Education Sciences

18 pages, 438 KiB

Open AccessEssay

Pop Culture Media as Curricular Text: Designing an Interdisciplinary Undergraduate Seminar Using Abbott Elementary

by Sara Jones and Kountiala J. Some

Educ. Sci. 2024, 14(11), 1241; https://doi.org/10.3390/educsci14111241 - 12 Nov 2024

Abbott Elementary, the Emmy-award winning mockumentary-style comedy television show, chronicles the day-to-day efforts of a group of teachers in a Philadelphia public elementary school who, despite the odds stacked against them, are determined to help their students succeed. With humor and heart, [...] Read more.

Abbott Elementary, the Emmy-award winning mockumentary-style comedy television show, chronicles the day-to-day efforts of a group of teachers in a Philadelphia public elementary school who, despite the odds stacked against them, are determined to help their students succeed. With humor and heart, the show also uncovers some of the larger policy issues at play in U.S. urban public education, such as teacher shortages, school funding, and school choice. This essay describes the development of an interdisciplinary Honors seminar for undergraduate students at a large, public university in the Midwest U.S. that used episodes of Abbott Elementary as a central curricular text to support students in analyzing current policy issues in urban education. Drawing on Giroux’s concept of media as public pedagogy, this essay details how the course design employed a critical intersectional multiculturalism cultural studies approach to create opportunities for students to engage in a multiperspectival analysis, including (1) an understanding of political culture, (2) textual analysis, and (3) audience reception. Implications and recommendations are made for selecting and integrating popular culture media as curricular text in interdisciplinary coursework. Full article

21 pages, 479 KiB

Open AccessArticle

Play-Based Assessment: Psychometric Properties of an Early Childhood Learning and Development Assessment Battery

by Carlos Montoya-Fernández, Pedro Gil-Madrona, Luisa Losada-Puente and Isabel María Gómez-Barreto

Educ. Sci. 2024, 14(11), 1240; https://doi.org/10.3390/educsci14111240 - 12 Nov 2024

Abstract

This study aims to explore the reliability, construct validity, and content validity of the Child Learning and Developmental Playful Assessment Battery (Batería de Evaluación Lúdica del Aprendizaje y Desarrollo Infantil; BELADI), a quantitative instrument based on the authentic assessment and playful learning [...] Read more.

This study aims to explore the reliability, construct validity, and content validity of the Child Learning and Developmental Playful Assessment Battery (Batería de Evaluación Lúdica del Aprendizaje y Desarrollo Infantil; BELADI), a quantitative instrument based on the authentic assessment and playful learning principles, the purpose of which is to assess infant learning and development through motor and competitive games as well as storytelling. The sample was composed of 113 children from Albacete (Spain) between 58 and 72 months of chronological age (M = 64.72; SD = 3.671). To explore the content validity, an expert judgement was carried out and the Content Validity Coefficient (CVC) was calculated. The reliability was analysed using the Cronbach’s alpha and McDonald’s Ω, and an exploratory factor analysis (EFA) was conducted. The results revealed high reliability indexes in each of the developmental domains, and the EFA included 11 items distributed in two factors for the psychomotor domain, 27 items grouped in three factors for the cognitive domain, and 20 items divided into four factors for the socioemotional domain. In conclusion, the study verifies the validity and reliability of the BELADI for the assessment of the infant learning and development through play, which may be used in research, education, and psychopedagogy. Full article

(This article belongs to the Special Issue School Play and Children's Social-Emotional Development: Cross-Cultural Perspectives)

12 pages, 1065 KiB

Open AccessArticle

Ethical Principles in AI Use for Assessment: Exploring Students’ Perspectives on Ethical Principles in Academic Publishing

by Alexandra Maria Lazăr (Cățeanu), Angela Repanovici, Daniela Popa, Diana Geanina Ionas and Ada Ioana Dobrescu

Educ. Sci. 2024, 14(11), 1239; https://doi.org/10.3390/educsci14111239 - 12 Nov 2024

Abstract

Students’ comprehension of ethical principles and their application in the realm of AI technology play a crucial role in shaping the efficacy and morality of assessment procedures. This study seeks to explore students’ viewpoints on ethical principles within the context of AI-driven assessment [...] Read more.

Students’ comprehension of ethical principles and their application in the realm of AI technology play a crucial role in shaping the efficacy and morality of assessment procedures. This study seeks to explore students’ viewpoints on ethical principles within the context of AI-driven assessment activities to illuminate their awareness, attitudes, and practices concerning ethical considerations in educational environments. A systematic review of articles on this topic was conducted using scientometric methods within the Web of Science database. This review identified a research gap in the specialized literature regarding studies that delve into students’ opinions. Subsequently, a questionnaire was administered to students at Transilvania University of Brasov as part of the Information Literacy course. Statistical analysis was performed on the obtained results. Ultimately, students expressed a desire for the Information Culture course to incorporate a module focusing on the ethical use of AI in academic publishing. Full article

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25 pages, 1431 KiB

Open AccessArticle

Positive Resources of School Class Communities—Determinants of Student Satisfaction

by Tonči Bavčević, Boris Milavić, Damir Bavčević, Matej Babić and Dražen Čular

Educ. Sci. 2024, 14(11), 1238; https://doi.org/10.3390/educsci14111238 - 12 Nov 2024

Viewed by 167

Abstract

The aim of this study was to determine the factors affecting students’ satisfaction with their class community by measuring the contributions of “positive” resources: either the socio-demographic and individual characteristics of students, or common characteristics of the class community. The research was conducted [...] Read more.

