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Education Sciences
Volume 12
Issue 9
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Educ. Sci., Volume 12, Issue 9 (September 2022) – 61 articles

Cover Story (view full-size image): Being able to deal with ‘moments of crisis’ is deemed crucial in intercultural communication. Using the concept of identities as an analytical lens, this paper examines various types of ‘moments of crisis’ in (rarely analysed) virtual exchanges between Chinese and Finnish students. In these moments of crisis, the participants use the following strategies to achieve interactional arrangement and self–other alignment: soothing to make others feel comfortable and code-switching between languages as support. The emergence of the identities and positions of the mediator, fence-sitter, and facilitator is also examined. Students’ work experience, language skills, and physical surroundings are identified as having a potential influence on the use of the aforementioned strategies during the students’ online intercultural interactions. (image credit: Fred Dervin, The Screen, 2022). View this paper
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28 pages, 3260 KiB  
Article
Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors
by Álvaro Antón-Sancho and María Sánchez-Calvo
Educ. Sci. 2022, 12(9), 635; https://doi.org/10.3390/educsci12090635 - 19 Sep 2022
Cited by 29 | Viewed by 4336
Abstract
In this paper, quantitative, descriptive, and correlational research is carried out on the impact that the process of digitalization of academic activities in higher education has had on the habits of use of information and communication technologies (ICT) among professors and the influence [...] Read more.
In this paper, quantitative, descriptive, and correlational research is carried out on the impact that the process of digitalization of academic activities in higher education has had on the habits of use of information and communication technologies (ICT) among professors and the influence of the area of knowledge on this impact. For this purpose, responses from 716 professors from different Latin American universities to a survey designed by the authors were statistically analyzed. Following the UNESCO guide on the use of ICT in higher education, the survey distinguishes the following teaching activities to measure the use of ICT: lessons, tutorials, sharing materials, and evaluation. The results show that the use of ICT has increased in all teaching activities, but unevenly, being particularly intense in those in which the use of ICT was less frequent during the pandemic—specifically, tutorials and evaluation, whose frequency of use has increased by around 50%. As a result of this uneven increase, the use of ICTs in different teaching activities has become more homogeneous after the pandemic. This increase was significantly higher among engineering and social sciences professors than in other areas of knowledge, as well as in evaluation and tutorial tools than in other activities. In addition, the ICT tools most used during the pandemic were those with which the professors or students were most familiar before the pandemic. It is recommended that universities increase the specific training of professors in the pedagogical use of ICT and that they should address the specificities of each area of knowledge. Full article
(This article belongs to the Special Issue New Online Technical Applications for Non-Face-to-Face Learning)
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12 pages, 866 KiB  
Article
Technology-Supported Active Learning in a Flexible Teaching Space
by Jirarat Sitthiworachart, Mike Joy, Emma King, Jane Sinclair and Jonathan Foss
Educ. Sci. 2022, 12(9), 634; https://doi.org/10.3390/educsci12090634 - 19 Sep 2022
Cited by 12 | Viewed by 4410
Abstract
Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to [...] Read more.
Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as they experiment with the delivery of innovative, technology-based teaching. This study investigates teachers’ experiences of trialling active learning approaches within the Teaching Grid using four case studies. The results suggest that the Teaching Grid can be effectively used to support teacher professional development, and the experience of using the facility encourages teachers to integrate technology into their future teaching plans. Five factors are identified which contribute to the promotion of active learning. Teachers’ perceptions of their experience indicate not only the intention to use technology more but also an increased awareness of its potential and openness to adopt more active, student-focused approaches. The broader significance of this work is to identify an alternative model for teacher development which, in contrast to most current approaches, has a demonstrable positive impact on fostering innovative, technology-based pedagogy. Full article
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12 pages, 765 KiB  
Article
E-Learning Courses Evaluation on the Basis of Trainees’ Feedback on Open Questions Text Analysis
by Dimitrios O. Tsimaras, Stylianos Mystakidis, Athanasios Christopoulos, Emmanouil Zoulias and Ioannis Hatzilygeroudis
Educ. Sci. 2022, 12(9), 633; https://doi.org/10.3390/educsci12090633 - 18 Sep 2022
Cited by 5 | Viewed by 2574
Abstract
Life-long learning is a necessity associated with the requirements of the fourth industrial revolution. Although distance online education played a major role in the evolution of the modern education system, this share grew dramatically because of the COVID-19 pandemic outbreak and the social [...] Read more.
