Education Sciences

Open AccessArticle

How Should We Teach Nature Protection? Self-Determination and Environmental Attitudes

by

Tessa-Marie Baierl

and

Franz X. Bogner

Educ. Sci. 2023, 13(4), 353; https://doi.org/10.3390/educsci13040353 - 28 Mar 2023

Abstract

Environmental attitudes are supportive for learning about the environment and for pro-environmental engagement. The question, then, is how to strengthen and establish environmental attitudes. Based on a sample of 429 middle and high school students, we investigated the effect of self-determination-based motivation on [...] Read more.

Environmental attitudes are supportive for learning about the environment and for pro-environmental engagement. The question, then, is how to strengthen and establish environmental attitudes. Based on a sample of 429 middle and high school students, we investigated the effect of self-determination-based motivation on environmental attitude. While high levels of self-determination (i.e., intrinsic motivation) positively affected pro-environmental attitude (β = 0.40), low levels of self-determination (i.e., external regulation) negatively affected attitude (β = –0.31). Our data further pointed to a distinct trajectory of self-determination and inclusion of nature throughout adolescence (high scores for 12-year-olds that decline to a minimum around 15–16-years old); a trend that has already been shown for environmental attitude. Such a dip might help derive teaching recommendations in environmental education, e.g., by supporting high scores in time to attenuate a decline. Further teaching recommendations include strengthening students’ self-determination through their basic needs (autonomy, competence, and relatedness). Full article

(This article belongs to the Topic Education and Learning in the Context of the New Normal: Sustainable Development and the Path to Sustainability)

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Open AccessArticle

Student–Teacher Role Reversal at University Level—An Experience in Naval Engineering Education

by

Héctor Rubén Díaz Ojeda

,

Francisco Pérez-Arribas

and

Julio Pérez-Sánchez

Educ. Sci. 2023, 13(4), 352; https://doi.org/10.3390/educsci13040352 - 28 Mar 2023

Abstract

The European Higher Education Area encourages a substantial change in the roles that students and teachers play at university. Student participation in the learning process should be primarily active, while teachers should adopt a guiding and mediating position. This paper describes a learning [...] Read more.

The European Higher Education Area encourages a substantial change in the roles that students and teachers play at university. Student participation in the learning process should be primarily active, while teachers should adopt a guiding and mediating position. This paper describes a learning experience where an evolution of the roles of the trainers and learners is proposed. This methodology was implemented in the 2021/2022 and 2022/2023 university courses on the Bachelor in Naval Engineering. Students taking these courses are enrolled in the last year out of four of their Bachelor’s and are given the task of changing their role from students to teachers by teaching a lesson. No previous knowledge about the lesson is required; therefore, this learning activity is a double challenge for the students, as they must, on the one hand, learn a new topic and, on the other hand, be able to explain the topic to their colleagues. Surveys related to the activity and the classmates’ performance were carried out once the activity was completed. The results of the surveys show that students acquire technical knowledge more easily than traditional class and strengthen different skills, such as their self-esteem and communication ability. Additionally, the activity indicates the importance and necessity of boosting their autonomous work capacity, since they will be confronted with similar duties in their professional career. Finally, the proposed activity also reduces students’ boredom in subjects that they are initially uninterested in. Full article

(This article belongs to the Section STEM Education)

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Open AccessSystematic Review

Teacher Educator Wellbeing, Stress and Burnout: A Scoping Review

by

Kristina Turner

and

Susanne Garvis

Educ. Sci. 2023, 13(4), 351; https://doi.org/10.3390/educsci13040351 - 28 Mar 2023

Abstract

Research reveals that due to the intensifying demands of higher education work environments, academic staff are reporting increased levels of burnout and stress and decreasing wellbeing. Teacher educators are academic staff who are involved with teaching and research in the field of Initial [...] Read more.

