Education Sciences最新文献_第8页

Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study 后大流行病时代小学教育学位学生的数学焦虑：个案研究

Education Sciences Pub Date : 2024-02-07 DOI: 10.3390/educsci14020171

María Teresa Costado Dios, José Carlos Piñero Charlo

{"title":"Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study","authors":"María Teresa Costado Dios, José Carlos Piñero Charlo","doi":"10.3390/educsci14020171","DOIUrl":"https://doi.org/10.3390/educsci14020171","url":null,"abstract":"The study of the affective domain has grown in relevance ever since educators and researchers showed its influence in the process of teaching and learning, playing a fundamental role in the evolution of student learning. Anxiety is one component of the affective domain. The study of mathematical anxiety in pre-service primary teachers at university is the focus of this study. We analyse mathematical anxiety by examining specific data from the sample (age, gender, the subjects they studied in upper-secondary education, and academic performance). One hundred and nineteen students from the Primary Education degree completed the mathematical anxiety questionnaire, obtaining an average anxiety score considered negative (3.08 above the neutral value of 3). The results show a high anxiety toward examinations (3.68) and a negative relation with academic performance. Furthermore, the results show that women, 19-year-old university students, and those from a humanities-based upper-secondary education present greater levels of anxiety than men, older students, or students from other areas of upper-secondary education, respectively. All values of mathematical anxiety are higher than pre-pandemic levels. We can conclude from the studied sample that the students show low–medium global anxiety over mathematics, medium anxiety over problem solving, and high anxiety about exams.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"1 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139856697","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

Revitalizing Sustainability in Mathematics Education: The Case of the New Norwegian Curriculum 振兴数学教育的可持续性：挪威新课程案例

Education Sciences Pub Date : 2024-02-07 DOI: 10.3390/educsci14020174

Solomon A. Tesfamicael, Ole Enge

{"title":"Revitalizing Sustainability in Mathematics Education: The Case of the New Norwegian Curriculum","authors":"Solomon A. Tesfamicael, Ole Enge","doi":"10.3390/educsci14020174","DOIUrl":"https://doi.org/10.3390/educsci14020174","url":null,"abstract":"This paper aims to discuss the revitalization of education for sustainable development (ESD) in mathematics education, particularly in relation to mathematics curricula for grades 1–10, using the example of the new Norwegian curriculum, LK20, which came into effect at the beginning of the 2020 school year. Several studies in the past two decades have identified disengagement of sustainability learning (SL) within mathematics education and called for a change in the philosophy of mathematics education to integrate sustainability into the teaching and learning of mathematics. Using the qualitative content analysis method, we examined three types of documents: the core curriculum, the mathematics curriculum, and one Norwegian mathematics textbook series called Matemagisk. We find that sustainable development (SD) is one of the interdisciplinary issues addressed in LK20. Even though the mathematics curriculum does not explicitly incorporate terms such as ‘sustainability’ or ‘sustainable development’, indicating that mathematics and sustainability are unconnected, its six core elements—exploration and problem-solving, modeling and applications, reasoning and argumentation, representation and communication, abstraction and generalization, and mathematical fields of knowledge—provide opportunities for integrating sustainability learning (SL). On the other hand, looking at one of the mathematics textbook series, Matemagisk, for grades 4, 7, and 10, it appears that tasks that use sustainability contexts were included implicitly or explicitly, indicating another opportunity to facilitate sustainable learning. By including sustainability contexts in tasks and mathematical activities, it is possible to boost the process of embedding ESD in mathematics education without compromising content.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139797415","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 Primer on Generative Artificial Intelligence 生成式人工智能入门指南

Education Sciences Pub Date : 2024-02-07 DOI: 10.3390/educsci14020172

Faisal Kalota

引用次数: 0

A Primer on Generative Artificial Intelligence 生成式人工智能入门指南

Education Sciences Pub Date : 2024-02-07 DOI: 10.3390/educsci14020172

Faisal Kalota

引用次数: 0

The Future Orientation of Italian Adolescents in Post-Pandemic Times: Associations with Self-Efficacy and Perceived Academic Achievement 后大流行病时代意大利青少年的未来取向：自我效能感与认知学业成绩的关系