The aim of this study was to determine the factors affecting students’ satisfaction with their class community by measuring the contributions of “positive” resources: either the socio-demographic and individual characteristics of students, or common characteristics of the class community. The research was conducted anonymously using multiple questionnaires on a sample of 267 students attending the higher grades (5th–8th grades) of primary schools from an urban area of the city of Split. It was determined that social cohesion and prosocial behaviour within the class community were the strongest determinants and were also the most important positive resources of satisfaction with the class community. Individual psychological characteristics (especially self-esteem and hope) and the socio-demographic characteristics of students also played a significant role in explaining satisfaction with the class community, but their relative contribution was much weaker than social relations within the class community. The three types of psychological characteristics of the students were positively related to the degree of satisfaction with the class community, but this association was at a low level. More than half of the students were not completely satisfied with their class community. Furthermore, based on the five fundamental dimensions of intrinsic (IM) and extrinsic motivation (EM) within PE motivation, four types of students with different motivational characteristics were determined: the very low type; moderate type; very high IM and low EM type; and extremely high type. It is recommended that experts continue researching the relationship between psychological and social variables in class communities, as well as investigating the effectiveness of possible interventions aimed at the development and improvement of social relationships in the educational and sports talent development environment. Full article

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18 pages, 5314 KiB

Open AccessArticle

The Role of Spatial Ability in Academic Success: The Impact of the Integrated Hybrid Training Program in Architecture and Engineering Higher Education

by Ronen Porat and Ciprian Ceobanu

Educ. Sci. 2024, 14(11), 1237; https://doi.org/10.3390/educsci14111237 - 11 Nov 2024

Viewed by 293

Abstract

Spatial ability (SA) is a critical cognitive skill across various disciplines, particularly in architecture and engineering. This research, comprising two main studies, investigates the relationship between SA and academic performance among first-year students. The first study examines the impact of the targeted Integrated [...] Read more.

Spatial ability (SA) is a critical cognitive skill across various disciplines, particularly in architecture and engineering. This research, comprising two main studies, investigates the relationship between SA and academic performance among first-year students. The first study examines the impact of the targeted Integrated Hybrid Training (IHT) SA intervention on the achievements of two main groups: engineering (electrical, software, and chemical) students and architecture students. The results indicate that, while the intervention significantly improved SA, the impact on academic performance varied. Architecture students, whose curriculum relies heavily on spatial reasoning, showed significant gains in courses such as studio design, with higher SA scores correlating with improved grades. Engineering students exhibited SA improvement without corresponding gains in the first-year core courses like calculus and physics. The second study focuses on architecture students who did not receive the intervention, revealing a strong positive correlation between inherent SA and success in architecture-specific courses. Correlation coefficients (r) ranged from 0.46 to 0.67, with adjusted p-values between 0.007 and 0.024, underscoring SA’s importance in architecture. These findings suggest that integrating SA training into architectural education can enhance academic performance, while disciplines might benefit from specialized SA training introduced or expanded in later years. This research contributes to educational theory by demonstrating SA’s impact across disciplines and supports the development of customized SA training programs. Future studies should explore long-term benefits, advanced SA training technologies, and individual differences in response to spatial interventions, providing insights for curriculum development in spatially demanding fields. Full article

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29 pages, 5115 KiB

Open AccessArticle

Examining Teachers’ Professional Learning in an Online Asynchronous System: Personalized Supports for Growth and Engagement in Learning to Teach Statistics and Data Science

by Hollylynne S. Lee, Emily Thrasher, Gemma F. Mojica, Bruce M. Graham, J. Todd Lee and Adrian Kuhlman

Educ. Sci. 2024, 14(11), 1236; https://doi.org/10.3390/educsci14111236 - 11 Nov 2024

Viewed by 241

Abstract

Teachers’ professional learning often includes online components. This study examined how a case of 37 teachers utilized a specific online asynchronous professional learning platform designed to support teachers’ growth in learning to teach statistics and data science in secondary schools in the United [...] Read more.

Teachers’ professional learning often includes online components. This study examined how a case of 37 teachers utilized a specific online asynchronous professional learning platform designed to support teachers’ growth in learning to teach statistics and data science in secondary schools in the United States. The platform’s features and learning materials were designed based on effective online learning designs, supports for self-guided learning, and research on the teaching and learning of statistics and data science. We paid particular attention to the features we designed into the platform to support self-regulation and personalizing the experiences to meet their preferred learning goals such as allowing for free choice of learning materials, flexibility of when and how long to engage, providing personal recommendations based on user input, internal systems to track progress, and generating certificates of completion. In this study, we used a case study with both quantitative and qualitative data to examine whether teachers had gains in meeting learning goals related to their development in teaching statistics and data science, had sustained engagement, and found the features for personalization supportive for their learning. Results showed, overall, positive growth towards meeting learning goals and making small changes towards improved classroom practice. Most teachers were generally engaged in sustained ways across the study period, though we found six different patterns of completion that highlight ways in which teachers’ goal-directed and self-regulated learning occurred within the busy schedules of educators. Several personalized features, especially the recommendations and tracking system, were highly utilized and perceived as supportive of teachers’ learning. Full article

(This article belongs to the Special Issue Incremental and Innovative Approaches to Professional Development for Mathematics Teachers)

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15 pages, 962 KiB

Open AccessArticle

Fostering SDG Content Integration in the Economics and Business Undergraduate Curriculum: A Faculty-Driven Mapping Approach

by Igor Vrečko, Maja Rožman and Karin Širec

Educ. Sci. 2024, 14(11), 1235; https://doi.org/10.3390/educsci14111235 - 11 Nov 2024

Viewed by 285

Abstract

The Faculty of Economics and Business (FEB UM) initiated a project to align its undergraduate study program with sustainable development principles. This involved mapping the Sustainable Development Goals (SDGs) within the curriculum, using recommended keywords and faculty assessments. The exercise aimed to objectively [...] Read more.

