Frontiers in Education最新文献

{"title":"Editorial: Playfulness, games and playful learning to promote good","authors":"Marjaana Kangas, Signe Siklander","doi":"10.3389/feduc.2023.1345428","DOIUrl":"https://doi.org/10.3389/feduc.2023.1345428","url":null,"abstract":"","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"75 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997678","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 education for democracy: a study of co-determination in a Norwegian school","authors":"Solveig Maria Magerøy","doi":"10.3389/feduc.2023.1321034","DOIUrl":"https://doi.org/10.3389/feduc.2023.1321034","url":null,"abstract":"Through a two-day intervention in a class of 12-year-olds, this study facilitated lessons where the pupils could themselves decide methods of learning, and themes to focus on, searching for spaces and methods to activate the pupils participatory competencies. National student pupils’ surveys in Norway have repeatedly shown that pupils do not feel as though they can participate in their learning at schools. The pupils in this study reported that they enjoyed this intervention and were ambitious regarding what they wished to achieve. While this may seem irrelevant or superficial at first glance, reflecting on the engagement the pupils expressed, enjoyment of learning may have been the most significant driving force for the pupil’s participation. Indeed, the majority worked in groups with peers and demonstrated ownership of their thematic area and projects. However, a few pupils became insecure and passive when given the opportunity to decide for themselves. The pupils’ ownership, level of ambition, and expert role in their projects indicate that their participatory abilities were activated, thus suggesting the importance of introducing co-determination as a didactical tool in school.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"4 6","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998128","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":"A systematic literature review of math interventions across educational settings from early childhood education to high school","authors":"R. P. Svane, Marinka M. Willemsen, Dorthe Bleses, Peter Krøjgaard, Mette Verner, Helena Skyt Nielsen","doi":"10.3389/feduc.2023.1229849","DOIUrl":"https://doi.org/10.3389/feduc.2023.1229849","url":null,"abstract":"Early math skills lay the foundation for children’s long-term academic success. An increasing number of randomized controlled math interventions have been carried out across educational settings. The aim of the present systematic review was to identify the distribution of the randomized controlled math interventions conducted between 2001 and 2021 in educational settings across Early Childhood Education (ECE) up to high school among various sample types, and to describe their central features at each educational setting separately. Based on the knowledge gaps exposed through the systematic review, we aimed to discuss where and how future math interventions are still needed in order to optimize all children’s math skill development across educational settings and sample types from early on. A total of n = 75 math interventions meeting the inclusion criteria using the PRISMA-guidelines were identified, of which the majority of them were executed in the elementary school, mostly targeting at-risk children. It is proposed that there is still a large potential of promoting children’s math skills from early on in the ECE settings, utilizing both teachers and parents, among at-risk and non-at-risk samples.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"67 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138975564","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":"Psychometric properties of the Propensity to Morally Disengage Scale in Peruvian university students: internal structure and association with the dark triad","authors":"Susana K. Lingán-Huamán, Sergio Dominguez-Lara, Antonio Serpa-Barrientos","doi":"10.3389/feduc.2023.1275951","DOIUrl":"https://doi.org/10.3389/feduc.2023.1275951","url":null,"abstract":"Human morality is an important topic because the fact that human beings can determine if a behavior is correct or incorrect, good or bad, shows that they are endowed with moral conscience, but In the Peruvian context, there are no valid and reliable scales to measure moral disengage trend. This study aimed to analyze the psychometric properties of the Propensity to Morally Disengage Scale in Peruvian university students.The number of university students who participated in the study was 591 (women = 71.7%; Mage = 21.5; SDage = 3.60), and the data analysis was carried out under a factor analysis approach.The results showed a unidimensional structure in both men and women. As for the invariance results according to sex, there is favorable evidence of configural and weak invariance; however, there is no evidence of strong invariance. Furthermore, the reliability of the construct (coefficient ω) and its scores (coefficient α) reached acceptable dimensions in each group and positive associations with the dark triad (Machiavellianism, psychopathy, and narcissism).The Propensity to Morally Disengage Scale is a unidimensional measurement that shows acceptable psychometric evidence in men and women separately. The theoretical and practical implications are discussed.