Education Sciences Pub Date : 2024-02-07 DOI: 10.3390/educsci14020170

P. Bozzato

{"title":"The Future Orientation of Italian Adolescents in Post-Pandemic Times: Associations with Self-Efficacy and Perceived Academic Achievement","authors":"P. Bozzato","doi":"10.3390/educsci14020170","DOIUrl":"https://doi.org/10.3390/educsci14020170","url":null,"abstract":"Future orientation refers to an individual’s conscious portrayal of upcoming events, encompassing thoughts, motivations, and emotions. Research on future orientation has primarily focused on adolescents due to their perceived necessity to prepare for adulthood. To investigate the hopes and fears of Italian adolescents in post-pandemic times, as well as age and gender differences and the associations between future orientation, self-efficacy, and perceived academic achievement, a survey was conducted with 388 Italian high school students. The Future Orientation and Life Course Prospective Questionnaires, along with the Problem-Solving Self-Efficacy Scale, were administered. Data analysis involved content analysis of hopes and fears, as well as statistical methods (t-tests, Pearson’s correlation coefficients, and multiple regression analysis) were employed. A greater number of fears than hopes were mentioned. Age differences were marginal. Compared with males, females expressed a greater number of hopes and fears and provided more detailed insights into their fears within the domains of higher education, self, and the general existential category. As expected, positive and modest correlations were observed between future orientation, self-efficacy, and academic achievement. Notably, self-efficacy and work/career future orientation were found to predict academic achievement. The results are discussed in terms of their relevance for school educational programs.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"5 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139796238","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

Making Experts: The Boundary Crossing of Knowledge and the Emergence of Relational Expertise in a School Makerspace 打造专家：学校创客空间中的知识跨界和关系专业知识的出现

Education Sciences Pub Date : 2024-02-07 DOI: 10.3390/educsci14020169

Jasmiina Leskinen, K. Kumpulainen, A. Kajamaa

{"title":"Making Experts: The Boundary Crossing of Knowledge and the Emergence of Relational Expertise in a School Makerspace","authors":"Jasmiina Leskinen, K. Kumpulainen, A. Kajamaa","doi":"10.3390/educsci14020169","DOIUrl":"https://doi.org/10.3390/educsci14020169","url":null,"abstract":"Existing research has illuminated the multidimensional nature of knowledge creation in school makerspaces. Yet, limited research exists on the boundary crossing of knowledge in makerspaces and how it can lead to the emergence of relational expertise. Using video records of interactions between 10–13-year-old students and their teachers in a school makerspace, this ethnographic case study applied mediated discourse analysis to investigate the boundary crossing of knowledge and the emergence of relational expertise—i.e., engaging with one’s own expertise, while recognizing, responding to, and building on others’ expertise. The results demonstrate how relational expertise emerged through boundary crossing of knowledge, with increased opportunities for students to identify themselves as experts. The boundary crossing of knowledge was mediated by participating students and teachers as well as material objects, evidencing the social and material nature of relational expertise in the makerspace. By recognizing the makerspace as a boundary object and an epistemic tool, the study enhances current understanding of the boundary crossing of knowledge and the emergence of relational expertise within creative and digitally enhanced learning environments.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"5 4p2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139797799","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

Making Experts: The Boundary Crossing of Knowledge and the Emergence of Relational Expertise in a School Makerspace 打造专家：学校创客空间中的知识跨界和关系专业知识的出现

