Education and new developments最新文献

{"title":"RESEARCH ON FOREIGN LANGUAGES TEACHING IN MEXICO: A DECADE OF WORK","authors":"J. Ramírez-Romero, Fabiola Gómez-Baldenegro","doi":"10.36315/2023v1end058","DOIUrl":"https://doi.org/10.36315/2023v1end058","url":null,"abstract":"In this presentation, the authors discuss the methodological design and main results of a national study, coordinated by the first author, aimed to generate a state of the art of research in the field of foreign language teaching and learning conducted in Mexico from 2012 to 2021. The study's objective was to collect, document, and analyze research reports generated on this topic. The study was carried out by 148 researchers from 34 universities who collected, concentrated, and analyzed data from 28 states, which represent 88% of the total number of states in the country. Data was collected through interviews with university authorities and academics, visits to institutions and libraries, and a review of institutional websites and documents of a sample of higher education Mexican institutions from the 28 states. Some of the main issues to be discussed in the results section are the type of institutions where research projects were conducted; the language, subjects, and topics studied; the research objectives pursued in the studies; the methodology and instruments employed for the collection and analysis of data; and the main findings reported in the studies. The presentation closes with an analysis of the main characteristics, contexts, agents, and conditions of the research projects conducted in the field of foreign language teaching in Mexico and with some recommendations for the improvement of the area.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74671458","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":"CHALLENGES – TOWARDS CONTINUOUS PEER ASSESSMENT IN UNDERGRADUATE PROGRAMMING CLASSES","authors":"Manfred Meyer","doi":"10.36315/2023v1end029","DOIUrl":"https://doi.org/10.36315/2023v1end029","url":null,"abstract":"This paper presents a pragmatic approach for stepwise introduction of peer assessment elements in undergraduate programming classes, discusses some lessons learned so far and directions for further work. Students are invited to challenge their peers with their own programming exercises to be submitted through Moodle and evaluated by other students according to a predefined rubric and supervised by teaching assistants. Preliminary results show an increased activation and motivation of students leading to a better performance in the final programming exams.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72702467","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":"DEVELOPING YOUNG CHILDREN’S TEXT PROCESSING SKILLS BY USING DETECTIVE BOARD GAMES AND RWCT TECHNIQUES","authors":"Barbara Zsiray","doi":"10.36315/2023v1end073","DOIUrl":"https://doi.org/10.36315/2023v1end073","url":null,"abstract":"Using board games in the classroom is an opportunity for experiential learning. A previous examination proves that the systematic use of Rory's Story Cubes in the methodology of native language teaching can be included as a playful method because they are useful in the development of oral and written communication. I have reflected on this with a new project focusing on reading skills. My goal is to examine how the card games, Black Stories Junior (Red Stories, Rainbow Stories) combined with RWCT techniques (Reading and Writing for Critical Thinking) can develop the interpretation of texts in 9 to 10-year-old students. The games contain riddles with exciting criminal cases for children. The players try to reconstruct the stories by asking, guessing, and fiddling. RWCT methods are the sum of cooperative, interactive and reflective techniques that make the learning process more successful and creative. In the first period, the experimental and the control group were formed. After that, the experimental group played the card game 30 times and got to know graphic organizers, drama pedagogical methods, and creative writing tasks related to the short stories. The activities were carried out under the supervision of the methodical leader of the experiment and recorded with a video camera. In the end, the students could use the learned methods independently and achieved more points on reading comprehension tests than the control group members. Thanks to the drama techniques the students were able to write in a more meaningful way from another person's perspective. The results show that the consistent use of the given board game is beneficial for reading and writing skills. The project's achievements may contribute to the widespread educational use of board games and RWCT techniques, thereby expanding the methodology of native language teaching.