Research reveals that due to the intensifying demands of higher education work environments, academic staff are reporting increased levels of burnout and stress and decreasing wellbeing. Teacher educators are academic staff who are involved with teaching and research in the field of Initial Teacher Education (ITE). This scoping review aimed to draw together research about teacher educator wellbeing, stress and burnout, and to identify where there are gaps in evidence-based knowledge. This study revealed that teacher educator wellbeing, stress and burnout is a relatively new and under-researched area, and that there is a dearth of current evidence-based literature in this field. As a result of this finding, it is recommended that extensive qualitative and quantitative research be conducted to better understand teacher educator wellbeing, stress and burnout. It is hoped that this scoping review will drive innovation and reform in ITE by identifying what is known and unknown in the field, thus informing future research to better support teacher educator wellbeing. Full article

(This article belongs to the Special Issue Creating the Future of Teaching and Teacher Education – Innovative Disruption as a Catalyst for Reform)

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Open AccessArticle

Predicting Parent Trust Based on Professionals’ Communication Skills

by

James Edward Hamm

and

Angela DeSilva Mousseau

Educ. Sci. 2023, 13(4), 350; https://doi.org/10.3390/educsci13040350 - 28 Mar 2023

Abstract

Trust is critical to the establishment and maintenance of working relationships between the parents of children with disabilities and their child’s professional. Knowledge of the specific communication skills needed to secure trust is unclear. The current study investigated the relationship between parent evaluation [...] Read more.

Trust is critical to the establishment and maintenance of working relationships between the parents of children with disabilities and their child’s professional. Knowledge of the specific communication skills needed to secure trust is unclear. The current study investigated the relationship between parent evaluation of professionals’ communication skills and parent trust of professionals. A total of 165 parents responded to an online survey during the COVID-19 pandemic. The results indicated that professionals’ communication skills had a significant and moderately positive relationship with the parent trust of professionals. Hierarchical multiple regression analyses indicated that parents’ ratings of professionals’ communication competence, and professionals’ use of in-person communication were the only predictors of parent trust of special education professionals, even when other factors were considered. This study’s findings draw attention to the importance communication skills may have in establishing and maintaining trusting relationships with parents. Full article

(This article belongs to the Section Special and Inclusive Education)

Open AccessArticle

Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation

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Educ. Sci. 2023, 13(4), 349; https://doi.org/10.3390/educsci13040349 - 28 Mar 2023

Abstract

Teacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Nonetheless, little is known about how teachers interact with or implement digital personalised learning (DPL) tools [...] Read more.

Teacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Nonetheless, little is known about how teachers interact with or implement digital personalised learning (DPL) tools in the classroom. This study explores two research questions: (RQ1) what personalisation strategies are enacted by teachers while implementing a DPL-tool for programming? and (RQ2) how does the teacher–technology interaction take shape? A qualitative multiple case study was established, comprising four cases (two pairs of co-teachers and two teachers who teach individually) implementing a DPL-track for programming in first grade of secondary education (12-to-14-year-old students). Within-case and cross-case analyses of interviews and observations revealed that, although the technology-driven personalisation remained unchanged over the cases, teachers used different personalisation strategies while enacting the DPL-track. Subsequently, various forms of the teacher–technology relationship were observed. Based on the findings, (1) a teacher–technology interaction continuum and (2) a new concept, i.e., ‘the teacher–technology nexus’, are presented as they can be of value for the elaboration of theory on the implementation of DPL-tools in real life classrooms. Full article

(This article belongs to the Section Technology Enhanced Education)

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Open AccessArticle

Building Equitable Education Datasets for Developing Nations: Equity-Minded Data Collection and Disaggregation to Improve Schools, Districts, and Communities

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Educ. Sci. 2023, 13(4), 348; https://doi.org/10.3390/educsci13040348 - 28 Mar 2023

Abstract

Many studies of education engage with large datasets to attempt to solve educational problems. However, no studies have provided a systematic overview of how large datasets could be compiled with an eye toward solving educational problems related to equity, especially as it relates [...] Read more.