Education Sciences Pub Date : 2024-02-07 DOI: 10.3390/educsci14020169

Jasmiina Leskinen, K. Kumpulainen, A. Kajamaa

{"title":"Making Experts: The Boundary Crossing of Knowledge and the Emergence of Relational Expertise in a School Makerspace","authors":"Jasmiina Leskinen, K. Kumpulainen, A. Kajamaa","doi":"10.3390/educsci14020169","DOIUrl":"https://doi.org/10.3390/educsci14020169","url":null,"abstract":"Existing research has illuminated the multidimensional nature of knowledge creation in school makerspaces. Yet, limited research exists on the boundary crossing of knowledge in makerspaces and how it can lead to the emergence of relational expertise. Using video records of interactions between 10–13-year-old students and their teachers in a school makerspace, this ethnographic case study applied mediated discourse analysis to investigate the boundary crossing of knowledge and the emergence of relational expertise—i.e., engaging with one’s own expertise, while recognizing, responding to, and building on others’ expertise. The results demonstrate how relational expertise emerged through boundary crossing of knowledge, with increased opportunities for students to identify themselves as experts. The boundary crossing of knowledge was mediated by participating students and teachers as well as material objects, evidencing the social and material nature of relational expertise in the makerspace. By recognizing the makerspace as a boundary object and an epistemic tool, the study enhances current understanding of the boundary crossing of knowledge and the emergence of relational expertise within creative and digitally enhanced learning environments.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"252 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139857783","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 Grass Ceiling: Hidden Educational Barriers in Rural England 草地天花板英格兰农村地区隐藏的教育障碍

Education Sciences Pub Date : 2024-02-05 DOI: 10.3390/educsci14020165

Luke Graham

引用次数: 0

Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities 合作教师对职前教师职业认同的看法和贡献

Education Sciences Pub Date : 2024-02-05 DOI: 10.3390/educsci14020167

Catarina Amorim, Elsa Ribeiro-Silva

{"title":"Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities","authors":"Catarina Amorim, Elsa Ribeiro-Silva","doi":"10.3390/educsci14020167","DOIUrl":"https://doi.org/10.3390/educsci14020167","url":null,"abstract":"Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to determine how cooperating teachers perceive their role in the development of preservice physical education teachers’ professional identities. We used a qualitative methodology, gathering data through semi-structured interviews. Seven cooperating physical education teachers (five female and two male) with between 22 and 40 years of service were interviewed. The data were analysed through thematic content analysis using a constant comparative modality. The interview questions were categorised into three themes: reasons for being a cooperating teacher, the role of the cooperating teacher, and the professional identity of the cooperating teacher. The findings suggest various interpretations of the cooperating teacher’s role and ways of working. The most important skills to have in order to be a cooperating teacher appear to be related to how they were socialised and how they continue to experience the socialisation process during organisational socialisation, as well as the career phase in which they currently find themselves.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"33 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863094","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

Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample 学生、学生家长和学校工作人员对教师的伤害：立陶宛样本中教师被学生、家长和学校工作人员伤害的普遍性及其与教师生活满意度的联系

Education Sciences Pub Date : 2024-02-05 DOI: 10.3390/educsci14020163

Aistė Diržytė, V. Indrašienė, Violeta Jegeleviciene, O. Merfeldaitė, Romas Prakapas, Asta Railiene, Marina Gušauskienė

{"title":"Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample","authors":"Aistė Diržytė, V. Indrašienė, Violeta Jegeleviciene, O. Merfeldaitė, Romas Prakapas, Asta Railiene, Marina Gušauskienė","doi":"10.3390/educsci14020163","DOIUrl":"https://doi.org/10.3390/educsci14020163","url":null,"abstract":"The links between different forms of teacher victimization and teachers’ life satisfaction are still under-researched. To highlight teacher victimization by various parties within the school environment and its associations with teachers’ life satisfaction, the Satisfaction with Life Scale, the Multidimensional Teacher Victimization Scale, and some additional measures were applied. The findings based on a Lithuanian sample (n = 1146) revealed that a significant portion of teachers have experienced victimization in various forms: 38.5% of teachers have been bullied by school staff, 33.9% have faced verbal victimization from students’ parents, and victimization by students affected 65.8% of teachers, with verbal and social victimization being the most common. An SEM analysis (χ2 = 355.787; Df = 33; CFI = 0.928; TLI = 0.902; NFI = 0.922; RMSEA = 0.092 [0.084–0.101]; SRMR = 0.0432) revealed that bullying by staff is not only detrimental in its own right but also relates positively to other forms of victimization, including verbal victimization by parents and multidimensional victimization by students, as teacher victimization by students and their parents mediated the relationship between teacher victimization by school staff and teacher life satisfaction. The findings suggest a complex problem within the school environment where different forms of victimization are interconnected and call for urgent attention and action from educational policymakers and school administrators to address and mitigate teacher victimization.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139864652","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