Education Sciences

24 pages, 6549 KiB

Open AccessArticle

Integrating IoT Technologies into the CS Curriculum at PVAMU: A Case Study

by Ahmed Abdelmoamen Ahmed, Kiranmai Bellam, Yonggao Yang and Michael Preuss

Educ. Sci. 2022, 12(11), 840; https://doi.org/10.3390/educsci12110840 - 21 Nov 2022

Cited by 2 | Viewed by 2154

With sensors becoming increasingly ubiquitous, there is tremendous potential for innovative Internet of Things (IoT) applications across a wide variety of domains, including healthcare, agriculture, entertainment, environmental monitoring, and transportation. The rapid growth of IoT applications has increased the demand for experienced professionals [...] Read more.

With sensors becoming increasingly ubiquitous, there is tremendous potential for innovative Internet of Things (IoT) applications across a wide variety of domains, including healthcare, agriculture, entertainment, environmental monitoring, and transportation. The rapid growth of IoT applications has increased the demand for experienced professionals with strong IoT hands-on skills. However, undergraduate students in STEM education still lack experience in how to use IoT technologies to develop such innovative applications. This is in part because the current computing curricula do not adequately cover the fundamental concepts of IoT. This paper presents a case study from integrating innovative IoT technologies into the Computer Science (CS) curriculum at Prairie View A&M University (PVAMU). This paper presents a set of IoT learning modules that can be easily integrated into existing courses of CS curriculum to engage students in smart-IoT. The modules developed have been used to introduce a new project-based course in the CS department at PVAMU that focuses on intelligent IoT technologies. Findings from external evaluation of the curricular change are also presented. These note positive impacts on student interest in and learning about IoT across multiple courses and semesters. Full article

(This article belongs to the Section Curriculum and Instruction)

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13 pages, 312 KiB

Open AccessArticle

Predictor Variables of Mental Health in Spanish University Students

by Amalia Rodríguez-Rodríguez, Eloísa Guerrero-Barona, Maria José Chambel, Mónica Guerrero-Molina and Pablo González-Rico

Educ. Sci. 2022, 12(11), 839; https://doi.org/10.3390/educsci12110839 - 21 Nov 2022

Cited by 2 | Viewed by 1568

Abstract

There is currently great concern over the increase in the cases of university students with mental health problems as the numbers have doubled over recent years. Nevertheless, there is also total agreement concerning the relationship between positive psychological variables and mental health. The [...] Read more.

There is currently great concern over the increase in the cases of university students with mental health problems as the numbers have doubled over recent years. Nevertheless, there is also total agreement concerning the relationship between positive psychological variables and mental health. The objective of this study was to know the relationship between the risk of mental health disorders and the variables of gender, affects, academic engagement, satisfaction with life, health perception and the perception of happiness, as well as predict the risk of suffering mental health disorders. The sample comprised 461 students from the Science Faculty of the University of Extremadura (Spain), of whom 50.3% were women. We used the General Health Questionnaire (GHQ12) to assess mental health, The results indicate that 65.6% of the students showed a risk of suffering from mental health disorders. A greater number of negative affect is related to a greater risk of suffering mental health disorders; while the perception of both health and happiness are related to a lower risk. Similarly, it should be said that the results demonstrate that being a woman increases the risk of suffering mental health disorders by 63.7%. Full article

(This article belongs to the Section Higher Education)

11 pages, 1525 KiB

Open AccessArticle

Analytics Framework for Comparing National Performance Achievements in International Mathematical Olympiads

by Vassilios Canellidis and Stella Sofianopoulou

Educ. Sci. 2022, 12(11), 838; https://doi.org/10.3390/educsci12110838 - 21 Nov 2022

Viewed by 1675

Abstract

This study measures and analyzes the performances of the participating nations at the International Mathematical Olympiad (IMO). A country’s success at the IMO is evaluated by the number of gold, silver, and bronze medals won. To measure and compare the performances of the [...] Read more.

This study measures and analyzes the performances of the participating nations at the International Mathematical Olympiad (IMO). A country’s success at the IMO is evaluated by the number of gold, silver, and bronze medals won. To measure and compare the performances of the countries, the data envelopment analysis approach is employed and all countries that have won at least one medal have been included in our dataset. As measures for the inputs, two macro-level determinants that can support the effort made by a country are considered: population size and gross domestic product (GDP) per capita. Our findings indicate a mean level of technical efficiency for the nations analyzed. The results suggest that, on average, the inefficient countries in the sample could achieve improved results by increasing the number of outputs produced while maintaining the same level of effort spent. Full article

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24 pages, 1364 KiB

Open AccessArticle

Teaching Environmental Themes within the “Scientific Awakening” Course in Moroccan Primary School: Approaches, Methods and Difficulties

by Bouchta El Batri, Lhoussaine Maskour, Jamal Ksiksou, Eila Jeronen, Jalal Ismaili, Anouar Alami and Mohammed Lachkar

Educ. Sci. 2022, 12(11), 837; https://doi.org/10.3390/educsci12110837 - 20 Nov 2022

Cited by 1 | Viewed by 1871

Abstract

In addition to identifying the pedagogical approaches favoured by teachers in environmental education, the study aims to reveal the impact of the teaching methods and tools used as well as the teaching difficulties encountered on the effectiveness of teachers’ pedagogical action, particularly in [...] Read more.

In addition to identifying the pedagogical approaches favoured by teachers in environmental education, the study aims to reveal the impact of the teaching methods and tools used as well as the teaching difficulties encountered on the effectiveness of teachers’ pedagogical action, particularly in the “Scientific Awakening” course.The study concerns a sample of 636 primary school teachers from the urban and rural areas of the Fez-Meknes Regional Academy of Education in Morocco. The data was collected using a 37-item questionnaire covering the following variables: the teaching methods adopted, the preferred pedagogical approaches, the teaching material used, and the teaching difficulties encountered. The study fits under a descriptive correlational design. The most used teaching methods were the teacher-centred oral methods (dialogue and demonstration method) lacking learner-centred activities (working in small groups, discovery method). The least used ones were laboratory experiments and ICT-based demonstrations. The study shows that teachers who use active methods are the most aware of difficulties in teaching environmental issues and were the most capable of effectively solving learning problems and achieving pedagogical objectives. The study shows that Moroccan primary school teachers need in-service training for the adoption of a systemic and interdisciplinary pedagogical approach. In addition, to address the issue of the alarming failure to complete the “Scientific Awakening” program, we recommend continuous training for the benefit of teachers. This training should cover the appropriate active methods to effectively complete this program. Finally, the study underlined the need to solve the problem of the enormous lack of teaching tools. Certainly, this shortage significantly influences the pedagogical action of teachers regardless of the pedagogical methods adopted. Full article

