Frontiers in Education最新文献

{"title":"Differences in socio-emotional competencies between high-ability students and typically-developing students","authors":"Alberto Rocha, África Borges, Ramón García-Perales, Ana Isabel S. Almeida","doi":"10.3389/feduc.2024.1450982","DOIUrl":"https://doi.org/10.3389/feduc.2024.1450982","url":null,"abstract":"Social and emotional competencies play a fundamental role in students’ overall development.This study aims to analyze possible differences in socio-emotional skills between high-ability students and students with typical development, using differential quantitative research between subjects. From a sample of 143 students, of whom 51 were identified as having high abilities, differences in socio-emotional skills dimensions were explored using a brief self-developed questionnaire to assess their satisfaction with interactions with peers, along with the instrument “For me it is easy”: Social and Emotional Skills Assessment Scale for Children and Adolescents.The results indicated that high-ability schoolchildren exhibited greater dissatisfaction in the choice of friends, the education they received at school, sports and motor skills, and social relationships with friends. The results from the second instrument generally indicated that high-ability students had lower mean scores in the dimensions evaluated, a difference that was statistically significant in the emotional regulation dimension compared to their typically-developing peers.This study highlights the importance of an inclusive educational approach that considers the specific social–emotional needs of high-ability students, promoting specific intervention strategies.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924828","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}

{"title":"Rethinking and formalizing initial teacher training on learning design for and in uncertainty","authors":"L. Capolla, L. Giannandrea, Francesca Gratani, Maila Pentucci, P. G. Rossi","doi":"10.3389/feduc.2024.1268936","DOIUrl":"https://doi.org/10.3389/feduc.2024.1268936","url":null,"abstract":"The paper analyzes the impact of uncertainty on teaching and proposes a method to rethink learning design and teaching action management and to renew future teachers’ training paths. Specifically, the research focuses on how learning design can help future teachers deal with the unexpected. We propose design strategies, including modularity, anticipation, hierarchy, redundancy, and deviation formalized in the “Design for the Unexpected in Education” (DUE) method, and we present the results of research conducted on initial teacher education at the University of Macerata. The data analysis of future teachers’ learning designs and post-action reflections shows meaningful changes. In fact, after specific training and introducing the DUE method, future teachers can deal more confidently with the unexpected and achieve planned goals. Future teachers also refer that anxiety is reduced through prior discussion of uncertainty and available regulation strategies.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923045","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}

{"title":"PhD-supervisors experiences during and after the COVID-19 pandemic: a case study","authors":"R. Krumsvik, F. Røkenes, Ø. Skaar, Lise Jones, S.H. Solstad, Øystein Salhus, K. Høydal","doi":"10.3389/feduc.2024.1436521","DOIUrl":"https://doi.org/10.3389/feduc.2024.1436521","url":null,"abstract":"The COVID-19 pandemic has significantly impacted the education sector, and this case study examined nearly three hundred PhD supervisors in Norway. The study was driven by the urgent need to better understand the professional, social, and existential conditions faced by doctoral supervisors during extended societal shutdowns. This explorative case study builds on a former study among PhD candidates and investigates the experiences of doctoral supervisors when remote work, digital teaching, and digital supervision suddenly replaced physical presence in the workplace, largely between March 12, 2020, and autumn 2022, due to the COVID-19 pandemic.A mixed-methods research approach, incorporating formative dialog research and case study design, was employed to bridge the conceptual and contextual understanding of this phenomenon. The primary data sources were a survey (N = 298, 53.7% women, 46.3% men, response rate 80.54%) and semi-structured interviews (with nine PhD supervisors). Supplementary data collection was based on formative dialog research. It included field dialog (four PhD supervision seminars), open survey responses (n = 1,438), one focus group (n = 5), an additional survey (n = 85), and document analysis of PhD policy documents and doctoral supervision seminar evaluations (n = 7). The survey data, interview data, focus group data, and supplementary data focus also retrospectively on the first year of the pandemic and were collected from August 2022 until October 2023.The findings from the explorative case study revealed that the PhD supervisors faced numerous challenges during the pandemic, both professionally and personally. For PhD supervisors who extensively worked from home over a long period, the situation created new conditions that affected their job performance. These altered conditions hindered their research capacity, their ability to follow up with their PhD candidates, and their capacity to fulfill other job responsibilities. Although the PhD supervisors received some support during the pandemic, it seems that the incremental measures provided were insufficient.The case study results indicate that it is more important than ever to understand the gap between the formulation, transformation, and realization arenas when distinguishing between incremental, semi-structural changes and fundamental changes in PhD regulations and guidelines brought on by societal crises. This highlights the need for better crisis preparedness at the doctoral level in the years to come.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923207","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}

