Frontiers in Education最新文献_第10页

Biotechnology project-based learning encourages learning and mathematics application 生物技术项目式学习鼓励学习和数学应用

Frontiers in Education Pub Date : 2024-04-17 DOI: 10.3389/feduc.2024.1364640

Yuliana Jiménez-Gaona, Oscar Vivanco-Galván

引用次数: 0

A new psychometrically validated questionnaire for assessing teacher agency in eight dimensions across pre-service and in-service teachers 经心理测量学验证的新问卷，从八个方面评估职前和在职教师的教师能动性

Frontiers in Education Pub Date : 2024-04-17 DOI: 10.3389/feduc.2024.1336401

Ä. Leijen, M. Pedaste, Aleksandar Baucal

引用次数: 0

Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education 教学实习对职前教师注意中学数学教育的影响

Frontiers in Education Pub Date : 2024-04-17 DOI: 10.3389/feduc.2024.1360315

Anton Bastian, Johannes König, Jonas Weyers, Hans-Stefan Siller, Gabriele Kaiser

{"title":"Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education","authors":"Anton Bastian, Johannes König, Jonas Weyers, Hans-Stefan Siller, Gabriele Kaiser","doi":"10.3389/feduc.2024.1360315","DOIUrl":"https://doi.org/10.3389/feduc.2024.1360315","url":null,"abstract":"In this study, we examined the effects of teaching internships and related opportunities to learn, such as conducting lessons or reflecting on teaching practice, on the three facets of teacher noticing, perception, interpretation, and decision-making. Cross-lagged effects of these facets were examined to include reciprocal influences of the facets on each other and to facilitate insights into the development of teacher noticing and how its three facets can predict this development. In detail, this study addressed the research questions of whether and to what extent teacher noticing changes over the course of a teaching internship and how teaching internship process variables influence changes in teacher noticing skills. Based on a sample of 175 preservice teachers from six German universities, we studied professional noticing using a video-based pre- and posttest approach. The results indicated a significant improvement in all three facets of teacher noticing over the course of the internship with small effect sizes, and interpretation was a key facet in this development, having an autoregressive impact as well as influencing the development of perception and decision-making. Only some opportunities to learn within the teacher internship showed a significant impact on teacher noticing skills. For instance, connecting theory and practice and reflecting on practice seemed to foster teacher noticing skills, while the sole process of teaching had no effects on interpretation or decision-making, and even had a negative effect on perception. Overall, the study demonstrated the potential of teaching internships for the development of preservice teachers’ noticing skills and highlighted areas for improvement.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690262","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

Development of a causal model of self-regulated learning by students at Loei Rajabhat University 建立罗颐师范大学学生自我调节学习的因果模型

Frontiers in Education Pub Date : 2024-04-17 DOI: 10.3389/feduc.2024.1334995

Anuphum Kumyoung, Patthraporn Kessung, Chaimongkhon Pinasa, Jutamas Srijumnong, Chao Inyai

{"title":"Development of a causal model of self-regulated learning by students at Loei Rajabhat University","authors":"Anuphum Kumyoung, Patthraporn Kessung, Chaimongkhon Pinasa, Jutamas Srijumnong, Chao Inyai","doi":"10.3389/feduc.2024.1334995","DOIUrl":"https://doi.org/10.3389/feduc.2024.1334995","url":null,"abstract":"Self-regulated learning is an active process in which learners employ self-directed behaviors, thoughts, and actions to attain learning objectives. It is essential for students as it can result in improved academic achievement, task completion, and the acquisition of life skills. The objectives of this research were to examine the congruence between a causal model of self-regulated learning and empirical data and to investigate the direct and indirect effects of the model on a sample of 660 students from Loei Rajabhat University.The data were analyzed using structural equation modeling. The results indicate that the causal model of self-regulated learning aligns with the empirical data.The study showed that self-efficacy, achievement motive, and learning by imitation variables had a favorable impact on self-regulated learning. The achievement motive and learning by imitation have indirect impacts on self-regulated learning through the self-efficacy variable. The findings suggest an increase in self-efficacy, achievement motive, and learning by imitation. Increasing self-efficacy, achievement motive, and learning by imitation among students may be an effective strategy for enhancing the efficiency of self-regulated learning.This research suggests that teachers should organize teaching and learning activities that promote achievement motivation and develop self-efficacy, and they should be good role models for students. All parties, including administrators, should implement policies that promote and develop activities to create incentives for achievement. Self-efficacy and learning by imitation are necessary for students to practice self-regulated learning in the future.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140692297","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 critical turn in numeracy education and practice 算术教育与实践中的批判性转向