(This article belongs to the Section Teacher Education)

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47 pages, 4224 KiB

Open AccessArticle

The Challenge of an Interactive Audiovisual-Supported Lesson Plan: Information and Communications Technologies (ICTs) in Adult Education

by Constantinos Nicolaou, Maria Matsiola and George Kalliris

Educ. Sci. 2022, 12(11), 836; https://doi.org/10.3390/educsci12110836 - 19 Nov 2022

Cited by 5 | Viewed by 2578

Abstract

The rapid development in the fields of science, and information and communications technologies (ICTs) in recent years, as well as the COVID-19 pandemic, have brought about and continue to generate transformations in education, especially in adult education. In the present enhanced research article, [...] Read more.

The rapid development in the fields of science, and information and communications technologies (ICTs) in recent years, as well as the COVID-19 pandemic, have brought about and continue to generate transformations in education, especially in adult education. In the present enhanced research article, an interactive audiovisual-supported lesson plan template and its non-verbal role in our psychological and mental health are presented in-depth. Applying a multi-methodological approach, this interactive communication-themed adult lesson plan was executed and researched in the framework of an interactive seminar in Greece and Cyprus. The research sample consisted of adult educators as adult learners and involved empirical research where technology-enhanced research methods were applied as qualitative action research with quasi-experiments. Specifically, the attitudes and views of an adult educators’ group regarding the research interactive seminar that they participated in were re-investigated through secondary analysis. Similarly, the suitability of specific ICTs as well as whether they help or change the physical or psychological and mental health of the participants at the end of a teaching–learning procedure as a pilot case study were explored. The research results, effects and findings confirm the current debate on the employment of contemporary ICTs within the framework of the educational process of technology-enhanced learning in education (including adult education) as derived both by the literature, and by the research results, effects and findings of various other studies and research papers. Finally, this study can be used as a basis for creating and/or developing an audiovisual-supported lesson plan aimed at adult learners as an alternative approach. Full article

(This article belongs to the Collection Trends and Challenges in Higher Education)

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11 pages, 214 KiB

Open AccessArticle

A Series of Happenstances: How the Pandemic Created Opportunities with Technology

by Jean Kiekel, Jennifer Courduff and Peter Hessling

Educ. Sci. 2022, 12(11), 835; https://doi.org/10.3390/educsci12110835 - 19 Nov 2022

Cited by 1 | Viewed by 2190

Abstract

The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predominantly in helping clients transition through different happenstances in life to find a career path. However, the COVID-19 pandemic showed that our nation’s teachers also developed the skills that are [...] Read more.

The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predominantly in helping clients transition through different happenstances in life to find a career path. However, the COVID-19 pandemic showed that our nation’s teachers also developed the skills that are considered the pillars of HLT, as they made the transition from teaching traditionally one day to remote learning the next. This study explored how 46 special educators adapted their teaching methods to best address the needs of their students despite challenging circumstances. This study also suggests the application of the Happenstance Learning Theory in understanding and explaining how teachers seemingly make changes “in the moment”. Full article

(This article belongs to the Special Issue Global Special and Inclusive Education: Current Issues and Ways Forward)

12 pages, 240 KiB

Open AccessArticle

Using an Evidence-Informed Approach to Improve Students’ Higher Order Thinking Skills

by Mireille Desirée Hubers

Educ. Sci. 2022, 12(11), 834; https://doi.org/10.3390/educsci12110834 - 19 Nov 2022

Cited by 2 | Viewed by 1781

Abstract

This study aimed to determine why university students performed relatively low on a writing assignment. In phase 1, questionnaire and performance data were collected and analyzed. This evidence-informed approach revealed that students’ relatively low performance was caused by their relatively underdeveloped higher order [...] Read more.

This study aimed to determine why university students performed relatively low on a writing assignment. In phase 1, questionnaire and performance data were collected and analyzed. This evidence-informed approach revealed that students’ relatively low performance was caused by their relatively underdeveloped higher order thinking skills. A six-step research-informed procedure was designed to assist students’ development of these skills. In turn, questionnaire data, performance data and observational data were collected in phase 2 to determine the effectiveness of the design and the quality of the implementation. The results indicated that students improved their higher order thinking skills. Alternative explanations did not play a role; the designed procedure was implemented with high fidelity and positively rated by the students. This study can aid university teachers in designing course materials for the development of students’ higher order thinking skills. Full article

(This article belongs to the Section Higher Education)

11 pages, 1504 KiB

Open AccessEditor’s ChoiceArticle

Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom

by Ana Isabel Fraguas-Sánchez, Dolores R. Serrano and Elena González-Burgos

Educ. Sci. 2022, 12(11), 833; https://doi.org/10.3390/educsci12110833 - 19 Nov 2022

Cited by 4 | Viewed by 2274

Abstract

Educational escape rooms have emerged as an excellent active learning tool to improve student learning, motivation, and engagement. In this work, a methodology to design and develop escape rooms in the classroom has been established and implemented within the general pharmacology, biopharmacy and [...] Read more.

Educational escape rooms have emerged as an excellent active learning tool to improve student learning, motivation, and engagement. In this work, a methodology to design and develop escape rooms in the classroom has been established and implemented within the general pharmacology, biopharmacy and pharmacokinetics, and pharmaceutical technology disciplines for pharmacy students. Each escape room consisted of three sequential challenges that the students had to solve, and we divided the students into groups of 3–6 participants to complete a mission containing educational questions related to the curriculum of each module. The escape rooms were successfully implemented in all these disciplines, and the activity was positively evaluated by the students (>95% satisfaction). They allowed the students to apply the theoretical learning outcomes of each subject. Moreover, escape rooms promoted teamwork and improved the problem-solving skills of the students. For an escape room to be successful and meet the established learning outcomes, challenges must be adapted to the target students, the time should be precisely set, the tasks of the game master should be well-defined, and final feedback should be included in the session. Full article

(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))

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11 pages, 357 KiB

Open AccessArticle

The Price for Inclusion: Financial/Educational Dilemmas in the Inclusive School System in Denmark

by Thyge Tegtmejer

Educ. Sci. 2022, 12(11), 832; https://doi.org/10.3390/educsci12110832 - 19 Nov 2022

Viewed by 1601

Abstract

This qualitative case study investigates the rationales, dilemmas, and shortcomings of the so-called “inclusion-promoting steering models” in which Danish schools have to pay a price for every student they cannot include in their school. For more than 10 years, the government has promoted [...] Read more.

