven were of good quality and the remaining ten were rated as fair quality. Out of 205 overall pooled outcomes, only 43 performance outcomes (21%) agreed with the CI phenomenon after the acquisition (18 out of 103), retention (19 out of 84), and/or transfer (6 out of 36) phases. No statistically significant overall difference between blocked and random practice was detected at post-acquisition (effect size (</span><em>ES)</em> = 0.1, <em>p</em> = 0.154), retention (<em>ES</em> = −0.159, <em>p</em> = 0.141) or transfer testing (<em>ES</em> = −0.243, <em>p</em> = <em>0</em>.071). The subgroup analysis showed inferior acquisition and superior retention following random practice only in individuals aged 20–24 years (<em>ES</em> = 0.282, <em>p</em> = 0.030 during the acquisition, and <em>ES</em> = −0.405, <em>p</em> = 0.011 during retention), with no difference at transfer testing for this specific age group. No similar significant effects have been concurrently identified during both acquisition and retention phases in any of the remaining subgroups (e.g., examined based on experience level, sports, skills, and testing protocol categories). The present results suggest CI effects can only be confirmed under very limited conditions, which seriously challenges the extension of CI effects to the sport context in general. Problematic conclusions for children's learning are discussed, as well as future research strategies to better understand counterintuitive learning approaches.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of the association between social and emotional competencies and student engagement in youth","authors":"Anabela Caetano Santos ,&nbsp;Celeste Simões ,&nbsp;Márcia H.S. Melo ,&nbsp;Margarida F. Santos ,&nbsp;Iara Freitas ,&nbsp;Cátia Branquinho ,&nbsp;Carmel Cefai ,&nbsp;Patrícia Arriaga","doi":"10.1016/j.edurev.2023.100535","DOIUrl":"10.1016/j.edurev.2023.100535","url":null,"abstract":"<div><p>Student engagement (SE) is known as one of the most relevant predictors of academic achievement and completion. Social and emotional competencies (SECs) are well established as critical skills for healthy and adaptative youth development. This systematic review investigated the associations between SE and SECs in students aged 10–25 years. The review followed the PRISMA guidelines. Nine databases were searched for peer-reviewed literature published between 2004 and 2020. A total of 91 studies were selected, including 92879 youth students. Emotional engagement is the most studied dimension of student engagement and largely surpasses the number of studies that analysed the multidimensional SE concept. The number of studies in each of the five CASEL domains is uneven, with more studies focussing on self-management, self-awareness, and relationship skills, in association with SE. Overall, most studies showed that SECs are positively associated with SE and negatively associated with disengagement, with similar results for middle, high school and university students from different backgrounds, suggesting that educational institutions should implement social and emotional learning programmes to increase SE. Studies reporting age and gender differences with respect to SE showed unanimously higher SE values for girls and younger students. There is a clear need for studies that use the multidimensional SE concept, including university students and applying cross-cultural analyses.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The evaluation of school-university partnerships that improve teaching and learning practices: A systematic review","authors":"Edna Milena Sarmiento-Márquez ,&nbsp;Gerti Pishtari ,&nbsp;Luis P. Prieto ,&nbsp;Katrin Poom-Valickis","doi":"10.1016/j.edurev.2023.100509","DOIUrl":"10.1016/j.edurev.2023.100509","url":null,"abstract":"<div><p>This paper presents a systematic literature review of School-University Partnerships (SUPs) that aim to promote changes in teaching and learning practices. Our analysis focuses on the evaluation of such SUPs, throughout their development process (from Exploration to Implementation and Sustainability). Our results highlight the nonlinearity of such development processes. The evaluation of the SUPs mainly relied on qualitative approaches and occurred primarily during the Implementation phase. Furthermore, the evaluation instruments used have seldom been validated or reused within the research community. Future research can focus on the development of reliable evaluation instruments, useable throughout the lifecycle of SUPs, to guide their decision-making.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of bilingual education teachers’ competences","authors":"Luisa Scherzinger,&nbsp;Taiga Brahm","doi":"10.1016/j.edurev.2023.100531","DOIUrl":"https://doi.org/10.1016/j.edurev.2023.100531","url":null,"abstract":"<div><p>Ongoing globalisation processes call forth a need to foster students' intercultural competences and language skills. Simultaneously, teachers face an increasing diversity of students' first languages and cultures within classrooms, demanding responsive and integrative practices from them which address all students. Bilingual education is one possible format in which these challenges can be met; however, it requires a high level of teacher professionalism. This systematic literature review harvests international research on bilingual education teachers published between 1995 and 2020. It compares frameworks and research on bilingual education teachers’ required competences for secondary education and generates a professional competence model for bilingual education teachers. This systematic review of 79 individual reports identifies a total of 16 converging competences, many focusing on language proficiency and pedagogical/psychological knowledge. Furthermore, it yields important implications for bilingual teacher training such as the fostering of (academic) language proficiency, cooperation skills and knowledge of bilingual education research.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50172659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}