Many studies of education engage with large datasets to attempt to solve educational problems. However, no studies have provided a systematic overview of how large datasets could be compiled with an eye toward solving educational problems related to equity, especially as it relates to racial, gender, and socioeconomic equity. This study provides a synthesis of literature and recommendations for how developing nations can learn from peers and collect, disaggregate, and analyze data in ways that promote equity, thus improving schools, school districts, and communities. Full article

(This article belongs to the Special Issue Education Improvement Promoting Human Capabilities Development in Post-neoliberal Period)

Open AccessArticle

A Robotic System for Remote Teaching of Technical Drawing

by

Yutaka Hiroi

and

Akinori Ito

Educ. Sci. 2023, 13(4), 347; https://doi.org/10.3390/educsci13040347 - 28 Mar 2023

Abstract

This paper describes a robotic system that supports the remote teaching of technical drawing. The aim of the system is to enable a remote class of paper-based technical drawing, where the students draw the drawing in a classroom, and the teacher gives instructions [...] Read more.

This paper describes a robotic system that supports the remote teaching of technical drawing. The aim of the system is to enable a remote class of paper-based technical drawing, where the students draw the drawing in a classroom, and the teacher gives instructions to the students from a remote place while confirming the paper drawing. The robotic system has a document camera for confirming the paper, a projector, a flat screen to project a cursor on the paper, and a video conference system for communication between the teacher and the students. We conducted two experiments. The first experiment verified the usefulness of a projected cursor. Eight participants evaluated the comprehensibility of the drawing check instruction with or without the projected cursor, and the results suggested that the use of the cursor made the instructions more comprehensible. The second experiment was conducted in a real drawing class. We asked the students in the class to answer a questionnaire to evaluate the robotic system. The result showed that the students had a good impression (useful, easy to use, and fun) of the system. The contribution of our work is twofold. First, it enables a teacher in a remote site to point to a part of the paper to enhance the interaction. Second, the developed system enabled both the students and the teacher to view the paper from their own viewpoints. Full article

(This article belongs to the Special Issue Research on Supporting Remote Teaching and Learning during the COVID-19 Pandemic)

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Open AccessArticle

Student and Supervisor Perspective on Undergraduate Research in a Teaching-Intensive Setting in Oman

by

Zainab Al Ajmi

,

Aaya Al Na’abi

,

Abdul-Hakeem Alrawahi

,

Muna Al Saadoon

,

Huriya Darwish Al Balushi

,

Fatema Alhabsi

and

Hamza A. Babiker

Educ. Sci. 2023, 13(4), 346; https://doi.org/10.3390/educsci13040346 - 28 Mar 2023

Abstract

Undergraduate research (UGR) is a valuable experience that can potentially enhance the quality of graduates, and raise awareness of the importance of research and its impact on career development. These outcomes, however, depend on the environment under which students conduct research. The present [...] Read more.

Undergraduate research (UGR) is a valuable experience that can potentially enhance the quality of graduates, and raise awareness of the importance of research and its impact on career development. These outcomes, however, depend on the environment under which students conduct research. The present study assessed the staff and students’ perspective of UGR in an intensive teaching setting at the college of Medicine and Health Sciences (COMHS), Sultan Qaboos University (SQU), Oman. We assessed the perception of supervisors (n = 90) and students (n = 314) of UGR and factors that hinder the research experience. Satisfaction towards UGR among supervisors and students was good (mean = 72.4 ± 13.0) and moderate (mean = 57.8 ±14.2), respectively. The students reported a good satisfaction towards the relevance of UGR (mean = 71.34 ± 20.0), the research skills acquired (63.43 ± 18.9), and interaction with research supervisors (68.47 ± 23.5). Female students were more positive towards UGR than males. The students’ grade in the UGR module was the only independent factor influencing their satisfaction. Similar to the students, supervisors were highly satisfied with the relevance of UGR (mean = 84.4% ± 20.7), the module structure (mean = 73.3 ± 14.6), workload (mean = 73.3 ± 14.6) and the students’ performance (71.8% ± 18). However, supervisors were less positive about the students’ acquired skills (mean = 69.0% ±12.8) and available logistics to support UGR (mean = 67.8% ± 16.3). In summary, supervisors and students in COMHS, Oman, (SQU) regard UGR as valuable and recognize its relevance. Supervisors were more likely than students to report a lack of resources to run UGR. Thus, resources should be maintained to inspire supervisors and sustain an active research environment to inspire students. Full article

Open AccessReview

Smartphone Usage in Science Education: A Systematic Literature Review

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Educ. Sci. 2023, 13(4), 345; https://doi.org/10.3390/educsci13040345 - 27 Mar 2023

Abstract

This article presents a review of research on smartphone usage in educational science settings published between January 2015 and August 2022, and aims to provide an overview of the constructs evaluated and to identify potential gaps in current research for researchers working on [...] Read more.