This qualitative case study investigates the rationales, dilemmas, and shortcomings of the so-called “inclusion-promoting steering models” in which Danish schools have to pay a price for every student they cannot include in their school. For more than 10 years, the government has promoted such financial steering models and a rising number of municipalities have adopted the system, so that more than one-half of the existing Danish municipalities work with them. According to its advocates, this model supports the inclusion of students in schools in several direct ways. This case study shows that this model is based on some strong rationales, as it offers opportunities to promote the development of inclusive schools. However, the study also reveals that this comes at a price, as the model sometimes poses difficult dilemmas on school leaders and hinders the inclusion of all students. Full article

(This article belongs to the Special Issue International Perspectives on Inclusion in Education)

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19 pages, 3832 KiB

Open AccessArticle

Evidence-Based Optimization of Classroom Teaching Units Using 3D Printers for Designing Models—From the 2D Picture to the 3D Flower Model

by Marcel Bonorden and Jutta Papenbrock

Educ. Sci. 2022, 12(11), 831; https://doi.org/10.3390/educsci12110831 - 19 Nov 2022

Cited by 4 | Viewed by 1975

Abstract

The implementation of digital tools into science education is a major demand of various stakeholders, such as teachers, schools and ministries of education. However, teaching innovations and the introduction of new competences need to be carefully tested and optimized for successful and sustainable [...] Read more.

The implementation of digital tools into science education is a major demand of various stakeholders, such as teachers, schools and ministries of education. However, teaching innovations and the introduction of new competences need to be carefully tested and optimized for successful and sustainable application and learning success. Our aim was to develop and establish an easily adaptable teaching unit comprising the aspects of 3D printing from computer-aided modeling to slicing, printing and post-processing, which is linked to curricular learning content. The original teaching concept developed with a small group of students has been adapted to the conditions in large groups and full-size 9th grade school classes. With an increased sample size, it was now possible to investigate and analyze the teaching approach with respect to student’s motivation, learning success as well as the quality and acceptance of the teaching–learning arrangement for designing and 3D printing flower models. The goal of the study was to further optimize the existing teaching tool based on the evaluation of the student experience. While the exploration of this teaching approach ties into the current discourse of innovative biology teaching, the efficacy is evidenced by results that indicate a positive impact on student’s motivation and a high learning success regarding computer-aided modeling and 3D printing. As a result, the teaching-revised concept reported in this article is based on the students’ evaluation and can be provided as well-tested teaching material for schools. Full article

(This article belongs to the Special Issue The Promotion of Technology-Related (Subject-Specific) Professionalisation Components in Teacher Education)

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19 pages, 618 KiB

Open AccessArticle

Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa

by Siyabonga Theophillus Pika and Sarasvathie Reddy

Educ. Sci. 2022, 12(11), 830; https://doi.org/10.3390/educsci12110830 - 17 Nov 2022

Cited by 1 | Viewed by 1723

Abstract

In this empirical article, we argue that while emergency remote teaching (ERT) may have achieved its goal of saving the academic years during the COVID-19 pandemic, it also constructed unintended pedagogical consequences that were possibly overlooked at the time of advocating for it. [...] Read more.

In this empirical article, we argue that while emergency remote teaching (ERT) may have achieved its goal of saving the academic years during the COVID-19 pandemic, it also constructed unintended pedagogical consequences that were possibly overlooked at the time of advocating for it. We also contend that students and lecturers from rural-based universities (RBUs) in South Africa experienced different unintended pedagogical consequences compared to their counterparts who belong to urban-based universities (UBUs). Thus, the research question that the article raises is as follows: What were the unintended pedagogical consequences that students and lecturers based at RBUs experienced during the transition to ERT? Drawing on students’ and lecturers’ lived experiences of ERT, this article foregrounds unintended pedagogical consequences that arose at one RBU in South Africa during the transition from face-to-face teaching to ERT. Underpinned by the tenets of critical realism philosophy, as well as student integration theory, in-depth interviews with three lecturers and six students were conducted. The findings of the study indicate that home conditions, individual characteristics, pre-COVID-19 blended learning experiences, university training and support, teaching, learning, assessment practices, and policies altogether contributed to the construction of unintended pedagogical consequences of ERT presented in this article. These consequences include (1) the exclusion of low-income students from active teaching and learning, (2) equipping middle-class students with better chances of success than working-class students, (3) distressing female students and lecturers more than their male counterparts, and (4) unproductive assessment practices. This study may be beneficial to academics and policymakers from similar contexts in their plight to continue with remote teaching and assessment (RTA) after the pandemic. Full article

(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)

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16 pages, 1548 KiB

Open AccessArticle

Assessing Learning Preferences of Tertiary Education Students in Jordan Post COVID-19 Pandemic and the Associated Perceived Stress

by Iman A. Basheti, Thafer Yusif Assaraira, Nathir M. Obeidat, Fawwaz Al-abed Al-haq and Mashhoor Refai

Educ. Sci. 2022, 12(11), 829; https://doi.org/10.3390/educsci12110829 - 17 Nov 2022

Cited by 4 | Viewed by 1454

Abstract

Background: The COVID-19 pandemic was associated with extensive lockdown strategies which included universities, forcing educational administrations to implement online learning and acknowledging the countless consequences it would have on the educational process. Those prompt changes highlighted the importance of online learning effects [...] Read more.