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"2003 14","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001811","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":"Preparing the future workforce for 2030: the role of higher education institutions","authors":"Bharti Pandya, U. Ruhi, Louise Patterson","doi":"10.3389/feduc.2023.1295249","DOIUrl":"https://doi.org/10.3389/feduc.2023.1295249","url":null,"abstract":"The invasion of futuristic technologies has made it inevitable for the future workforce to confront this reality and be ready to work in the new world of work in 2030. Higher education institutions (HEIs) are obligated to assume a pivotal role in equipping students with the requisite competencies. COVID-19 has expedited the development process compelling HEIs to make a mega shift to prepare the future workforce. Primary data was collected from HEI students across 11 countries to analyse their confidence to work in the new world of work in 2030 and to understand the role of HEIs in influencing students’ confidence. Exploratory Factor Analysis (EFA) and Partial Least squares (PLS) based structural equation modeling (SEM) procedures were employed to estimate a structural model of awareness and readiness (cognitive) and confidence (affective) factors, and the combined effect of HEI, awareness, and readiness on overall student confidence in their knowledge, skills and abilities. The statistical results indicate that there are strong significant relations between the HEI-Awareness; HEI-Awareness-Confidence; HEI-Readiness; and HEI-Readiness-Confidence and these dependencies are not just by chance. The results of this research are significant for higher education policy developers and curriculum developers to incorporate future competencies in the program. Further, educators and researchers will benefit from the results to develop teaching strategies and content to equip the future workforce for 2030.et.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001525","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":"Test translation review: a study on discussion processes and translation error detection in consensus-based review panels","authors":"Xueyu Zhao, Guillermo Solano-Flores","doi":"10.3389/feduc.2023.1303617","DOIUrl":"https://doi.org/10.3389/feduc.2023.1303617","url":null,"abstract":"We examined the discussion processes through which two independent consensus-based review panels detected errors in the same sample of items from an international test translated from English to Chinese. The discussion processes were defined according to four events: (1) identifying a potential error; and (2) agreeing with, (3) disagreeing with, and (4) elaborating an opinion expressed by other panelists. We found that, while the two panels had similar error detection rates, only half of the errors detected by the two panels altogether were detected by both panels. In addition, of the errors detected by the two panels, more than half were detected by the panels through different discussion processes. No discussion process occurred substantially more frequently or less frequently for any translation error dimension. We conclude that the unique combination of backgrounds, skills, and communication styles of panel members and the unique combination of textual features in each item shape which errors each panel is capable of detecting. While panels can be highly effective in detecting errors, one single panel may not be sufficient to detect all possible errors in a given set of translated items. Consensus-based translation error review panels should not be assumed to be exchangeable.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"27 9","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138971724","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":"Emotions and interests in social representations about the environmental problem of arsenic in water in Tandil (Buenos Aires, Argentina)","authors":"Damián Lampert, Silvia Porro","doi":"10.3389/feduc.2023.1305788","DOIUrl":"https://doi.org/10.3389/feduc.2023.1305788","url":null,"abstract":"Qualitative research is presented, recovering the discourse of the students. We worked with a survey and an interview in a 7th year course of the Chemistry Technical at a secondary school in Tandil with a population of 20 people. The first, as a qualitative technique, used those points from the ROSES questionnaire and some items, associated with the theme of arsenic in water, were added in order to incorporate the components of the representations where emotions can be found. On the other hand, the qualitative interview, evoked from images, used a set associated with the theme (water filters, cartographic maps, images of the disease, among others). This created a better communication with the students as well as other aspects. The students had to classify an image in relation to the following items: sadness, fear, distrust, helplessness, anger, worry and indifference. The selection of those emotions was based on previous studies conducted on social representations of environmental issues, such as climate change. The results obtained showed that the students have a great interest in environmental issues and recognize their active role in relation to solving these aspects. In addition, it was obtained that more than 80% of the students expressed their interest in learning more about the subject. Likewise, in relation to the images, the students expressed the following emotions: sadness, helplessness, worry and fear. Faced with these results, the different emotions are taken into account at stake for the subsequent development of a contextualized didactic sequence in the city of Tandil, with the aim of working on the problem of arsenic in water and the emotions obtained from the interview.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139003280","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":"Spatial reasoning in context: bridging cognitive and educational perspectives of spatial-mathematics relations","authors":"Danielle Harris","doi":"10.3389/feduc.2023.1302099","DOIUrl":"https://doi.org/10.3389/feduc.2023.1302099","url":null,"abstract":"Spatial reasoning is ingrained in daily life, such as when locating our keys or parking our car. At a broad level, spatial reasoning describes the ability to mentally represent and transform objects and their relations. Spatial reasoning is comprised of distinct, yet related, spatial skills, most of which have strong links with mathematics achievement. Subsequently, understanding the ways spatial reasoning connects with mathematics has the potential to support achievement in school. However, current research practices have failed to translate into practical outcomes for students. To date, research has often focused on decontextualized spatial skills, measured by psychometric tests, to generalize about broader models of spatial reasoning. However, spatial reasoning goes beyond test performance. In this theoretical review, I have sought to find the points of connection between the fields of cognitive psychology, often based in the lab, and mathematics education, situated within classrooms, and discussed ways to connect this currently siloed work for greater impact on classroom practice. The paper addresses the emergence of spatial research from its historical roots in intelligence testing and the influence these conceptualizations have had on contemporary methodologies. It goes on to discuss how these research traditions may be limiting our ability to understand the mechanisms linking spatial reasoning and mathematics. The paper argues for a broader view of research problems and methodologies in spatial cognition research to facilitate the translation of research to meaningful contexts in pedagogy and learning.