Frontiers in Education Pub Date : 2024-04-16 DOI: 10.3389/feduc.2024.1363566

Vince Geiger, Mirjam Schmid

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Editorial: Towards 2030: Sustainable Development Goal 6: clean water and sanitation. An educational perspective 社论：迈向 2030 年：可持续发展目标 6：清洁水和卫生设施。教育视角

Frontiers in Education Pub Date : 2024-04-16 DOI: 10.3389/feduc.2024.1405207

Francis Thaise A. Cimene, Ralf Otterpohl

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Japanese cultural adaptation and validation of the social emotional health survey-secondary for junior high school students 针对初中生的 "社会情绪健康调查--中学 "的日本文化适应和验证

Frontiers in Education Pub Date : 2024-04-16 DOI: 10.3389/feduc.2024.1277294

Junko Iida, Yu Takizawa, Tomoko Okayasu, Michael J. Furlong

{"title":"Japanese cultural adaptation and validation of the social emotional health survey-secondary for junior high school students","authors":"Junko Iida, Yu Takizawa, Tomoko Okayasu, Michael J. Furlong","doi":"10.3389/feduc.2024.1277294","DOIUrl":"https://doi.org/10.3389/feduc.2024.1277294","url":null,"abstract":"The Social Emotional Health Survey–Secondary (SEHS-S) assesses adolescents’ psychological dispositions associated with positive psychosocial development. The present study extended SEHS–S research by validating the SEHS-S with a nonwestern sample of Japanese junior high school students (Grades 7–9; N = 1,181) and investigating sex and grade level difference in Covitality and four domains of positive psychological dispositions (Belief-in-Self, Belief-in-Others, Emotional Competence, and Engaged Living). The confirmatory factor analyses supported the internal validity of the SEHS-S with a second-order model. Higher Covitality scores predicted higher life satisfaction, school connectedness, and prosocial behavior and lower emotional symptoms, conduct problems, inattention/hyperactivity, and peer problems, evidence of concurrent validity. Analyses supported the factorial invariance for different sex and grade level. Females reported higher Belief-in-Others and Emotional Competence and lower Belief-in-Self and Engaged Living than males. Grade 9 students reported higher Covitality, Belief-in-Self, Emotional Competence, and Belief-in-Others than Grade 8 students. These results support expanding the use of the SEHS–S as a universal wellness screener in Japanese junior high schools to identify the social–emotional strengths of all students. Further study needs to establish how to use the SEHS–S most effectively with Japanese junior high school students in a culturally sensitive manner.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"9 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695855","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

Correlations of university students' feelings during the COVID-19 pandemic with academic adaptation and quality of life 大学生在 COVID-19 大流行期间的感受与学习适应和生活质量的相关性

Frontiers in Education Pub Date : 2024-04-16 DOI: 10.3389/feduc.2024.1356251

Priscilla Rodrigues Caminha Carneiro, George Oliveira Silva, N. A. Aredes, Margarete Carrréra Bittencourt, Fernando Rodrigues Peixoto Quaresma, Ladislau Ribeiro do Nascimento