The Faculty of Economics and Business (FEB UM) initiated a project to align its undergraduate study program with sustainable development principles. This involved mapping the Sustainable Development Goals (SDGs) within the curriculum, using recommended keywords and faculty assessments. The exercise aimed to objectively showcase current sustainability integration and to identify areas for enhanced sustainable practice infusion. The method entailed both the direct and indirect consideration of SDG content. This endeavor heightened faculty awareness and enthusiasm for incorporating the SDGs, highlighting the significance of aligning academic programs with global sustainability objectives. This study has offered a framework for similar institutions aiming to boost sustainability through curriculum mapping and active faculty engagement. Full article

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11 pages, 1312 KiB

Open AccessArticle

Utilization of Generative Artificial Intelligence in Nursing Education: A Topic Modeling Analysis

by Won Jin Seo and Mihui Kim

Educ. Sci. 2024, 14(11), 1234; https://doi.org/10.3390/educsci14111234 - 11 Nov 2024

Viewed by 291

Abstract

The advent of artificial intelligence (AI) has prompted the introduction of novel digital technologies, including mobile learning and metaverse learning, into nursing students’ learning environments. This study used text network and topic modeling analyses to identify the research trends in generative AI in [...] Read more.

The advent of artificial intelligence (AI) has prompted the introduction of novel digital technologies, including mobile learning and metaverse learning, into nursing students’ learning environments. This study used text network and topic modeling analyses to identify the research trends in generative AI in nursing education for students and patients in schools, hospitals, and community settings. Additionally, an ego network analysis using strengths, weaknesses, opportunities, and threats (SWOT) words was performed to develop a comprehensive understanding of factors that impact the integration of generative AI in nursing education. The literature was searched from five databases published until July 2024. After excluding studies whose abstracts were not available and removing duplicates, 139 articles were identified. The seven derived topics were labeled as usability in future scientific applications, application and integration of technology, simulation education, utility in image and text analysis, performance in exams, utility in assignments, and patient education. The ego network analysis focusing on the SWOT keywords revealed “healthcare”, “use”, and “risk” were common keywords. The limited emphasis on “threats”, “strengths”, and “weaknesses” compared to “opportunities” in the SWOT analysis indicated that these areas are relatively underexplored in nursing education. To integrate generative AI technology into education such as simulation training, teaching activities, and the development of personalized learning, it is necessary to identify relevant internal strengths and weaknesses of schools, hospitals, and communities that apply it, and plan practical application strategies aligned with clear institutional guidelines. Full article

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13 pages, 424 KiB

Open AccessArticle

Assessing Student Teachers’ Motivation and Learning Strategies in Digital Inquiry-Based Learning

by Benjamin Aidoo, Andrew Chebure, Alexander Obiri Gyampoh, Johnson Tsyawo and Francis Quansah

Educ. Sci. 2024, 14(11), 1233; https://doi.org/10.3390/educsci14111233 - 11 Nov 2024

Viewed by 466

Abstract

Over the past two decades, teachers have adopted several teaching and learning strategies for motivating students to learn chemistry. Learning chemistry in context enables students to develop richer crosscutting learning experiences relevant to contributing to solving problems. A qualitative case study method was [...] Read more.

Over the past two decades, teachers have adopted several teaching and learning strategies for motivating students to learn chemistry. Learning chemistry in context enables students to develop richer crosscutting learning experiences relevant to contributing to solving problems. A qualitative case study method was adopted to examine student teachers’ experiences in digital inquiry-based learning. Questionnaires with closed-ended and open-ended questions were used to evaluate student teachers’ motivational orientations and learning strategies during a general chemistry course for one month. The results show that student teachers utilized varied perspectives such as self-efficacy, task value, and intrinsic goals to elaborate their learning for knowledge construction and application when performing collaborative tasks. The approach enables students to receive maximum support and feedback from instructors who use pedagogical styles to self-direct them during class discussions, which enhances their active participation in learning with the learning materials. The findings provide a practical insight into instructional strategies in delivering chemistry concepts when students are motivated to use and adopt varied learning strategies. Full article

(This article belongs to the Special Issue Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward, 2nd Edition)

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18 pages, 1013 KiB

Open AccessArticle

The Impact Mechanism of Negative Academic Emotions on Academic Procrastination: The Mediating and Moderating Roles of Self-Efficacy and Goal Orientation

by Bowen Chen, Hongfeng Zhang and Sigan Li

Educ. Sci. 2024, 14(11), 1232; https://doi.org/10.3390/educsci14111232 - 11 Nov 2024

Viewed by 321

Abstract

Academic procrastination is a widespread phenomenon among college students, significantly affecting their academic performance and mental health. Although previous studies have suggested a relationship between negative academic emotions and academic procrastination, the underlying mechanisms of this relationship remain insufficiently explored. Based on theoretical [...] Read more.

Academic procrastination is a widespread phenomenon among college students, significantly affecting their academic performance and mental health. Although previous studies have suggested a relationship between negative academic emotions and academic procrastination, the underlying mechanisms of this relationship remain insufficiently explored. Based on theoretical analysis and a review of the literature, this study utilizes structural equation modeling to examine the effects of negative academic emotions, self-efficacy, and goal orientation on academic procrastination. The results indicate a significant positive correlation between negative emotions and academic procrastination. Furthermore, self-efficacy fully mediates the relationship between negative academic emotions and academic procrastination, while goal orientation plays a moderating role in this relationship. This study reveals the intricate relationships between negative academic emotions and academic procrastination among Chinese college students, emphasizing the importance of enhancing self-efficacy and goal orientation to prevent procrastination. It provides theoretical and empirical support for improving learning efficiency and academic achievement, as well as for designing interventions to address academic procrastination. Full article

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31 pages, 3447 KiB

Open AccessArticle

Designing Dialogic Peer Feedback in Collaborative Learning: The Role of Thinq Tank

by Amber Van Hoe, Joel Wiebe, Jim Slotta, Tijs Rotsaert and Tammy Schellens

Educ. Sci. 2024, 14(11), 1231; https://doi.org/10.3390/educsci14111231 - 11 Nov 2024

Viewed by 244

Abstract

As technology continues to reshape education, the integration of peer feedback (PF) is increasingly recognized as a key element in promoting student collaboration and learning. This design study tracks the development and implementation of the Thinq Tank tool, which is aimed at facilitating [...] Read more.