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"2009 29","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002032","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":"Examining racial and gender biases in teaching evaluations of instructors by students on an online platform in the UAE","authors":"Nishtha Lamba, Sameer Kishore, Olga Khokhlova","doi":"10.3389/feduc.2023.1237672","DOIUrl":"https://doi.org/10.3389/feduc.2023.1237672","url":null,"abstract":"Student evaluations of teachers (SETs) carry significance for academics' career progression, but evidence suggests that these are influenced by students' expectations and biases. Previous research has shown that female lecturers are viewed less favorably compared to male lecturers. Racial bias has also been observed in higher education. For example, few studies administered in the U.S. found that African American lecturers received lower ratings than White lecturers. Current research investigates whether biases based on instructors' gender (male, female) and race (White and South Asian) influence university students' perception of instructors in an online teaching environment in the UAE.Using a between group design, 318 participants viewed one of the four videos (male-South Asian, female-South Asian, male-White, female-White) of a virtual instructor teaching social psychology and then responded to teaching evaluation questions.Factorial ANOVAs were administered. Biases showcased consistent preference for male and South Asian lecturers. Male lecturers were perceived to be treating students with more respect, speaking in a more appropriate manner, displaying more enthusiasm for the subject, and more approachable than female lecturers. South Asian lecturers were perceived to be more sensitive toward students' feelings, displaying more enthusiasm for the subject, and more approachable than White lecturers. Overall, students expressed wanting to study more from male and South Asian lecturers compared to female and White lecturers.Biases emerged in interpersonal variables, such as approachability, sensitivity, enthusiasm for subject, and respect, and not in the domains of knowledge, presentation skills, and stimulating thinking. Findings reinforce that relying on teaching evaluations may not be accurate, and highlight how certain unconscious biases could impact professional growth of academics.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"10 7","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138971151","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":"Comparison of problem-based and team-based learning strategies: a multi-institutional investigation","authors":"Eva Koriťáková, Trupti Jivram, G. Gîlcă-Blanariu, Vendula Churová, Ella Poulton, Adrian Ioan Ciureanu, Chandran Louis, Gabriela Ștefănescu, Daniel Schwarz","doi":"10.3389/feduc.2023.1301269","DOIUrl":"https://doi.org/10.3389/feduc.2023.1301269","url":null,"abstract":"Over time, pedagogical practices in higher education have evolved significantly, which has led to the development of collaborative learning strategies. The study aims to compare the two most prominent ones – problem-based learning (PBL) and team-based learning (TBL). The comparison, integrated with Virtual Scenarios (VSs), involves student cohorts from various European institutions, specifically focusing on both PBL and TBL methods. The study is distinctive in its use of a consistent PBL/TBL methodology, ensured via joint staff training, and explores the perspectives of students and educators on these learning techniques. The overarching aim is to examine how PBL and TBL, coupled with VSs, influence problem-solving skills, independent learning, and student engagement.The examination was made using feedback from 399 students and 11 tutors collected in four trials held in three institutions based in Czechia, the United Kingdom and Romania. The data gathered from surveys and a focus group discussion contained qualitative as well as quantitative data, such as Likert scale questions. To analyse the overall trends in learners’ satisfaction with PBL and TBL sessions, the mean score calculated from the transformed Likert scale questions was compared between sessions and among institutions using multivariate ANOVA.The students’ satisfaction and learning experience are heavily influenced by specific conditions, primarily their prior experience, room and technical set-up, group composition and especially the personality of a tutor. Overall, both strategies were found to be well-received by students used to traditional teaching methods. Students accustomed to PBL did not find TBL more engaging or useful. The identified advantages of TBL over PBL were the presence of a content expert, readiness tests, acquiring the same knowledge ensured through the collective presence of all students in one session and unified pre-class materials. However, TBL is more demanding on room set-up and teaching staff coordination.Both strategies have been found to have pros and cons and neither showed clear superiority over the other one. An institution newly implementing PBL or TBL needs to focus on different aspects than an institution planning to switch from PBL to TBL.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"84 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139005673","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}