Background: The COVID-19 pandemic was associated with extensive lockdown strategies which included universities, forcing educational administrations to implement online learning and acknowledging the countless consequences it would have on the educational process. Those prompt changes highlighted the importance of online learning effects on educational outcomes. Aim: To assess students’ learning preferences and the stress associated with online and face-to-face learning. Methods: This is a multi-center cross-sectional study, employing a web-based Google Forms, which was conducted among four universities in Jordan. The survey assessed students’ demographic characteristics, educational methods received, assessment of factors that may have influenced students’ stress, and assessment of ‘stress’ using the Perceived Stress Scale (PSS). Results: Among 1241 participating students, most of the students preferred face-to-face learning (43.3%), although the majority believed that online learning is less stressful (42.2%). The majority believed that face-to-face learning is efficient (42.7%), and that online learning is moderately efficient (38.4%), while many (35.3%) reported that the future of learning will be blended 50/50 between online and face-to-face learning. The mean score of PSS was 20.88, with 62.9% reported to have experienced moderate perceived stress, and 22.4% experienced high perceived stress. Conclusions: Although Jordanian university students prefer face-to-face learning over online learning, they believe that online learning can be less stressful. In addition to that, Jordanian students experienced a high mean of the PSS score, with more than 20% of students reporting high perceived stress. Full article

(This article belongs to the Section Education and Psychology)

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33 pages, 9664 KiB

Open AccessArticle

Math Instrument Development for Examining the Relationship between Spatial and Mathematical Problem-Solving Skills

by Sheryl Ann Sorby, Gavin Duffy and So Yoon Yoon

Educ. Sci. 2022, 12(11), 828; https://doi.org/10.3390/educsci12110828 - 17 Nov 2022

Cited by 2 | Viewed by 2307

Abstract

Spatial cognition involves the ability to acquire, organize, and use spatial information in the “mind’s eye.” Numerous correlational studies have demonstrated the strong relationship between spatial cognition and skill in problem-solving in mathematics. Educational researchers across the globe aim to improve students’ mathematics [...] Read more.

Spatial cognition involves the ability to acquire, organize, and use spatial information in the “mind’s eye.” Numerous correlational studies have demonstrated the strong relationship between spatial cognition and skill in problem-solving in mathematics. Educational researchers across the globe aim to improve students’ mathematics problem-solving ability since these skills are often viewed as the gateway to further study in the Science, Technology, Engineering, and Mathematics (STEM) careers of the future. As a result, causal studies showing that spatial cognition interventions can improve mathematics problem-solving skills have begun to appear with increasing frequency. In order to determine if a spatial intervention is effective in improving mathematics problem-solving skills, it is important to identify the type of problem that is likely to respond to improvements in spatial cognition. A large study was conducted in the United States, where a spatial skills intervention was implemented in 7th grade classrooms across the country to determine its impact on mathematics problem-solving skills through four waves of testing. Mathematics instruments for 7th to 9th grades were developed with items compared to the spatial scores of the individual students. In this paper, the instrument development process along with lessons learned are presented. Data are provided showing each item’s correlation with spatial skills test scores, difficulty level, and discrimination index, along with overall instrument reliability. Complete final instruments for each wave of testing are included in an Appendix. General guidelines are also presented discussing the type of math problems likely to be correlated with spatial ability. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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12 pages, 253 KiB

Open AccessFeature PaperArticle

STEM 1, 2, 3: Levelling Up in Primary Schools

by Jennifer Way, Christine Preston and Katherin Cartwright

Educ. Sci. 2022, 12(11), 827; https://doi.org/10.3390/educsci12110827 - 17 Nov 2022

Cited by 1 | Viewed by 1273

Abstract

Recent research advocating the educational value of engaging primary students in authentic integrated STEM inquiry projects also identifies challenges for teachers aspiring to high-quality student-learning experiences. Teachers require support to integrate disciplines, prioritise processes and reasoning over curriculum content, and increase student autonomy [...] Read more.

Recent research advocating the educational value of engaging primary students in authentic integrated STEM inquiry projects also identifies challenges for teachers aspiring to high-quality student-learning experiences. Teachers require support to integrate disciplines, prioritise processes and reasoning over curriculum content, and increase student autonomy in purposeful STEM projects. Within the context of a year-long professional learning program in Australia, an innovative tri-level approach to skill-building for teachers and their students has been developed. The three levels of ‘STEM Skills’, ‘Design Process’ and ‘Integrated STEM Projects’ are intended to successively escalate demands on time, resources and pedagogical change while promoting the development of the dispositions and skills needed to engage in sustained inquiry projects. The teacher participants (n = 11) came from five schools who had just concluded the STEM Academy professional learning program. Semi-structured interviews guided teacher reflection. Data analysis combined inductive and deductive processes to thematize meaning and revealed ways in which the tri-level approach to STEM education supported the development of STEM integration practices. The findings suggest the efficacy of the tri-level approach and its potential value beyond the context in which it was developed. Full article

(This article belongs to the Special Issue Interdisciplinary STEM Teaching and Learning in Schools)

18 pages, 3017 KiB

Open AccessArticle

Development of New Distance Learning Platform to Create and Deliver Learning Content for Deaf Students

by Mohamed Elsayed Ahmed and Shinobu Hasegawa

Educ. Sci. 2022, 12(11), 826; https://doi.org/10.3390/educsci12110826 - 17 Nov 2022

Cited by 1 | Viewed by 1738

Abstract

With the increasing transformation of using distance learning platforms in educational institutions, deaf student instructors in schools and universities have no specialized platform for remotely delivering learning content for deaf students with sign language translation videos. This study suggests a new asynchronous distance [...] Read more.

With the increasing transformation of using distance learning platforms in educational institutions, deaf student instructors in schools and universities have no specialized platform for remotely delivering learning content for deaf students with sign language translation videos. This study suggests a new asynchronous distance learning platform for deaf students with particular capabilities to assist deaf student instructors in developing and delivering educational materials over distance. Nineteen educational technology experts, seven instructors for deaf students, and sixteen undergraduate deaf students participated in this study to assess the proposed platform. Qualitative methods were used to collect data using online questionnaires. According to the findings, the suggested platform is suitable for distance learning when creating and delivering educational materials with sign language translation videos for deaf students. Deaf students could easily access and study the courses remotely with the help of the proposed platform. Full article

(This article belongs to the Section Technology Enhanced Education)

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27 pages, 2905 KiB

Open AccessArticle

Team-Assisted Individualization Type of the Cooperative Learning Model for Improving Mathematical Problem Solving, Communication, and Self-Proficiency: Evidence from Operations Research Teaching

by Georgina Maria Tinungki, Budi Nurwahyu, Agus Budi Hartono and Powell Gian Hartono

Educ. Sci. 2022, 12(11), 825; https://doi.org/10.3390/educsci12110825 - 17 Nov 2022

Cited by 2 | Viewed by 2596

Abstract

The purpose of this study is to analyze the increase in the mathematical problem-solving (MPS), mathematical communication (MC), and self-proficiency (SPr) abilities of students by applying the team-assisted individualization type (TAI) of the cooperative and conventional learning models for the experimental and control [...] Read more.