As technology continues to reshape education, the integration of peer feedback (PF) is increasingly recognized as a key element in promoting student collaboration and learning. This design study tracks the development and implementation of the Thinq Tank tool, which is aimed at facilitating dialogic PF within computer-supported collaborative-inquiry learning (CSCiL) environments. The research was conducted through three design iterations, comparing two key experimental conditions: one contrasting non-dialogic PF with dialogic PF, and another comparing dialogic PF with scripted dialogic PF featuring dynamic sentence-starters and defined roles. Utilizing a quasi-experimental design, we assessed the overall impact on scientific (collaborative) learning outcomes, students’ perceptions of PF, and the composition and elements of PF dialogues. The findings suggest that the integration of dialogic PF within a CSCiL lesson series helps to boost scientific collaborative learning outcomes and increases student receptivity to PF. The study demonstrates that integrating structured support mechanisms within PF tools promotes PF dialogues in which students critically evaluate each other’s work and collaboratively think about ways to improve quality. These insights illustrate that structured, technology-supported PF can significantly advance inquiry outcomes and foster deeper collaborative learning in secondary STEM education. Full article

(This article belongs to the Special Issue STEM Education: Creative Designs and Models)

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18 pages, 242 KiB

Open AccessArticle

Leadership Strategies in Addressing Out-of-School Children: A Comparative Study of Heads of Government and Public–Private-Managed Schools in Sindh, Pakistan

by Irfan Ahmed Rind

Educ. Sci. 2024, 14(11), 1230; https://doi.org/10.3390/educsci14111230 - 11 Nov 2024

Viewed by 545

Abstract

The issue of Out-of-School Children (OOSC) presents a significant policy challenge in Sindh, Pakistan, where 44% of 5–16-year-olds are not attending school. This study examines how different leadership strategies in government and Public-Private Partnership (PPP) schools address this crisis. Drawing on transformational leadership [...] Read more.

The issue of Out-of-School Children (OOSC) presents a significant policy challenge in Sindh, Pakistan, where 44% of 5–16-year-olds are not attending school. This study examines how different leadership strategies in government and Public-Private Partnership (PPP) schools address this crisis. Drawing on transformational leadership theory and institutional theory, this research investigates the influence of school governance structures—specifically government schools, Education Management Organizations (EMOs), and Sindh Education Foundation (SEF) schools—on school leaders’ abilities to increase student enrollment and retention. Through a multiple case study design, this study collects qualitative data from three school heads, augmented by perspectives from vice principals and teachers. The findings indicate that leadership agency is constrained in government schools due to centralized decision-making, while PPP schools, particularly SEF schools, offer more autonomy, enabling more adaptive and community-centered leadership strategies. This study concludes that decentralized governance in SEF schools is more effective in addressing the OOSC issue, particularly in marginalized areas. These findings offer valuable insights for policymakers seeking to enhance educational access in regions with similar socio-economic challenges. The implications of this research underscore the need for flexible, context-specific leadership models to combat the OOSC crisis. Full article

29 pages, 2269 KiB

Open AccessArticle

Teachers’ Mixed Implementation of Mindset Mathematics Practices During and After a Novel Approach to Teacher Learning

by Miriam Leshin, Tanya LaMar and Jo Boaler

Educ. Sci. 2024, 14(11), 1229; https://doi.org/10.3390/educsci14111229 - 10 Nov 2024

Viewed by 451

Abstract

Supporting teachers to transfer their learnings from innovative professional development settings to the classroom is challenging. In this paper, we investigate a novel approach to teacher learning, in which teachers from seven US districts taught in a mathematics summer camp using a research-based [...] Read more.

Supporting teachers to transfer their learnings from innovative professional development settings to the classroom is challenging. In this paper, we investigate a novel approach to teacher learning, in which teachers from seven US districts taught in a mathematics summer camp using a research-based curriculum centered on student reasoning and mindset messages. We examined the practices teachers did and did not implement in their camp and school-year classrooms, as well as the possible reasons for the greater or lesser changes in practice. Through analysis of classroom video, teacher artifacts, and teacher interviews, we found that teachers implemented several important practices in both camp and school-year classrooms, namely posing open tasks, giving students ample time to collaborate, and asking questions that pushed students to reason. Interview analysis revealed that the act of centering students’ reasoning and witnessing their subsequent engagement seemed to motivate teacher uptake of these practices. At the same time, however, teachers less frequently integrated mindset messaging directly into their teaching and gave space for the exploration of students’ mistakes and struggles. These findings suggest implications for innovative professional development efforts outside of the school year, as well as incremental approaches. Full article

(This article belongs to the Special Issue Incremental and Innovative Approaches to Professional Development for Mathematics Teachers)

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20 pages, 2644 KiB

Open AccessArticle

Training Graduate Students’ Shaping Skills in an Immersive Virtual Reality Environment

by Gifty Owusu and Nicole Luke

Educ. Sci. 2024, 14(11), 1228; https://doi.org/10.3390/educsci14111228 - 10 Nov 2024

Viewed by 487

Abstract

Graduate students need a wide range of professional skills, and shaping is one of the critical skills they must learn. This study trained graduate students to acquire shaping skills in an immersive virtual reality environment using the Portable Operant Research Teaching Lab (PORTL). [...] Read more.