This article presents a review of research on smartphone usage in educational science settings published between January 2015 and August 2022, and aims to provide an overview of the constructs evaluated and to identify potential gaps in current research for researchers working on this topic. Specifically, the search for publications in the relevant years was narrowed down to such studies that provided empirical evidence for the impact of smartphone usage on teaching and learning in natural science education. The databases used for the search were ERIC, Scopus, and Web of Science. In total, 100 articles were surveyed. The study findings were categorized regarding the type of smartphone usage, as well as the type of educational institution and constructs investigated. Overall, the results from this review show that smartphone usage in educational science environments has the potential for rather positive effects, such as an increase in learning achievements or an increase in motivation, and smartphone usage rarely leads to detrimental effects. Despite the substantial amount of studies to date, more research in these areas would allow for more generalized statistical results and analyses and is therefore desirable. Full article

(This article belongs to the Section Technology Enhanced Education)

Open AccessArticle

School-Based Digital Innovation Challenges and Way Forward Conversations about Digital Transformation in Education

by

James Sunney Quaicoe

,

Abiodun Afolayan Ogunyemi

and

Merja Lina Bauters

Educ. Sci. 2023, 13(4), 344; https://doi.org/10.3390/educsci13040344 - 27 Mar 2023

Abstract

Background: This article attempts to formulate a school-based model to capitalise on the opportunities and strengths within schools in the Sub-Saharan Africa (SSA) regions to ideate global school-driven digital innovation(s). Consequently, this article explores various digital innovation challenges, opportunities, and elements for schools, [...] Read more.

Background: This article attempts to formulate a school-based model to capitalise on the opportunities and strengths within schools in the Sub-Saharan Africa (SSA) regions to ideate global school-driven digital innovation(s). Consequently, this article explores various digital innovation challenges, opportunities, and elements for schools, as well as proposed school-driven interventions. The paper seeks to open conversations among various international bodies and educational stakeholders, leading to school actors taking ownership of educational projects and school innovation. Methods: A traditional literature review was adopted to analyse the subject of Digital Transformation in Education (DTE). The traditional literature review is a comprehensive and critical overview based on the past and current literature on a subject matter without stringent methodology. Through the literature review methodology, existing materials on the subject matter are subsequently used. Terms and concepts about school innovation and management/leadership were extracted for consideration. These served as a basis for formulating a reference DTE model for interventions. This paper is underpinned by two main conceptual and theoretical bases: (i) The theory of school-based management and its related indicators, and (ii) Michael Fullan’s concept of school innovation, which is based on the three key factors of Technology, Pedagogy, and Change knowledge. Fullan’s concept is extended to showcase how Active Learning (AL) can inform pedagogical innovation. Results: This paper presents a school-based digital transformation in the education reference model as the outcome. The model uses concept maps to showcase the interrelations between DTE indicators and concepts, and the linkages around which Digital Transformation in Education could be developed as a School-Based Managed (SBM) agenda. Full article

(This article belongs to the Special Issue Emergent Technologies to Support Active Learning in Higher Education)

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Open AccessArticle

A Study of the Usefulness of Physical Models and Digital Models for Teaching Science to Prospective Primary School Teachers

by

F. Javier Robles-Moral

,

Manuel Fernández-Díaz

and

Gabriel Enrique Ayuso-Fernández

Educ. Sci. 2023, 13(4), 343; https://doi.org/10.3390/educsci13040343 - 27 Mar 2023

Abstract

This study focuses on the impact of the use of teaching resources on future teachers in different formats, physical and digital. We worked with a single task dealing with nutrition in humans with two groups of students, but one group worked with a [...] Read more.