The purpose of this study is to analyze the increase in the mathematical problem-solving (MPS), mathematical communication (MC), and self-proficiency (SPr) abilities of students by applying the team-assisted individualization type (TAI) of the cooperative and conventional learning models for the experimental and control classes. This is a quasi-experimental study comprising a sample of 50 and 42 students studying for an undergraduate degree in statistics for the experimental and control classes, respectively. Students’ mathematical prior knowledge (MPK) is grouped into three levels, namely high, medium, and low. The instruments used are the MPS test, the MC test, the self-proficiency scale, and observation sheets. Statistical analysis instruments used are parametric and non-parametric statistics, such as prerequisite tests for normality and homogeneity of variance, mean difference tests in two or more groups, the post hoc test, and description and interaction tests. The results showed an increase in MPS, MC, and SPr in the experimental class, which is higher than in the control class. Furthermore, there is no interaction between the experimental and control classes despite a significant correlation between MPS, MC, and MPS. These findings are relevant to mathematics and statistics teaching because it has been proven to improve students’ MPS, MC, and SPr; hence, learning outputs can be achieved objectively, specifically for operations research teaching. Full article

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9 pages, 233 KiB

Open AccessArticle

A Project-Based Instruction Approach to Improving Student Lunar Phases Learning Outcomes: A Quantitative Inquiry

by Merryn Cole, Hongwei Yang and Jennifer Anne Wilhelm

Educ. Sci. 2022, 12(11), 824; https://doi.org/10.3390/educsci12110824 - 17 Nov 2022

Viewed by 1081

Abstract

We investigated how students’ lunar phases learning outcomes were affected by student and teacher demographic characteristics (gender, race/ethnicity, spatial thinking ability, and content knowledge). The study identified moderately strong correlations both between students’ spatial thinking ability and understanding of lunar phases, as well [...] Read more.

We investigated how students’ lunar phases learning outcomes were affected by student and teacher demographic characteristics (gender, race/ethnicity, spatial thinking ability, and content knowledge). The study identified moderately strong correlations both between students’ spatial thinking ability and understanding of lunar phases, as well as between the pre-to-post-intervention scores of the two measures. Multilevel modeling showed significant predictors of learning outcomes from both student and teacher variables. This study furthers works on establishing a connection between student learning outcomes and the content knowledge and spatial ability for themselves as well as their teachers, and shows promise for a project-based instruction approach in aiding in lunar phases understanding. Full article

(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)

12 pages, 255 KiB

Open AccessConcept Paper

Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education

by Sila Kaya-Capocci, Michael O’Leary and Eamon Costello

Educ. Sci. 2022, 12(11), 823; https://doi.org/10.3390/educsci12110823 - 17 Nov 2022

Cited by 5 | Viewed by 2632

Abstract

This paper proposes a framework to support the use of digital formative assessment in higher education. The framework is informed by key principles and approaches underpinning effective formative assessment and, more specifically, by approaches to formative assessment that leverage the functionalities of technology. [...] Read more.

This paper proposes a framework to support the use of digital formative assessment in higher education. The framework is informed by key principles and approaches underpinning effective formative assessment and, more specifically, by approaches to formative assessment that leverage the functionalities of technology. The overall aim is to provide a structured conceptualisation of digital formative assessment that supports the planning of lectures and other teaching and learning activities in higher education classrooms. At the heart of the framework, as presented in this paper, is a 12-cell grid comprising 4 key formative assessment strategies (sharing learning intentions and success criteria, questioning and discussion, feedback, and peer- and self-assessment) crossed with 3 functionalities of technology (sending and displaying, processing and analysing, and interactive environments). These functionalities of technologies are used as the basis to integrate digital tools into formative assessment for effective teaching and learning processes. For each cell in the grid, an exemplary digital formative assessment practice is described. This paper highlights the framework’s potential for enhancing the practice of digital formative assessment and its significance in light of the ongoing digital transformation. This paper concludes with suggesting a programme of research that might be undertaken to evaluate its utility and impact in higher education contexts. Full article

(This article belongs to the Special Issue Assessment and Evaluation in Higher Education—Series 2)

14 pages, 285 KiB

Open AccessArticle

Construction of Teacher Professional Identity through Initial Training

by Marcela Casanova-Fernández, Jorge Joo-Nagata, Emily Dobbs-Díaz and Tricia Mardones-Nichi

Educ. Sci. 2022, 12(11), 822; https://doi.org/10.3390/educsci12110822 - 17 Nov 2022

Cited by 2 | Viewed by 1882

Abstract

The construction of a professional identity is a key element in the transition to the teaching profession, which begins its development at the initial training, especially during professional training courses. Purpose: This article collects the experiences related to the construction of the teaching [...] Read more.

The construction of a professional identity is a key element in the transition to the teaching profession, which begins its development at the initial training, especially during professional training courses. Purpose: This article collects the experiences related to the construction of the teaching identity of teachers who graduated from two state universities of the Santiago Metropolitan Region in Chile. Methodology: Interpretative-qualitative research was carried out, framed in a phenomenological design. Semi-structured interviews were applied to 10 teachers who graduated from a course of Primary Education Teaching in 2014 and are still practicing the profession in the school system. Categories and subcategories were created from their tellings, establishing relationships between teacher identity and initial training. Results: This study shows that teachers value their initial training, especially regarding values, discipline, and experiences of training in different contexts as constitutive elements of their professional identity. However, both groups describe unsatisfactory situations experienced as beginner teachers, where they recognized the weaknesses of their initial training for overcoming the complexities of the school context. Conclusions: This study points to the need to strengthen the articulation in the process of training from university onwards and the support of the educational establishment. Full article

(This article belongs to the Section Teacher Education)

18 pages, 1642 KiB

Open AccessArticle

A Study of Finnish Teaching Practices: How to Optimise Student Learning and How to Teach Problem Solving

by Janet Lee English, Tuula Keinonen, Sari Havu-Nuutinen and Kari Sormunen

Educ. Sci. 2022, 12(11), 821; https://doi.org/10.3390/educsci12110821 - 16 Nov 2022

Viewed by 1995

Abstract

This study helps to clarify the teaching practices used by some Finnish teachers to optimise student learning and to teach problem solving. Eighteen teachers (primary through university) from rural, municipal, and metropolitan schools were interviewed to provide insight into the teaching practices behind [...] Read more.