Graduate students need a wide range of professional skills, and shaping is one of the critical skills they must learn. This study trained graduate students to acquire shaping skills in an immersive virtual reality environment using the Portable Operant Research Teaching Lab (PORTL). To date, no known study has (a) evaluated the effectiveness of shaping skills training for graduate students or (b) attempted to teach these skills in a virtual environment. We used a single-case A-B design across participants with three graduate students who learned shaping skills in an immersive virtual reality environment using the PORTL curriculum. The shaping skills comprised creating a teaching plan, setting up for a session, delivering reinforcement, and evaluating a session. For all participants, training resulted in improvement in shaping skills. Participants also maintained the shaping skills for a minimum of two weeks. Further, the effect of the training generalized to a novel confederate learner for all participants. Additionally, participants showed high satisfaction with learning shaping skills in an immersive virtual reality (iVR) environment. Full article

(This article belongs to the Special Issue Transforming Teacher Education for Academic Excellence)

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17 pages, 441 KiB

Open AccessArticle

Primary School Students’ Relations to Physical Education in Northern Norway: Why Do Some Find the Subject Problematic?

by Linda Hjemgård Johansen, Tor-Egil Nilsen, Siri Sollied Madsen and Svein-Erik Andreassen

Educ. Sci. 2024, 14(11), 1227; https://doi.org/10.3390/educsci14111227 - 8 Nov 2024

Viewed by 473

Abstract

A global discourse surrounding physical education (PE) is shifting towards a stronger emphasis on inclusive practises, but research shows that some students still find the subject problematic. This study explores the relationship between students’ dread of physical education (PE) and overall school satisfaction [...] Read more.

A global discourse surrounding physical education (PE) is shifting towards a stronger emphasis on inclusive practises, but research shows that some students still find the subject problematic. This study explores the relationship between students’ dread of physical education (PE) and overall school satisfaction among sixth graders in Tromsø Municipality, Norway, and identifies factors that might explain this relationship. Data were collected from 338 sixth-grade students, with an 85.5% response rate. In this study, we investigate through quantitative analyses whether there is a correlation between students dreading PE and their overall school satisfaction. We find a relatively low correlation between these factors, indicating that dreading PE may be related to factors beyond general school satisfaction. Three significant predictors of students’ apprehension towards PE were identified: self-confidence and self-esteem, discomfort in changing into gym clothes in communal locker rooms, and reluctance to collaborate indiscriminately with peers. These factors could indicate a performance-oriented climate, which contrasts with the mastery-oriented approach emphasised in the national curriculum. The findings highlight the need for PE to be taught in a way that aligns more closely with the curriculum. This study suggests that addressing these issues requires educators who are formally trained to foster a supportive and motivating environment and calls for further research into the translation of curriculum objectives into teaching practises. Full article

(This article belongs to the Special Issue Trends in the Promotion of Physical Education and Physical Activity and Sport from a Gender Perspective)

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21 pages, 1047 KiB

Open AccessArticle

Towards Computer-Supported Functional Modelling in Engineering Design Education

by Tomislav Martinec, Filip Valjak, Nikola Horvat and Nenad Bojčetić

Educ. Sci. 2024, 14(11), 1226; https://doi.org/10.3390/educsci14111226 - 8 Nov 2024

Viewed by 364

Abstract

The growing need for solutions that can support the computer-based and distant assessment of functional models has resulted in ad hoc implementations of various diagramming tools. These tools are typically not intended for the purpose of functional modelling and lack the flexibility and [...] Read more.

The growing need for solutions that can support the computer-based and distant assessment of functional models has resulted in ad hoc implementations of various diagramming tools. These tools are typically not intended for the purpose of functional modelling and lack the flexibility and efficiency of the traditional pen-and-paper approach. This paper reports on an experimental study of 42 students who were introduced to functional modelling through either printed vocabulary materials for pen-and-paper modelling or a specifically developed software application for computer-based modelling. All participants received an identical task—model an electric citrus juicer—with a brief description of how one operates and a photograph of a commercial example. The results show no significant difference in their total scores. However, the pen-and-paper group performed significantly better when it came to the selection of appropriate functions and creating plausible function–flow pairs. These results suggest that the current version of the software alters the functional modelling process in which the students typically engage. Also, it has been hypothesised that the software tool’s lack of flexibility and dynamism in presenting the predefined function vocabulary, when compared to the traditional printouts, might result in earlier fixation and the selection of less appropriate functions. On the other hand, the computer-supported approach can be better controlled and is less prone to critical errors, such as disregarding functional modelling conventions. Full article

(This article belongs to the Special Issue Educational Innovation with Information and Communication Technologies)

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22 pages, 536 KiB

Open AccessArticle

Navigating Teachers’ Occupational Well-Being in the Tides of Classroom Processes and School Structures

by Joy C. Nwoko, Emma Anderson, Oyelola Adegboye, Aduli E. O. Malau-Aduli and Bunmi S. Malau-Aduli

Educ. Sci. 2024, 14(11), 1225; https://doi.org/10.3390/educsci14111225 - 7 Nov 2024

Viewed by 461

Abstract

The well-being of primary school teachers is vital for fostering effective teaching and learning, yet they face a range of challenges that negatively impact their occupational health. This phenomenological study explores the multifaceted factors influencing teacher occupational well-being, with a focus on classroom [...] Read more.