This study focuses on the impact of the use of teaching resources on future teachers in different formats, physical and digital. We worked with a single task dealing with nutrition in humans with two groups of students, but one group worked with a version of the task that used physical resources, and the other group used digital resources as tools. Analyzing the work carried out and the answers given by the future teachers, it has been possible to observe the advantage of using digital resources over physical ones, although it did not generate significant differences between the two groups of participating students. This study shows how convenient it is to increase the use of digital models because of their lower cost, greater availability and ease of use. In short, they argue that the teaching of scientific knowledge should be complemented by the use of resources and models that facilitate learning, regardless of the format of the resource used. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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Open AccessArticle

Unlocking Emotional Aspects of Kindergarten Teachers’ Professional Identity through Photovoice

by

Chloe Simiao Pan

,

Suzannie K. Y. Leung

and

Sally Wai-yan Wan

Educ. Sci. 2023, 13(4), 342; https://doi.org/10.3390/educsci13040342 - 26 Mar 2023

Abstract

The previous literature has strongly emphasized the professional aspects of teacher identity in terms of knowledge and pedagogical matters. However, teachers’ emotions have also been academically discussed in recent decades. The voices of kindergarten teachers are critical for reflecting on professional identities within [...] Read more.

The previous literature has strongly emphasized the professional aspects of teacher identity in terms of knowledge and pedagogical matters. However, teachers’ emotions have also been academically discussed in recent decades. The voices of kindergarten teachers are critical for reflecting on professional identities within the community of kindergarten teachers. Regrettably, in Hong Kong, kindergarten teachers have become an oppressed professional community due to the marketization of kindergartens in this neoliberal city. Therefore, this arts-based participatory study aimed to investigate teachers’ identities by discovering kindergarten teachers’ emotional characteristics in Hong Kong. Teachers’ voice has been collected through photo narratives. Twelve in-service kindergarten teachers participated in this study; all of them worked in local kindergartens in Hong Kong. The teachers were invited individually to take a photo of an object in their daily lives and share their own stories. Altogether 1080 min of interview data were recorded. Through a series of oral narratives by members of this marginalized professional community, this study unlocked the emotions and voices of kindergarten teachers in Hong Kong. Through a photovoice approach, the findings revealed how the teachers’ personal aspects were a neglected but important part of their teacher identity. Full article

(This article belongs to the Special Issue Enlightening and Empowering Teacher Education Policies and Practices in and beyond the Pandemic: Global and Comparative Perspectives)

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Open AccessArticle

Whole Systems Thinking and Context of the University Teacher on Curricular Sustainability in Primary Education Teaching Degrees at the University of Zaragoza

by

Silvia Lorente-Echeverría

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Inma Canales-Lacruz

and

Berta Murillo-Pardo

Educ. Sci. 2023, 13(4), 341; https://doi.org/10.3390/educsci13040341 - 26 Mar 2023

Abstract

The traditional, mechanistic university context is far from achieving commitment and accountability for Education for Sustainable Development (ESD). The whole structure must be redefined in terms of teaching, research, management, and the connection with the whole community. The main objective is based on [...] Read more.

The traditional, mechanistic university context is far from achieving commitment and accountability for Education for Sustainable Development (ESD). The whole structure must be redefined in terms of teaching, research, management, and the connection with the whole community. The main objective is based on identifying the cognitive perception that university teachers have in relation to curricular sustainability, and how this is linked to the context in which they develop their teaching practice. The sample is made up of 15 teachers, selected purposively and non-randomly: 3 women and 12 men, with a mean age of 45.57 ± 9.72. The information was obtained from focus groups, using a semi-structured questionnaire. The QRS NVIVO 12 software program was used for content analysis. The results show a preponderant lack of knowledge, skills, and abilities in sustainability, given a lack of attitude towards change. The results show that the transformation lies in teacher training, based on workshops, courses, or experiential activities. Finally, assessing their own context, the participants highlighted the lack of a joint institutional strategy on sustainability. Full article

(This article belongs to the Section Higher Education)

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Open AccessBrief Report

Gender Differences in University Students’ Levels of Physical Activity and Motivations to Engage in Physical Activity

by

María Espada

,

Nuria Romero-Parra

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Daniel Bores-García

and

José Manuel Delfa-De La Morena

Educ. Sci. 2023, 13(4), 340; https://doi.org/10.3390/educsci13040340 - 26 Mar 2023

Abstract

The transition of students to the university stage is a critical period in which there are numerous changes that could influence their lifestyles. The aim of this research was to analyse the levels of physical activity and the types of motivation for physical [...] Read more.