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"49 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76659916","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":"ABEPLANA: AS HOW TI TEACH WITH VIDEOGAMES IN KINDERGARTEN CLASS","authors":"","doi":"10.36315/2023v1end124","DOIUrl":"https://doi.org/10.36315/2023v1end124","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85096773","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":"STUDENTS’ BEHAVIOR ON A “MATHEMATICAL LITERACY” PROBLEM","authors":"Eleni Nolka, C. Sofianopoulou","doi":"10.36315/2023v1end075","DOIUrl":"https://doi.org/10.36315/2023v1end075","url":null,"abstract":"The construct of mathematical literacy, which has become more popular through OECD/PISA programme (Programme for International Student Assessment) recognizes the importance of students’ capacity to reason mathematically, use and understand mathematical concepts while they explore real world problems. According to PISA’s results, the performance of Greek 15-year-old students in mathematical literacy has not improved and has remained below the OECD average throughout the years it participated in PISA, since 2000 till today. Except PISA’s general and comparable results on students’ performance, students’ responses on open constructed-response items and most of the items themselves are not available on PISA’s open database. As a consequence, researchers cannot study them in order to analyse the way that students in Greece manage such context-based mathematics tasks and cannot comment on their difficulties which could be used as evidence to justify their steadily low performance all these years. This current study aims to explore and examine in depth the way students, who are completing compulsory education in Greece, respond in a real mathematical problem encompassing a lot of characteristics of PISA’s math problems. Therefore the open constructed-response problem, which belongs to the “uncertainty and data” content category as this described in PISA’s mathematics framework, was given to 650 students who complete the compulsory education in Greece (9 th Grade). After decoding their answers, we comment on the different ways of dealing with the real context-based mathematics problem and clarify students’ difficulties.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90178100","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 PREFERENCES OF STUDENTS AND THEIR VIEW ON THE EDUCATION OF ECONOMIC AND MANAGEMENT SUBJECTS AT A TECHNICALLY ORIENTED UNIVERSITY","authors":"","doi":"10.36315/2023v1end083","DOIUrl":"https://doi.org/10.36315/2023v1end083","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"132 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88852356","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":"HOW TO BE POLITICAL? EXPLORING EARLY CHILDHOOD UNDERSTANDING OF POLITICS ECOLOGICALLY AND PHILOSOPHICALLY","authors":"Gudrun Marci-Boehncke, Matthias Rath, Madeleine Rusch","doi":"10.36315/2023v1end045","DOIUrl":"https://doi.org/10.36315/2023v1end045","url":null,"abstract":"The interdisciplinary project PoJoMeC, funded by The Federal Agency for Civic Education in Germany, investigates children's understanding of politics at preschool and primary school age. We understand the theoretical background of the primarily didactic research, the ecological model of human development according to Bronfenbrenner (1979), as a process \"emerging from the interaction of individual and context\" (Rosa, & Tudge, 2013, 244). We interpret \"context\" as a fundamental medial orientation (Lichtenberger, 2012). Our research methods focus on the children's explicit knowledge, their medial sources of information, and their concepts of rule-governed action. The paper presents a pilot study on the PoJoMeC project. On the one hand, this pilot study concretizes the survey of the socio-ecological rule systems that constitute the students' political consciousness at the respective levels. On the other hand, this paper extends our concept in terms of argumentation theory by using a matrix from philosophy didactics. In the study, nine students from upper primary school classes (grade 4) are interviewed. In our research conception, we assume this group of students can reach general rules on Bronfenbrenner's macro system level. In the next step, we analyzed the interviews concerning the quality of the justifications the students gave for the validity of their rule assumptions on the micro-, meso-, and macrosystem. In doing so, we draw on Frank Brosow's (2020) TRAP-Mind-Theory. The TRAP-Mind-Matrix provides an instrument to capture the cognitive appropriation of social rules to understand the political in general. Parents, media, and schools have essential political responsibilities in this context.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89929340","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":"EXPLORING THE INFLUENCE OF CAREER AWARENESS ON THE UPTAKE OF STEM SUBJECTS BY RURAL GIRL LEARNERS","authors":"M. Stephen, Nomfundo Radebe, Ngonidzashe Mushaikwa, Emmanuel Mushayikwa","doi":"10.36315/2023v1end020","DOIUrl":"https://doi.org/10.36315/2023v1end020","url":null,"abstract":"Learners in South African secondary schools are expected to choose subjects of specialization which will guide them to choose their preferred careers when they exit grade 9 in the General Education band (GET-Grade 8 and 9) where they are taught a generic curriculum to grade 10 in the further education and raining band (FET-Grade 10-12). It is during this exit phase that career awareness assists them to choose subjects that guides their career choices. The low choice of science, technology, engineering, and mathematics (STEM) careers by female learners is a worldwide challenge especially for learners in rural communities, because of some cultural stereotypes and challenges that female learners face in such communities. This paper used a qualitative study to explore how career awareness might influence the choice of STEM careers and subject choice for grade 9 female learners in two rural schools in a South African province. The study revealed that after learners were exposed to the career awareness program, several learners changed their career choices resulting in an increase in the number of learners who wanted to pursue STEM related careers.