The well-being of primary school teachers is vital for fostering effective teaching and learning, yet they face a range of challenges that negatively impact their occupational health. This phenomenological study explores the multifaceted factors influencing teacher occupational well-being, with a focus on classroom processes and school-related factors. Employing a qualitative phenomenological approach, this study gathered in-depth insights from Australian primary school teachers through semi-structured interviews. Participants were recruited from a variety of educational settings to capture diverse experiences and perspectives. Data were thematically analysed to identify key themes impacting teacher well-being. The findings revealed significant challenges impacting teacher well-being, including the demands of individualised student needs, classroom dynamics, the role of school leadership, resource limitations, and the complexities of parental involvement. Teachers expressed a need for more relevant professional development programs and highlighted the importance of supportive leadership and adequate resources. Additionally, workload and the balance between professional and personal life emerged as critical factors influencing teacher well-being. This study underscores the importance of addressing the complex and interconnected factors that contribute to teacher well-being. Implications for educational practice include the need for supportive and communicative leadership, adequate professional development tailored to teachers’ needs, and the provision of sufficient resources to manage classroom diversity and demands. The findings advocate for systemic changes to foster a supportive educational environment that values and nurtures teacher well-being. Future research could explore effective strategies to support primary school teachers in their professional journeys. Full article

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14 pages, 594 KiB

Open AccessArticle

Implementing Mastery Grading in Large Enrollment General Chemistry: Improving Outcomes and Reducing Equity Gaps

by Joshua D. Hartman and Jack F. Eichler

Educ. Sci. 2024, 14(11), 1224; https://doi.org/10.3390/educsci14111224 - 7 Nov 2024

Viewed by 346

Abstract

Specifications and mastery grading schemes have been growing in popularity in higher education over the past several years, and reports of specifications grading and other alternative grading systems are emerging in the chemistry education literature. The general goal of these alternative grading approaches [...] Read more.

Specifications and mastery grading schemes have been growing in popularity in higher education over the past several years, and reports of specifications grading and other alternative grading systems are emerging in the chemistry education literature. The general goal of these alternative grading approaches is to reduce the reliance on high-stakes exams and give students a more transparent pathway to achieving the course learning outcomes. More importantly, relying less on infrequent high-stakes exams may help reduce historical equity gaps in introductory gateway STEM courses. Herein, we describe the implementation of two versions of mastery grading systems in large enrollment general chemistry courses at a public R1 institution. Class-wide course outcomes, equity gaps in performance on a common final exam, and student feedback on their experience navigating these grading schemes are presented. We show that combining mastery grading with interactive courseware tools improved the average performance on a common final assessment for under-represented minority (URM) students by 7.1 percentage points relative to an active control course that used infrequent high-stakes exams. Full article

(This article belongs to the Special Issue Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry)

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24 pages, 865 KiB

Open AccessSystematic Review

Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities

by Angelos Chalkiadakis, Antonia Seremetaki, Athanasia Kanellou, Maria Kallishi, Anastasia Morfopoulou, Marina Moraitaki and Sofia Mastrokoukou

Educ. Sci. 2024, 14(11), 1223; https://doi.org/10.3390/educsci14111223 - 7 Nov 2024

Viewed by 775

Abstract

The emergence of Artificial Intelligence (AI) and Virtual Reality (VR) technologies offers transformative potential for the advancement of inclusive education, particularly for students with disabilities. This systematic review critically evaluates the current state of research to assess the impact of AI and VR [...] Read more.

The emergence of Artificial Intelligence (AI) and Virtual Reality (VR) technologies offers transformative potential for the advancement of inclusive education, particularly for students with disabilities. This systematic review critically evaluates the current state of research to assess the impact of AI and VR on enhancing educational accessibility, personalisation and social inclusion in education. AI-driven adaptive systems can dynamically tailor learning experiences to individual needs, while VR offers immersive, multi-sensory environments that promote experiential learning. Despite these advances, the review also identifies significant challenges, including the high cost of implementation, technical barriers and limited teacher readiness, which hinder widespread adoption. Ethical concerns such as privacy and algorithmic bias are cited as key areas that need careful consideration. The findings underscore the urgent need for further empirical research to explore the long-term impact of these technologies and advocate for more equitable access to AI and VR tools in underserved educational settings. Ultimately, the review highlights the importance of integrating AI and VR as part of a broader strategy to foster genuinely inclusive learning environments that align with the goals of the Convention on the Rights of Persons with Disabilities (CRPD). Full article

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20 pages, 15781 KiB

Open AccessArticle

School Dropout in Italy: A Secondary Analysis on Statistical Sources Starting from Primary School

by Rosa Vegliante, Alfonso Pellecchia, Sergio Miranda and Antonio Marzano

Educ. Sci. 2024, 14(11), 1222; https://doi.org/10.3390/educsci14111222 - 7 Nov 2024

Viewed by 307

Abstract

This work reports and discusses the results of a secondary analysis on statistical data regarding the phenomenon of school dropout in Italy starting from primary school. The research was conducted as part of Next GenerationEU funded by the European Union. The aim is [...] Read more.

This work reports and discusses the results of a secondary analysis on statistical data regarding the phenomenon of school dropout in Italy starting from primary school. The research was conducted as part of Next GenerationEU funded by the European Union. The aim is to highlight any territorial differences in the phenomenon at the European, national, and local level. The data were collected from reliable sources (Eurostat, National Institute of Statistics, Ministry of Education and Merit, Regional School Office of Campania) and are updated to the latest year available. In line with the goals of PRIN, the aim was to photograph the national situation starting from the results of the INVALSI tests recorded in primary and lower secondary schools. The results of the analysis show that the levels of school dropout in Italy are among the highest in EU countries and, within our country, the well-known gap between the North and South remains, with the latter in a worse position. An econometric model is presented that demonstrates a cause–effect relationship that goes from the results of the primary cycle to those of the secondary cycle. This outcome attests to the importance of strengthening and increasing the skills necessary to prevent the possible conditions of school dropout starting from primary school. Full article

(This article belongs to the Special Issue Innovative Approaches in Primary School for the Training of School Teachers)

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21 pages, 277 KiB

Open AccessArticle

Dynamics in District–University Partnerships Focused on Leadership for Equity

by Daniella Molle, Emily Handsman, April Peters-Hawkins, Wehmah Jones, John Diamond, Emily Nott, Yeonsoo Choi, Mark White, Carl Greer, Jordan Mosby and Richard Halverson

Educ. Sci. 2024, 14(11), 1221; https://doi.org/10.3390/educsci14111221 - 5 Nov 2024

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Abstract

This paper discusses the development of district–university partnerships at the onset of a multi-year grant-funded initiative focused on leadership for equity. Using three illustrative partnership cases, we investigated district–university collaboration through the lens of mutualism, or the mutually beneficial nature of the [...] Read more.