The transition of students to the university stage is a critical period in which there are numerous changes that could influence their lifestyles. The aim of this research was to analyse the levels of physical activity and the types of motivation for physical activity among university students according to gender. A quantitative, descriptive, and cross-sectional survey methodology was used. A total sample of 3060 university students, 47.8% women and 52.2% men, with a mean age of 20.88 ± 2.01 years was recruited. The sampling margin of error was ±1.85%. The short form of the International Physical Activity Questionnaire and the third version of the Behavioural Regulation in Exercise Questionnaire were used to evaluate MVPA and motivations to exercise, respectively. Two-way ANCOVA and a mediation analysis were performed. The most relevant results show that less than half of the university men and women are considered physically active. Furthermore, when analysing the interaction between motivation and gender, a large effect in identified motivation (F = 65.03; p≤ 0.001) and integrated motivation (F = 324.58; p ≤.0.001) and a medium one intrinsic motivation (F = 169.39; p ≤ 0.001) was found. Therefore, women university students have lower levels of physical activity practice than men students and show higher external motivation and demotivation. Full article

(This article belongs to the Special Issue Exercise and Health in the School Environment)

Open AccessReview

A Keyword Co-Occurrence Analysis of Research on Service Learning: Conceptual Foci and Emerging Research Trends

by

David Kongpiwatana Narong

and

Phillip Hallinger

Educ. Sci. 2023, 13(4), 339; https://doi.org/10.3390/educsci13040339 - 25 Mar 2023

Abstract

Although a significant body of research has accumulated on service learning over the past seven decades, to date, no reviews have analyzed the entire multi-disciplinary literature. Thus, scholars lack systematic documentation of the scope of this literature, its thematic structure, and topical foci. [...] Read more.

Although a significant body of research has accumulated on service learning over the past seven decades, to date, no reviews have analyzed the entire multi-disciplinary literature. Thus, scholars lack systematic documentation of the scope of this literature, its thematic structure, and topical foci. This bibliometric review aimed to document these features of the service learning knowledge base. The review analyzed 5615 Scopus-indexed documents on service learning published between 1950 and 2022 through citation, co-citation, and keyword co-occurrence analyses. The analyses uncovered thematic and empirical foci associated with the theory, implementation, and effects of service learning. The review identified engineering education and problem-based learning as related topics of significant interest. In recent years, educators have increasingly experimented with the integration of other active teaching and learning methods into service learning programs. This review suggests that future research examine service learning from the perspectives of public policy, stakeholder engagement, and educating for sustainability. The field would also benefit from additional theorizing on the features that distinguish service learning from other active learning pedagogies. Full article

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Open AccessArticle

Teachers’ Appreciation of Benefits and Shortcomings of Online and Blended Higher STEM Education

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Educ. Sci. 2023, 13(4), 338; https://doi.org/10.3390/educsci13040338 - 25 Mar 2023

Abstract

This paper is devoted to identifying online teaching strategies appropriate for blended and face-to-face higher STEM (Science, Technology, Engineering, and Mathematics) education. The study is inspired by the experience gained during the COVID-19 pandemic lockdown, which forced many higher education institutions worldwide to [...] Read more.