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87113614","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":"EXPLORING EARLY CHILDHOOD UNDERSTANDING OF POLITICS AND THE IMPACT OF (DIGITAL) MEDIA EDUCATION","authors":"Raphaela Tkotzyk, Johanna Lategahn, Gudrun Marci-Boehncke","doi":"10.36315/2023v1end048","DOIUrl":"https://doi.org/10.36315/2023v1end048","url":null,"abstract":"For decades, young children were not considered active members of our society (Butschi & Hedderich 2021). This is a problematic perception considering that, for example, in democratic societies, democracy and democratic behavior must be learned and practiced by each generation anew (Deutscher Bundestag 2020), since we are not born as democratic beings. Furthermore, in today’s world children get confronted with aspects such as climate change, gender disparities, health care, or peace at an early age. That is why participation, global citizenship education as well as the 17 SDGs of the United Nations Agenda 2030 are already embedded in early education programs and concepts. However, research on child-centered and rights-based participation processes in early education is a major gap. Yet the few recent studies suggest that children as young as 5 years old have some political awareness (Berti 2005; Goll 2020; Schauenberg 2014). Thereby, we understand political awareness to be the recognition of and reflection on topics of public interest that are discussed in the media and trigger public interest at the same time. But when do children of pre-K-and elementary school-age develop this awareness? And what role do the different types of (digital) media play in this process? Exactly these questions the interdisciplinary research project PoJoMeC at TU Dortmund University, funded by the Federal Agency for Civic Education in Germany, seeks to explore. In this paper, we present preliminary results of 14 qualitative interviews with children aged 4 to 8. The interviews were conducted with the Picturizing Strategy (Tkotzyk, Lategahn & Marci-Boehncke 2022), a method developed by us specifically for the work with young children who not yet can read and write. To systematize the results, we applied a refinement of Bronfenbrenner’s Ecological Theory of Human Development (1979) and an argumentation-theoretical model used in philosophy didactics, the so-called Trap-Mind-Theory (Brosow 2020). By evaluating the results, conclusions can be drawn not only about the significance of (digital) media and media use regarding the transmission of prior political knowledge, but also about the supposedly negative role of educational institutions in this process, even though research repeatedly shows that digital media and their use are important for children's development and their participation in society (Burnett & Merchant 2018).","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87232681","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":"UNIVERSITY LECTURERS' EXPERIENCES WITH TECHNOLOGY INTEGRATION INTO TEACHER EDUCATION POST COVID-19 PANDEMIC","authors":"S. Bhebhe, Luzaan Schlebusch, Gawie Schlebusch","doi":"10.36315/2023v1end015","DOIUrl":"https://doi.org/10.36315/2023v1end015","url":null,"abstract":"In this study, technology integration into teacher education post COVID-19 pandemic was explored from the perspectives of lecturers from selected Southern African universities. The study used a qualitative research approach and a multiple case study design. Two Southern African universities, in South Africa and Eswatini, the researchers' places of work, were conveniently chosen to be the research sites in this study. A purposeful sample of lecturers involved in teacher education participated in this study. Data were generated through, open-ended questionnaire completed by nine lecturers, and a focus group discussion with 12 participants, which included lecturers from both institutes. Thematic analysis was used to analyse the data collected from the study's participants. The study's conclusions show that lecturers from both universities experienced a change in instruction delivery compelled by the prevailing COVID-19 pandemic which made the physical environment in universities not suitable for face-to-face but online instruction where technology had to be integrated into teacher education. The study concludes that lecturers experienced a new norm as universities formed policies to ensure that technology is included in teacher education. The study also concluded that lecturers had limited knowledge, pointing to the need for training on the needed knowledge domains to integrate technology into teacher education. The study also concludes that the universities understudy offered some digital gadgets and internet connectivity for lecturers to using, especially while on campus. However, internet access would be limited when lecturers leave the campuses, with institution A failing to provide data for off-campus use while institute B did so, but load-shedding was one of the problems in the nation where institute B is located.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87314377","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}