This paper discusses the development of district–university partnerships at the onset of a multi-year grant-funded initiative focused on leadership for equity. Using three illustrative partnership cases, we investigated district–university collaboration through the lens of mutualism, or the mutually beneficial nature of the relationship. Our data analysis revealed the following dynamics as important for the development of mutualism: shared commitment, shared ownership, new collaborative structures, reciprocal benefits, and boundary spanners. We approached partnerships as learning processes, and used a typology of interorganizational learning to understand better how these dynamics sustained the partnerships. Our study contributes to the field’s knowledge of the development of formal partnerships in general as well as of partnerships explicitly focused on equity specifically. Full article

(This article belongs to the Special Issue Strengthening Educational Leadership Preparation and Development)

26 pages, 2707 KiB

Open AccessArticle

Health and Healthy Lifestyle Habits in Primary Education: An Analysis of Spanish Autonomous Curricular Decrees Under the Current Education Law (LOMLOE)

by Olatz Arce-Larrory, Erlantz Velasco and Iker Sáez

Educ. Sci. 2024, 14(11), 1220; https://doi.org/10.3390/educsci14111220 - 5 Nov 2024

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Abstract

The Spanish basic education curriculum, specifically the section on primary education, addresses global challenges and recognizes schools as essential in health education. Healthy lifestyle habits are fundamental due to their impact on health and well-being, especially in children. This study analyzes the integration [...] Read more.

The Spanish basic education curriculum, specifically the section on primary education, addresses global challenges and recognizes schools as essential in health education. Healthy lifestyle habits are fundamental due to their impact on health and well-being, especially in children. This study analyzes the integration of health and healthy lifestyle habits in Spanish autonomous curricular decrees using a qualitative documentary analysis and a comparative approach with a statistical/descriptive basis. The corpus includes the 17 autonomous curricular decrees derived from the Organic Law 3/2020 (LOMLOE). The data, derived from the 17 autonomous curricular decrees, were examined using lexical and grammatical analyses, then processed with Atlas.ti 23 software. The results reveal that the dimensions and categories related to health and healthy lifestyle habits focus mainly on physical aspects. In common areas or fields, physical education and knowledge of the natural, social and cultural environment are the most relevant areas for integrating health and healthy lifestyle habits into the framework in this study. However, the current curriculum proposal lacks continuity between curricular elements. In summary, this study represents a step forward in the recognition of the extent to which health and healthy lifestyle habits are established in the curriculum. Full article

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17 pages, 245 KiB

Open AccessArticle

Evaluating the Development of Pre-Service Primary School Teachers’ Competences in the Context of a Student-Centred Science Visits Course

by Katarina Susman, Matej Vošnjak and Jerneja Pavlin

Educ. Sci. 2024, 14(11), 1219; https://doi.org/10.3390/educsci14111219 - 5 Nov 2024

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Abstract

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. [...] Read more.

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students’ self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students’ plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge. Full article

(This article belongs to the Section STEM Education)

16 pages, 2455 KiB

Open AccessArticle

Teaching Science Outdoors: Supporting Pre-Service Teachers’ Skill Development with the Help of Available Mobile Applications

by Merike Kesler, Arja Kaasinen and Anttoni Kervinen

Educ. Sci. 2024, 14(11), 1218; https://doi.org/10.3390/educsci14111218 - 5 Nov 2024

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Abstract

Outdoor environments provide excellent teaching and learning experiences in science education. However, many teachers find outdoor teaching challenging. In this study, we investigated factors supporting skill development and learning among pre-service teacher during a blended science didactics course that includes mobile interaction in [...] Read more.

Outdoor environments provide excellent teaching and learning experiences in science education. However, many teachers find outdoor teaching challenging. In this study, we investigated factors supporting skill development and learning among pre-service teacher during a blended science didactics course that includes mobile interaction in outdoor environments. Available WhatsApp mobile application was used as an interaction platform between the pre-service teachers’ and the teacher educator. Based on the findings, the pre-service teachers learned easy ways of using outdoor environments with pupils. They also identified challenges that may arise in outdoor teaching and upskilled on how to overcome them. From the perspective of interaction, submitting learning tasks, especially visual observations, through mobile messaging and reviewing tasks of other students in the application were perceived as important. However, the most crucial benefit of mobile interaction was considered to be the teacher’s real-time feedback. Full article

(This article belongs to the Special Issue Editorial Board Members’ Collection Series in “STEM Education”)

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17 pages, 2039 KiB

Open AccessArticle

Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations

by Manis Maesala and Ferreira Ronél

Educ. Sci. 2024, 14(11), 1217; https://doi.org/10.3390/educsci14111217 - 4 Nov 2024

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Abstract

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground [...] Read more.

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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28 pages, 6585 KiB

Open AccessArticle

Prospective Teachers’ Conceptions of Area

by Betsy McNeal, Sayonita Ghosh Hajra, Michael Battista and Ayse Ozturk

Educ. Sci. 2024, 14(11), 1216; https://doi.org/10.3390/educsci14111216 - 4 Nov 2024

Viewed by 362

Abstract

This study explored 10 prospective teachers’ (PTs’) understanding of the area of a rectangular region using square and non-square rectangular area-units. In an hour-long interview, each PT was first asked to explain how they would find the area of a given rectangular region [...] Read more.