This paper is devoted to identifying online teaching strategies appropriate for blended and face-to-face higher STEM (Science, Technology, Engineering, and Mathematics) education. The study is inspired by the experience gained during the COVID-19 pandemic lockdown, which forced many higher education institutions worldwide to shift abruptly to distance education and try many new tools, teaching methods, and strategies. Some of these tools and strategies were abandoned as soon as the lockdown had been lifted and the institutions returned to their regular functioning, but some of them are bound to stay. Certainly, it would be beneficial to include the most valuable of the gained skills and competences in traditional on-campus and blended courses. The study is based on an online questionnaire, addressed to the STEM faculty of the University of Aveiro, Portugal (which is an example of an institution that used to provide face-to-face instruction), whose analysis permits to derive a number of important recommendations. The results are compared with our previous work, where the students’ perspectives were analyzed, and similarities and discrepancies in appreciation of the involved parties are highlighted. This work extends the body of knowledge about the impact of the COVID-19 pandemic on STEM education by examining the challenges and opportunities faced by teachers. The recommendations derived contribute to improving the learning outcomes of online STEM education in many similar institutions. Full article

(This article belongs to the Special Issue Research on Supporting Remote Teaching and Learning during the COVID-19 Pandemic)

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Open AccessEditorial

Diverse Development and Future Challenges of Game-Based Learning and Gamified Teaching Research

by

Huei-Tse Hou

Educ. Sci. 2023, 13(4), 337; https://doi.org/10.3390/educsci13040337 - 25 Mar 2023

Abstract

Play is one of the most important activities in human life [...] Full article

(This article belongs to the Special Issue Game-Based Learning and Gamification for Education)

Open AccessArticle

Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework

by

María Rubio-Gragera

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Julio Cabero-Almenara

and

Antonio Palacios-Rodríguez

Educ. Sci. 2023, 13(4), 336; https://doi.org/10.3390/educsci13040336 - 24 Mar 2023

Abstract

The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received [...] Read more.

The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received little attention to date, teachers from Official Language Schools, which are a part of the Special Regime Education system of Andalucía, a southern region of Spain, which provides foreign language education. Specifically, we aim to assess their level of digital proficiency in relation to their experience and use of information and communication technology (ICT) in the classroom. We also analyze how the March 2020 lockdown impacted their confidence levels in utilizing ICT in their teaching practices. One hundred and four teachers took part in the study and answered the DigCompEdu check-in questionnaire. The findings indicate that teachers’ overall self-assessment of their digital competence is low, with particular attention needed in the least developed areas, which is the facilitation of digital proficiency to students. Additionally, there are noteworthy differences in the variables of ICT experience and confidence. For example, the amount of time spent utilizing ICT in teaching does not necessarily correlate with teaching proficiency. Based on these results, we discuss potential strategies for enhancing digital competence in this educational group and propose some curriculum content for teacher training in digital competence. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

Open AccessArticle

Functional Thinking: A Study with 10th-Grade Students

by

Raquel Martins

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Floriano Viseu

and

Helena Rocha

Educ. Sci. 2023, 13(4), 335; https://doi.org/10.3390/educsci13040335 - 24 Mar 2023

Abstract

This study aims to understand the functional thinking of 10th-grade students while studying functions. Specifically, we intend to answer the following research questions: what are the functional thinking processes used by 10th-grade students when studying functions? What difficulties do students present while learning [...] Read more.

This study aims to understand the functional thinking of 10th-grade students while studying functions. Specifically, we intend to answer the following research questions: what are the functional thinking processes used by 10th-grade students when studying functions? What difficulties do students present while learning functions? In view of the nature of this research objective, we adopted a qualitative and interpretative approach. In order to answer these questions, data were collected from the written records produced by the students while solving the proposed tasks, from records of the oral interactions during discussions and from a questionnaire. The results show that functional thinking processes were implicit in the resolution of the tasks proposed to the students. The students expressed an understanding of how the variables were related, presenting evidence of their functional thinking while working on the new concepts represented by the functions addressed in the proposed tasks. Some students expressed difficulties in interpreting the different types of representations associated with the functions, in retaining the necessary information from a graphical representation that would help them to draw conclusions and establish correspondences, in explaining functional relationships, and in interpreting the information provided by algebraic expressions. These difficulties can reduce the recognition of the relationships between variables and their behavior in the different representations, becoming an obstacle to learning for some students. Full article

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