This study helps to clarify the teaching practices used by some Finnish teachers to optimise student learning and to teach problem solving. Eighteen teachers (primary through university) from rural, municipal, and metropolitan schools were interviewed to provide insight into the teaching practices behind Finland’s successful model of equitable education. Of the eighteen teachers interviewed, nine were asked about how they optimise student learning and nine were asked about how they teach problem solving. Of the nine teachers asked about how they optimise learning, four mentioned practices that align with problem-based learning, and all of the teachers asked about how they teach problem solving mentioned practices that align with problem-based learning. A majority of the interviewed teachers stated that they incorporate individual student competencies and prior experiences into lesson design. All eighteen teachers, regardless of interview topic, mentioned practices related to socio-constructivism as a leading theoretical approach, and all eighteen teachers mentioned motivational practices aligned with the self-determination theory. Finnish teachers have autonomy over their teaching practices so there are teachers who do not teach in the ways represented in this study. Implications of these findings are discussed. Full article

(This article belongs to the Section Teacher Education)

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11 pages, 223 KiB

Open AccessArticle

Analysis of Quality Teaching and Learning from Perspective of University Students

by Marek Vaclavik, Martin Tomasek, Iva Cervenkova and Barbara Baarova

Educ. Sci. 2022, 12(11), 820; https://doi.org/10.3390/educsci12110820 - 16 Nov 2022

Cited by 1 | Viewed by 1829

Abstract

This paper presents the results of empirical research focused on the quality of teaching and learning methods, from the perspective of master’s students at one of the Czech universities. The research focused on learning outcomes, teaching forms and methods, and the use of [...] Read more.

This paper presents the results of empirical research focused on the quality of teaching and learning methods, from the perspective of master’s students at one of the Czech universities. The research focused on learning outcomes, teaching forms and methods, and the use of ICT technologies following a quantitative survey in this area, which showed the need to examine the topic in depth and in a broader context. Data for the qualitative research were collected through in-depth interviews; the primary research method was focus groups. The data were processed and analysed by coding techniques. The results showed that students prefer teaching and learning outcomes associated with the use in future practice. The teaching forms depend on the teacher’s style rather than on the declared description in the curriculum. Contrary to most practices, students prefer teaching methods that lead to active learning. The advantages are identified in the frame of involvement of ICT in teaching, which makes sense and positively impacts students’ learning; however, the effect depends on how the teaching forms are used. Full article

(This article belongs to the Special Issue Assessment and Evaluation in Higher Education—Series 2)

13 pages, 285 KiB

Open AccessArticle

Distance Training of Pragmatic Competence of Law Students via Legal Cases in an English for Specific Purposes Course

by Nadezhda Almazova and Oksana Sheredekina

Educ. Sci. 2022, 12(11), 819; https://doi.org/10.3390/educsci12110819 - 16 Nov 2022

Cited by 1 | Viewed by 1267

Abstract

The priority of the competence approach aimed at developing professional competency of higher education students reflects the labour market need for graduates with the skills required by their speciality and relevant to the interrelated disciplines. In the case of law students, such skills [...] Read more.

The priority of the competence approach aimed at developing professional competency of higher education students reflects the labour market need for graduates with the skills required by their speciality and relevant to the interrelated disciplines. In the case of law students, such skills include awareness of both domestic and foreign legal systems, as well as full communicative competence in the foreign language they are going to use. A key component of foreign language communicative competence is pragmatic competence—that is, knowledge about how a foreign language is used appropriately in a legal context. The research conducted contributes to the issue of pragmatic competence training by means of a practice-oriented method—that is, the case method. The significance of the case method is determined by the twofold goal of developing pragmatic competence via pseudo-real legal situations that provide students with legal knowledge, as well as stimulate them to be effective communicators in the legal sphere. The study took place at SPbPU and involved 120 s-year law students. The experiment conducted was aimed at comparing the case method and traditional methods used for teaching Legal English, particularly the first legal advice strategy—a component of pragmatic competence. A specific feature of the experiment was that it was organized in the form of distance learning. To collect and analyse the data of the study, a qualitative and a quantitative method were applied. The results of the study showed a high efficiency of the case method for fostering pragmatic competence in an ESP course for law students in comparison with traditional methods, which were not very efficient. Besides, the experiment showed that an on-line format may be an adequate methodological means of effectively achieving the goal in a foreign language training for professional needs in a course with a time limit. Full article

(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)

19 pages, 4466 KiB

Open AccessArticle

Structure Analysis Research of Transportation Major Curriculum System in Application-Oriented Universities under the Perspective of Engineering Education Accreditation

by Lanjiang Zhang, Chunjiang Bao, Hongliang Guo and Gang Zhao

Educ. Sci. 2022, 12(11), 818; https://doi.org/10.3390/educsci12110818 - 15 Nov 2022

Cited by 2 | Viewed by 1428

Abstract

Engineering education accreditation (EEA) is the internationally accepted engineering education quality guarantee system, and it is the important foundation of international mutual recognition for engineering education and qualifications. First, in contrast to the criteria of EEA, the domestic construction of the transportation major [...] Read more.