{"title":"The impact of technology-based and non-technology-based vocabulary learning activities on the pushed output vocabulary learning of Saudi EFL learners","authors":"Saad Eid Albaqami","doi":"10.3389/feduc.2024.1392383","DOIUrl":"https://doi.org/10.3389/feduc.2024.1392383","url":null,"abstract":"The output hypothesis, proposed by Swain, plays a crucial role in language learning. It emphasizes the importance of learners’ production (output) alongside comprehensible input. Pushed output, which reflects the accurate and concise language use of learners, has gained popularity in classrooms. Simultaneously, integrating technology into teaching has become important. However, research on how technology and pushed output impact vocabulary learning remains limited. This study examines the effects of three scenarios—pushed email, a pushed class, and a non-pushed class—on vocabulary development. ‘Within-subject design’ means each participant in the study experienced these three scenarios in a different order. Data was collected using diverse approaches. Productivity and vocabulary knowledge ratings were used to answer the set research questions. A total of 54 third-year adult Saudi EFL students at Albaha University participated. The participants were taught with no pushed output, with pushed output, and with email-pushed output in three groups, in three contexts, and using three target lexical item sets. In the productive and Vocabulary Knowledge Scales (VKS) tests, learners who completed vocabulary learning with pushed output performed better in the short and long terms. The email and pushed output outside class scenarios had a greater effect than in class. The findings urge further research into long-term technology-enhanced vocabulary learning exercises for speaking skills utilising the pushed output technique. Such studies could expand the sample and compare findings across Middle Eastern nations.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923823","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}

{"title":"Advanced large language models and visualization tools for data analytics learning","authors":"Jorge Valverde-Rebaza, Aram González, Octavio Navarro-Hinojosa, Julieta Noguez","doi":"10.3389/feduc.2024.1418006","DOIUrl":"https://doi.org/10.3389/feduc.2024.1418006","url":null,"abstract":"In recent years, numerous AI tools have been employed to equip learners with diverse technical skills such as coding, data analysis, and other competencies related to computational sciences. However, the desired outcomes have not been consistently achieved. This study aims to analyze the perspectives of students and professionals from non-computational fields on the use of generative AI tools, augmented with visualization support, to tackle data analytics projects. The focus is on promoting the development of coding skills and fostering a deep understanding of the solutions generated. Consequently, our research seeks to introduce innovative approaches for incorporating visualization and generative AI tools into educational practices.This article examines how learners perform and their perspectives when using traditional tools vs. LLM-based tools to acquire data analytics skills. To explore this, we conducted a case study with a cohort of 59 participants among students and professionals without computational thinking skills. These participants developed a data analytics project in the context of a Data Analytics short session. Our case study focused on examining the participants' performance using traditional programming tools, ChatGPT, and LIDA with GPT as an advanced generative AI tool.The results shown the transformative potential of approaches based on integrating advanced generative AI tools like GPT with specialized frameworks such as LIDA. The higher levels of participant preference indicate the superiority of these approaches over traditional development methods. Additionally, our findings suggest that the learning curves for the different approaches vary significantly. Since learners encountered technical difficulties in developing the project and interpreting the results. Our findings suggest that the integration of LIDA with GPT can significantly enhance the learning of advanced skills, especially those related to data analytics. We aim to establish this study as a foundation for the methodical adoption of generative AI tools in educational settings, paving the way for more effective and comprehensive training in these critical areas.It is important to highlight that when using general-purpose generative AI tools such as ChatGPT, users must be aware of the data analytics process and take responsibility for filtering out potential errors or incompleteness in the requirements of a data analytics project. These deficiencies can be mitigated by using more advanced tools specialized in supporting data analytics tasks, such as LIDA with GPT. However, users still need advanced programming knowledge to properly configure this connection via API. There is a significant opportunity for generative AI tools to improve their performance, providing accurate, complete, and convincing results for data analytics projects, thereby increasing user confidence in adopting these technologies. We hope this work underscores the opportunities and needs for inte","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141926787","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}

{"title":"Assessing scientific literacy: a study with 9th grade students in Portugal","authors":"Marcelo Coppi, Isabel Fialho, Marília Cid","doi":"10.3389/feduc.2024.1433919","DOIUrl":"https://doi.org/10.3389/feduc.2024.1433919","url":null,"abstract":"Aiming to assess the scientific literacy level of Portuguese 9th grade students and analyse whether the variables sex, liking for the subjects of Natural Sciences and Physical-Chemistry, failure in these subjects, school socio-economic context and course option were associated to the students’ scientific literacy levels, we applied the Avaliação da Literacia Científica Essencial (ALCE) instrument to 516 students. Overall, the results showed that the majority of students were at the moderate level and that 64.1% were scientifically literate. Analysing by subtest, we found that in the Nature of Science (NOS) and Impact of Science and Technology on Society (ISTS) subtests, the majority of students were at the moderate level and in the Content of Science (CS) subtest, the majority were at the low level of scientific literacy; whereas 70.0, 72.9, and 39.9% of students were classified as scientifically literate in the NOS, ISTS and CS subtests, respectively. The greatest difficulties were concentrated in the CS subtest, particularly in Biology, Physics and Chemistry. The analysis according to the independent variables shows that the students’ scientific literacy level might be associated with their liking for the subjects of Natural Sciences and Physical-Chemistry and their expectations regarding the profession they wish to pursue in the future.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927271","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}