{"title":"Correlations of university students' feelings during the COVID-19 pandemic with academic adaptation and quality of life","authors":"Priscilla Rodrigues Caminha Carneiro, George Oliveira Silva, N. A. Aredes, Margarete Carrréra Bittencourt, Fernando Rodrigues Peixoto Quaresma, Ladislau Ribeiro do Nascimento","doi":"10.3389/feduc.2024.1356251","DOIUrl":"https://doi.org/10.3389/feduc.2024.1356251","url":null,"abstract":"This study aimed to identify the feelings experienced by university students during the COVID-19 pandemic and its correlation with academic adaptation and quality of life (QoL). Through a cross-sectional and correlational design, 90 university students completed a questionnaire about feelings, academic adaptation, and QoL during the pandemic. Spearman's correlation was used to identify the correlation between the feelings of academic adaptation and quality of life. Multiple linear regression models were used to identify the predictors of feelings of academic adaptation and the physical and mental components of the quality of life. Good academic adaptation and good QoL scores were identified in the sample. During the pandemic period, students experienced feelings of exhaustion, discouragement, irritation, exhaustion, insecurity, drowsiness, anxiety, worry, and tiredness with greater intensity. Positive feelings, such as energy and willingness, were reported as well. The feelings could predict variations in academic adaptation and physical and mental health. Additionally, a greater correlation of feelings was identified with the QoL domains related to the individual's perception of mental health. The results of this study highlight that, in the context of public health emergencies, investments are needed in institutional policies to support students, avoid difficulties in academic adaptation that impact dropout, and avoid the emergence or worsening of disorders such as anxiety and depression.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"9 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696528","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

Children’s learning for sustainability in social studies education: a case study from Taiwanese elementary school 儿童在社会学教育中学习可持续发展：台湾小学案例研究

Frontiers in Education Pub Date : 2024-04-16 DOI: 10.3389/feduc.2024.1353420

Yi-Huang Shih

{"title":"Children’s learning for sustainability in social studies education: a case study from Taiwanese elementary school","authors":"Yi-Huang Shih","doi":"10.3389/feduc.2024.1353420","DOIUrl":"https://doi.org/10.3389/feduc.2024.1353420","url":null,"abstract":"The primary aim of social studies education is to convey knowledge about cultural and social systems while fostering inquiry, participation, practice, reflection, and innovation. Social studies education plays a pivotal role in raising awareness about various ethnic groups, societies, localities, countries, and the world at large. Furthermore, it instills in students a sense of responsibility, leading them to embrace diversity, value human rights, and promote global sustainability. The current elementary social studies curriculum in Taiwan strongly aligns with these principles and is a vehicle for sustainable development in society.The researcher used qualitative research methods and adopted a case study design to review the pedagogical design of the elementary social studies curriculum in Taiwan as a means of sustainability education and enriching children’s cultural learning in the context of sustainability. Children’s learning related to sustainability in an elementary school was investigated, and a social studies teaching design was developed. Finally, the developed teaching approach was implemented in a classroom setting.The study yielded the following findings: (1) The social studies curriculum development in Taiwan is connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. (2) This social studies curriculum adopts a child-centered and problem-oriented approach and integrates students’ interests and the local environment into the learning process. (3) It effectively enhances students’ sustainability-related competencies and skills. These findings offer valuable insights for teachers and can enable them to shape the direction of their social studies courses and cultivate children’s concept of sustainable development for their living environment.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"21 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697309","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

Objective assessment criteria reduce the influence of judgmental bias on grading 客观的评估标准可减少判断偏见对评分的影响

Frontiers in Education Pub Date : 2024-04-15 DOI: 10.3389/feduc.2024.1386016

Sophia Peter, Karina Karst, Meike Bonefeld

{"title":"Objective assessment criteria reduce the influence of judgmental bias on grading","authors":"Sophia Peter, Karina Karst, Meike Bonefeld","doi":"10.3389/feduc.2024.1386016","DOIUrl":"https://doi.org/10.3389/feduc.2024.1386016","url":null,"abstract":"Past research has indicated that students with a migration background are graded worse than those without a migration background, despite them showing the same level of academic performance. Negative implicit associations of teachers associated with these student characteristics could explain these findings. Objective assessment criteria, such as error tables, provide user-independent rules for the interpretation of results and could therefore help to ensure that the influence of student characteristics on assessment is reduced. To test this hypothesis, 157 pre-service teachers assessed a dictation. Two aspects were varied: the presentation of an error table for assessment and the name of the student who had written the dictation (with vs. without a supposed Turkish migration background). An implicit association test measured implicit associations of the pre-service teachers toward the performance of Turkish and German people. When no error table was used and the pre-service teachers had negative implicit associations toward the performance of people with a Turkish migration background, they graded students with a migration background worse than students without a migration background. No grading disparities were found when the error table was used. To reduce judgmental bias, the use of objective assessment criteria can therefore be recommended.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"58 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701071","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