This study explored 10 prospective teachers’ (PTs’) understanding of the area of a rectangular region using square and non-square rectangular area-units. In an hour-long interview, each PT was first asked to explain how they would find the area of a given rectangular region in terms of a non-square notecard. For several PTs, this task prompted discussion of a square unit defined by the edge of the notecard. In a second task, PTs were presented with a rectangular array of squares and were asked to explain to a fictional child why multiplying length times width does not count the top left corner square twice. An analysis of transcripts of the interview suggested three conceptual components to understanding the area of a rectangular region—area-units, multiplication, and their connection to the length times width formula. Based on the PTs’ responses, we propose multi-tiered levels of reasoning. Each new level of understanding was built on the prior level in a hierarchical fashion. Juxtaposing tasks involving different area-units revealed PTs’ thinking about non-square and square area-units and how these related to the formula “L × W”. Full article

(This article belongs to the Section Teacher Education)

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21 pages, 652 KiB

Open AccessArticle

Massive Open Online Courses in Higher Education Institutions: The Pedagogical Model of the Instituto Superior Técnico

by Bárbara Azevedo, Ana Pedro and Nuno Dorotea

Educ. Sci. 2024, 14(11), 1215; https://doi.org/10.3390/educsci14111215 - 4 Nov 2024

Viewed by 619

Abstract

In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement and attendance, focusing on their effectiveness in higher [...] Read more.

In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement and attendance, focusing on their effectiveness in higher education. A descriptive approach was applied, selecting three MOOC as the empirical field, combining quantitative data from participation logs and qualitative feedback from student surveys. The key characteristics, the challenges, and the effectiveness of educational resources were evaluated, particularly concerning student interaction and perceptions of course quality. The pedagogical analysis highlighted both successful strategies and areas for improvement. The findings offer valuable insights into the influence of MOOC on students and the institution, contributing to the broader understanding of Portugal’s educational landscape. This study also proposes a framework for enhancing MOOC strategies in higher education globally, considering the potential of technological innovations in the 21st century. Full article

(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)

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19 pages, 3991 KiB

Open AccessArticle

Using AR to Enhance the Learning of Chirality

by Martin Bullock and Johannes Huwer

Educ. Sci. 2024, 14(11), 1214; https://doi.org/10.3390/educsci14111214 - 4 Nov 2024

Viewed by 386

Abstract

This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding [...] Read more.

This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding of chirality by allowing them to interact with and superimpose virtual and physical models of chiral molecules. An initial pilot study involving 11th-grade students revealed positive student attitudes towards AR, with participants reporting enhanced comprehension of chirality and a preference for AR-based learning over traditional methods. The follow-up study refined the AR lesson based on pilot feedback, extending its scope to introduce, rather than review, the concept of chirality. Results indicated significant learning gains, low extraneous cognitive load, and high acceptance of AR technology among students. These findings underscore the potential of AR to support complex spatial learning in chemistry, though further research, such as value-added studies, is recommended to explore the generalizability and long-term impacts of AR on different student populations. Full article

(This article belongs to the Special Issue Immersive Learning in Higher Education: Exploring Augmented Reality (AR) and Virtual Reality (VR) to Elevate Learning Experiences)

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10 pages, 1238 KiB

Open AccessArticle

Light and Color: Art and Science Using an Interdisciplinary Approach in Primary Education Teacher Training

by Francisco Javier Serón Torrecilla, Ana de Echave Sanz, Carlos Rodríguez Casals, Eva M. Terrado Sieso, Jorge Pozuelo Muñoz and Esther Cascarosa Salillas

Educ. Sci. 2024, 14(11), 1213; https://doi.org/10.3390/educsci14111213 - 4 Nov 2024

Viewed by 523

Abstract

Light and color present complex interactions whose understanding is not always intuitive. Over the past forty years, numerous studies have aimed to identify preconceived notions and the various models employed in schools. Numerous teaching and learning strategies, along with didactic analyses, often fail [...] Read more.

Light and color present complex interactions whose understanding is not always intuitive. Over the past forty years, numerous studies have aimed to identify preconceived notions and the various models employed in schools. Numerous teaching and learning strategies, along with didactic analyses, often fail to consider the multidimensional and interdisciplinary nature of these phenomena. This article presents a teaching experience aimed at training future primary education teachers. The theoretical context of this proposal, designed within the domains of physical and chemical didactics and plastic and visual expression, will be discussed. Instruments consistent with qualitative action research were used. Some results from the analysis of students’ narratives, both in laboratory notebooks and in sessions recorded audiovisually, will be presented. Full article

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16 pages, 1718 KiB

Open AccessArticle

Braiding Sámi Diversity and Sámi Pedagogy into Early Childhood Teacher Education: An Example from Norway

by Greta Heim and Veronica Bergan

Educ. Sci. 2024, 14(11), 1212; https://doi.org/10.3390/educsci14111212 - 4 Nov 2024

Viewed by 768

Abstract

The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions [...] Read more.

The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions for Sámi topics. We aimed to “braid” Sámi diversity into our teaching and make the lessons explorative, practical, and student-active, in line with the basics of Sámi pedagogy. The teaching emphasized how Sámi people were historically connected to the land through sustainable livelihoods and respect for natural resources. We developed the teaching interventions through action-based research in three cycles (2022–2024). Our primary material consisted of students’ responses to online surveys and group interviews. The findings show that students gained a broader understanding of diversity within Sámi culture after the interventions. They reported greater interest and better learning outcomes, especially from the active and practical lessons. The Sámi teaching content, structure, and methods explored in this study may be relevant to other ECTE or other teacher education programs, especially those related to teaching Indigenous topics to majority populations. Full article

(This article belongs to the Special Issue Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education)

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Educ. Sci., Volume 14, Issue 11 (November 2024) – 103 articles

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