{"title":"Crafting personalized learning paths with AI for lifelong learning: a systematic literature review","authors":"K. Bayly-Castaneda, M-S. Ramirez-Montoya, A. Morita-Alexander","doi":"10.3389/feduc.2024.1424386","DOIUrl":"https://doi.org/10.3389/feduc.2024.1424386","url":null,"abstract":"The rapid evolution of knowledge requires constantly acquiring and updating skills, making lifelong learning crucial. Despite decades of artificial intelligence, recent advances promote new solutions to personalize learning in this context. The purpose of this article is to explore the current state of research on the development of artificial intelligence-mediated solutions for the design of personalized learning paths. To achieve this, a systematic literature review (SRL) of 78 articles published between 2019 and 2024 from the Scopus and Web or Science databases was conducted, answering seven questions grouped into three themes: characteristics of the published research, context of the research, and type of solution analyzed. This study identified that: (a) the greatest production of scientific research on the topic is developed in China, India and the United States, (b) the focus is mainly directed towards the educational context at the higher education level with areas of opportunity for application in the work context, and (c) the development of adaptive learning technologies predominates; however, there is a growing interest in the application of generative language models. This article contributes to the growing interest and literature related to personalized learning under artificial intelligence mediated solutions that will serve as a basis for academic institutions and organizations to design programs under this model.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141926972","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}

{"title":"Learning lexical tone through statistical learning in non-tone language speakers","authors":"Mi Tang, Jennifer Spenader, Stephen Jones","doi":"10.3389/feduc.2024.1393379","DOIUrl":"https://doi.org/10.3389/feduc.2024.1393379","url":null,"abstract":"This study investigates the role of statistical learning in the learning of lexical tones by non-tone language speakers. Over two experiments, participants were exposed to tone-syllable combinations with conditioned patterns. Experiment 1 used a typical statistical learning paradigm without feedback to assess participants' ability to discriminate tone-syllable combinations. The results revealed significant syllable learning but not tone learning. Experiment 2 controlled for syllable occurrence to isolate the learning of tonal patterns and demonstrated above-chance learning accuracy from the first training day, indicating successful lexical tone learning through the statistical learning mechanisms. The findings suggest that statistical learning without feedback facilitates lexical tone learning. Our study not only supports the universality of statistical learning in language acquisition but also prompts further research into its application in educational settings for teaching tonal languages.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925944","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}

{"title":"Investigating the change in prospective science teachers’ self-efficacy beliefs and the sources of this change during the teaching practice course","authors":"Sundus Yerdelen, Yasemin Tas, A. Osmanoglu","doi":"10.3389/feduc.2024.1427513","DOIUrl":"https://doi.org/10.3389/feduc.2024.1427513","url":null,"abstract":"This study is driven by a dual objective. Firstly, it aims to scrutinize the trajectory of self-efficacy beliefs among prospective science teachers before and after their participation in the Teaching Practicum Course which was conducted for 14 weeks. To accomplish this, 201 senior prospective teachers were stratified into low and high self-efficacy cohorts based on their pre-course overall self-efficacy and sub dimensions of self-efficacy (i.e., efficacy for student engagement, instructional strategies, and classroom management) assessments. Subsequently, a mixed between-within-subjects ANOVA was employed to ascertain whether significant differences existed between these groups, utilizing post-course self-efficacy scores. Secondly, this study attempts to explore the factors influencing prospective teachers’ self-efficacy beliefs within the scope of self-efficacy sources. To this end, predictor variables such as the number of courses taught by prospective teachers, class sizes, adequacy of school resources, the level of mentorship received, and initial efficacy levels were incorporated, and multiple linear regression analyses were conducted. The findings revealed divergent trajectories in the self-efficacy alterations of low and high self-efficacy groups. Furthermore, it was found that variables such as initial efficacy levels, effective mentoring, and adequacy of school resources significantly explained shifts in self-efficacy. These findings are discussed within the context of related literature.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141926337","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}

{"title":"AI-based avatars are changing the way we learn and teach: benefits and challenges","authors":"Maximilian C. Fink, Seth A. Robinson, Bernhard Ertl","doi":"10.3389/feduc.2024.1416307","DOIUrl":"https://doi.org/10.3389/feduc.2024.1416307","url":null,"abstract":"Advancements in the generative AI field have enabled the development of powerful educational avatars. These avatars embody a human and can, for instance, listen to users’ spoken input, generate an answer utilizing a large-language model, and reply by speaking with a synthetic voice. A theoretical introduction summarizes essential steps in developing AI-based educational avatars and explains how they differ from previously available educational technologies. Moreover, we introduce GPTAvatar, an open-source, state-of-the-art AI-based avatar. We then discuss the benefits of using AI-based educational avatars, which include, among other things, individualized and contextualized instruction. Afterward, we highlight the challenges of using AI-based educational avatars. Major problems concern incorrect and inaccurate information provided, as well as insufficient data protection. In the discussion, we provide an outlook by addressing advances in educational content and educational technology and identifying three crucial open questions for research and practice.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643748","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}