Engineering education accreditation (EEA) is the internationally accepted engineering education quality guarantee system, and it is the important foundation of international mutual recognition for engineering education and qualifications. First, in contrast to the criteria of EEA, the domestic construction of the transportation major curriculum system is analyzed at the present situation, and the DEMATEL-AISM model to carry out structural analysis research on the transportation major curriculum system in the application-oriented universities is established. Furthermore, the transportation major in Liaocheng University is taken as an example and the adversarial hierarchical topology map of the curriculum system, based on the DEMATEL-AISM model, is created. Finally, a curriculum structure is built which could adapt to the school-running characteristics and talents training goal. Through exploration and practice, the curriculum structure improves the transportation major educational objectives to achieve social fitness and provides a reference for the transportation major curriculum construction in colleges, especially application-oriented universities. Full article

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19 pages, 1211 KiB

Open AccessSystematic Review

Systematic Literature Review on the Fidelity of Maritime Simulator Training

by Renan P. de Oliveira, Guido Carim Junior, Bruno Pereira, David Hunter, Jeanine Drummond and Marilyn Andre

Educ. Sci. 2022, 12(11), 817; https://doi.org/10.3390/educsci12110817 - 15 Nov 2022

Cited by 5 | Viewed by 2594

Abstract

The fidelity of a maritime simulator refers to how realistic the representation of a vessel and its environment look, behave, and feel in real life. Despite the benefits of using simulators in maritime training and education, there is a lack of understanding of [...] Read more.

The fidelity of a maritime simulator refers to how realistic the representation of a vessel and its environment look, behave, and feel in real life. Despite the benefits of using simulators in maritime training and education, there is a lack of understanding of different debates on whether higher levels of fidelity translate into better training outcomes. Therefore, to investigate and summarise what is known about maritime simulator fidelity, we conducted a systematic literature review on the maritime simulator-based training literature from 2005 to 2021. We performed bibliometric, authorship, and content analyses of thirty-six references, including white and grey literature. The results show that simulator fidelity is divided into physical and functional fidelity. While the former includes the ergonomics layout of the bridge, visual system, vessel manoeuvrability, and hydrographic modelling, the latter involves training program design, simulator session design, and the role of the instructor. The results reveal that there is no prevalent tradition in the literature, a low number of citations, and the references are dispersed among many publications, authors, and institutions. Despite the fact that the prevalence of studies employing high-fidelity simulators can positively impact training, most of the studies are based on subjective evaluation, if any evidence is provided, and were produced by Scandinavian and European institutions and researchers. To address these limitations, we propose a research agenda containing three recommendations. Full article

(This article belongs to the Special Issue Emerging Issues in Maritime Education and Training)

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11 pages, 1759 KiB

Open AccessProject Report

An Analysis of the Production Process of the Care Cosmetic Line Using Problem-Based Learning Tools

by Malgorzata Anita Bryszewska and Justyna Kulesza

Educ. Sci. 2022, 12(11), 816; https://doi.org/10.3390/educsci12110816 - 15 Nov 2022

Cited by 1 | Viewed by 1956

Abstract

A batch of a new product designed by the research and development department was prepared at a private label of a Polish cosmetics company. The product was transferred to the warehouse with no indication of when it would be given to a supplier. [...] Read more.

A batch of a new product designed by the research and development department was prepared at a private label of a Polish cosmetics company. The product was transferred to the warehouse with no indication of when it would be given to a supplier. A student starting her internship in the factory wondered why the date of delivery for distribution was not indicated. To study this problem, an analysis of the production process was carried out using the tools of the problem-based learning method. SWOT analysis, a flowchart, a questionnaire and an Ishikawa diagram were used as tools for evaluation of the production process of the work of departments involved in the production of one cosmetics line. Analyses and surveys conducted by the observer as well as feedback from employees identified several problems. Among them, poor planning was selected as the so-called specific problem, i.e., the one to which special attention was paid and solutions for which were suggested. Planning with a longer time horizon would allow the preparation of production and the logistics departments to adjust the production line by separating it from other cosmetics, thus avoiding disruptions and interruptions in production in general. Suggestions also included changing or expanding a malfunctioning enterprise resource planning (EPR) system used to manage the organization that does not organize work properly and even delays it. Full article

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8 pages, 213 KiB

Open AccessEditorial

Editorial for Special Issue on Regulation and Ethical Practice for Educational Research

by Hugh Busher and Alison Fox

Educ. Sci. 2022, 12(11), 815; https://doi.org/10.3390/educsci12110815 - 15 Nov 2022

Cited by 1 | Viewed by 1159

Abstract

The Education Sciences Special Issue, Regulation and Ethical Practice for Educational Research, focuses on the ethical aspects of the generation of knowledge in educational research to examine learning, the relationships between learners, educators, organizational leaders and other stakeholders and how those relationships are [...] Read more.

The Education Sciences Special Issue, Regulation and Ethical Practice for Educational Research, focuses on the ethical aspects of the generation of knowledge in educational research to examine learning, the relationships between learners, educators, organizational leaders and other stakeholders and how those relationships are affected by people’s social and cultural backgrounds and contexts. It argues that democratic and situated approaches to research are needed for researchers to consider critically the power imbalances bound up in their relationships with participants and other stakeholders in their projects. This involves finding ways to hear and compare the different voices and perspectives of those in these relationships to address the power imbalance that are inherent when carrying out research. Full article

(This article belongs to the Special Issue Regulation and Ethical Practice for Educational Research)

18 pages, 4097 KiB

Open AccessArticle

The Lawson’s Test for Scientific Reasoning as a Predictor for University Formative Success: A Prospective Study

by Peppino Sapia, Federica Napoli and Giacomo Bozzo

Educ. Sci. 2022, 12(11), 814; https://doi.org/10.3390/educsci12110814 - 15 Nov 2022

Cited by 1 | Viewed by 1415

Abstract

Scientific Seasoning skills are crucial, both for successful learning in STEM areas and for the development of citizenship-oriented scientific literacy. The Lawson Test for Scientific Reasoning (LTSR) has been credited in the past for predicting the formative success of university students. In this [...] Read more.

Scientific Seasoning skills are crucial, both for successful learning in STEM areas and for the development of citizenship-oriented scientific literacy. The Lawson Test for Scientific Reasoning (LTSR) has been credited in the past for predicting the formative success of university students. In this context, we conducted a prospective study on a cohort (N = 1015) of university freshmen enrolled in science or engineering bachelor’s degrees, following them over three years. The freshmen were administered LTSR at the beginning of their university careers. At the end of the regular degree path duration, their formative achievement was measured. The descriptive statistical and correlational analysis of the collected data suggest a significant predictivity of the LTSR of formative success, in particular, for the people who scored highly in the test, while a low score performance does not seem correlated to a reduced formative success. Differentiated correlations are observed for the five conceptual dimensions that were explored by LTSR. The results presented could be useful in inspiring secondary school educational paths specifically aimed to promote students’ skills in the various conceptual dimensions of the Scientific Reasoning. Moreover, the possible predictivity for post-secondary educational success could make LTSR a useful operational tool for effective outgoing guidance actions in high schools. Full article

(This article belongs to the Special Issue Innovation in Teaching Science and Student Learning Analytics)

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16 pages, 476 KiB

Open AccessArticle

Student Perceptions of Online Education during COVID-19 Lockdowns: Direct and Indirect Effects on Learning

by Larisa M. Dinu, Ardic Baykoca, Eleanor J. Dommett, Kosha J. Mehta, Sally Everett, Juliet L. H. Foster and Nicola C. Byrom

Educ. Sci. 2022, 12(11), 813; https://doi.org/10.3390/educsci12110813 - 15 Nov 2022

Cited by 7 | Viewed by 3662

Abstract

The COVID-19 pandemic forced an abrupt transition to fully online learning in universities that typically provided campus-based teaching. We examined the learning experience of undergraduate and postgraduate students during this transition at a UK university. Qualitative surveys and interview responses revealed both direct [...] Read more.

The COVID-19 pandemic forced an abrupt transition to fully online learning in universities that typically provided campus-based teaching. We examined the learning experience of undergraduate and postgraduate students during this transition at a UK university. Qualitative surveys and interview responses revealed both direct effects of the transition to online learning and indirect effects caused by the COVID-19 induced lockdown. Direct effects related to interaction and communication altered study-related opportunities and digital tool use. In all cases, students expressed a range of views, for example, with some reporting greater opportunities and others fewer. However, there was a clear consensus that the online learning had brought greater flexibility for students. For indirect effects, students noted altered time available for study, challenges and benefits to studying at home, greater monotony and required autonomy as well as altered priorities, concerns about employment, finances and career prospects. These reflections on students’ experiences of online learning can inform academics and education providers to design appropriate strategies in order to better facilitate and support students’ education via fully online or blended learning approaches. Full article

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13 pages, 298 KiB

Open AccessArticle

Is Parental Mathematics Anxiety Associated with Young Children’s Arithmetical Performance?

by Elien Bellon, Elsje van Bergen and Ann Derore Dowker

Educ. Sci. 2022, 12(11), 812; https://doi.org/10.3390/educsci12110812 - 14 Nov 2022

Cited by 1 | Viewed by 2047

Abstract

It has been suggested that parental mathematics anxiety may influence their children’s mathematics anxiety, attitudes, and performance. It remains an open question whether these parent-child associations differ by parental sex or parental involvement. We tested 249 Dutch-speaking Belgian participants, forming 83 (biological) mother–father–child [...] Read more.

It has been suggested that parental mathematics anxiety may influence their children’s mathematics anxiety, attitudes, and performance. It remains an open question whether these parent-child associations differ by parental sex or parental involvement. We tested 249 Dutch-speaking Belgian participants, forming 83 (biological) mother–father–child trios. The 83 children (age: M = 5.74; SD = 0.30) attended Kindergarten. We tested their nonsymbolic comparison, symbolic numerical magnitude processing, numeral recognition, arithmetic, and matrix reasoning. We assessed both parents’ arithmetic skills, math anxiety, educational level, and division of care. More math-anxious parents tended to be less highly educated (r~0.42) and poorer at math (r~0.30). Compared to fathers, mothers had lower arithmetic, higher math anxiety, and higher educational level. Assortative mating (i.e., a significant spousal correlation) was found for educational level and arithmetic. Mothers’ (but not fathers’) educational level predicted children’s arithmetic scores (r = 0.31). Other parent-offspring correlations were non-significant. Most of the children’s test scores are intercorrelated. The parental characteristic that best predicted five- and six-year-olds’ arithmetic performance was maternal educational level rather than mathematical anxiety or performance. We discuss these findings in relation to the used measures, parental gender and involvement, children’s age, statistical power, and genetic and environmental transmission. The field is just starting to understand whether and how mathematics anxiety and the skills of parents influence those of their offspring. Full article

(This article belongs to the Special Issue Math Anxiety, Student Learning, and Instructional Strategies)

17 pages, 1097 KiB

Open AccessArticle

Correspondence Heuristic and Filter-Empowerment Heuristic: Investigating the Reversed Gender Achievement Gap in a Sample of Secondary School Students in Saudi Arabia within the Framework of Educational and Learning Capital

by Heidrun Stoeger, Norah Almulhim and Albert Ziegler

Educ. Sci. 2022, 12(11), 811; https://doi.org/10.3390/educsci12110811 - 14 Nov 2022

Cited by 3 | Viewed by 1532

Abstract

The reversed gender achievement gap in the Kingdom of Saudi Arabia (KSA) in favor of girls developed in a societal environment that still predominantly favors men. The finding illustrates how equity gaps at higher systemic levels may not translate seamlessly to lower systemic [...] Read more.

The reversed gender achievement gap in the Kingdom of Saudi Arabia (KSA) in favor of girls developed in a societal environment that still predominantly favors men. The finding illustrates how equity gaps at higher systemic levels may not translate seamlessly to lower systemic levels. We propose that this lack of correspondence between systemic levels regarding equity gaps can be explained by the fact that more exogenous learning resources (educational capital) selectively reach girls’ actiotopes, enabling them to build more effective endogenous learning resources (learning capital) and, in particular, effective action repertoires. To investigate this assumption, we introduce a filter-empowerment heuristic and contrast it with a simpler correspondence heuristic. We employ the filter-empowerment heuristic and the education and learning capital approach to investigate the reversed gender achievement gap in a sample of secondary school students in the KSA. We test four hypotheses: (a) Girls have higher academic achievement than boys. (b) Girls have more educational capital and (c) more learning capital than boys. (d) Educational and learning capital mediate the relationship between gender and academic achievement. The hypotheses were tested with a sample of 2541 ninth-grade students from 55 KSA schools. The four hypotheses were confirmed and support a filter-empowerment heuristic rather than a correspondence heuristic. Full article

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Educ. Sci., Volume 12, Issue 11 (November 2022) – 109 articles

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