Life-long learning is a necessity associated with the requirements of the fourth industrial revolution. Although distance online education played a major role in the evolution of the modern education system, this share grew dramatically because of the COVID-19 pandemic outbreak and the social distancing measures that were imposed. However, the quick and extensive adoption of online learning tools also highlighted the multidimensional weaknesses of online education and the needs that arise when considering such practices. To this end, the ease of collecting digital data, as well as the overall evolution of data analytics, enables researchers, and by extension educators, to systematically evaluate the pros and cons of such systems. For instance, advanced data mining methods can be used to find potential areas of concern or to confirm elements of excellence. In this work, we used text analysis methods on data that have emerged from participants’ feedback in online lifelong learning programmes for professional development. We analysed 1890 Greek text-based answers of participants to open evaluation questions using standard text analysis processes. We finally produced 7-gram tokens from the words in the texts, from which we constructed meaningful sentences and characterized them as positive or negative. We introduced a new metric, called acceptance grade, to quantitatively evaluate them as far as their positive or negative content for the online courses is concerned. We finally based our evaluation on the top 10 sentences of each category (positive, negative). Validation of the results via two external experts and data triangulation showed an accuracy of 80%. Full article
(This article belongs to the Special Issue Assessment and Evaluation in Higher Education—Series 2)
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14 pages, 289 KiB  
Article
STEM Faculty’s Support of Togetherness during Mandated Separation: Accommodations, Caring, Crisis Management, and Powerlessness
by Ian Thacker, Viviane Seyranian, Alex Madva and Paul Beardsley
Educ. Sci. 2022, 12(9), 632; https://doi.org/10.3390/educsci12090632 - 18 Sep 2022
Cited by 3 | Viewed by 1848
Abstract
The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed [...] Read more.
The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. Interviews with 25 STEM faculty at an undergraduate Hispanic Serving Institution revealed a wide range of accommodations they made to their courses and how they managed communication with students. Faculty strived to support student belonging with responses ranging from caring to crisis management, though some faculty expressed feelings of powerlessness when unable to accommodate certain challenges. The case of a responsive and flexible instructor is presented to highlight a productive response to a crisis. These retrospective findings point to strategies to support faculty teaching in virtual learning environments in the future; increasing opportunities for student–student and student–faculty interaction, supporting faculty in learning technologies that support these interactions and addressing faculty’s feelings of powerlessness. Full article
(This article belongs to the Special Issue Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward)
11 pages, 252 KiB  
Review
Foreign-Trained Dentist vs. International Medical Graduate: What Can We Learn from International Medical Graduate Literature?
by Judy Chia-Chun Yuan, Foteini Touloumi, Fatemeh Afshari, Michael Spector and Cortino Sukotjo
Educ. Sci. 2022, 12(9), 631; https://doi.org/10.3390/educsci12090631 - 18 Sep 2022
Viewed by 2094
Abstract
The United States of America has traditionally attracted people from various countries, including physicians and dentists, who wish to further their education and career in the U.S. international medical graduates’ (IMGs) role has been shown to be vital in medical academics and healthcare [...] Read more.
The United States of America has traditionally attracted people from various countries, including physicians and dentists, who wish to further their education and career in the U.S. international medical graduates’ (IMGs) role has been shown to be vital in medical academics and healthcare delivery systems. IMGs’ demographics, contribution to the U.S. healthcare system, education and research, and challenges in the U.S. medical system have been extensively investigated. However, similar data are limited to foreign-trained dentists (FTDs). This study reviews the current literature related to IMGs and FTDs and proposes some recommendations for future studies. Full article
(This article belongs to the Section Higher Education)
25 pages, 2696 KiB  
Article
The Lived Experience of Mindfulness in Adventure-Based Learning
by Paul T. Stuhr and April L. Denny
Educ. Sci. 2022, 12(9), 630; https://doi.org/10.3390/educsci12090630 - 17 Sep 2022
Cited by 2 | Viewed by 2812
Abstract
Adventure-based learning (ABL) is an innovative K-12 instructional model that continues to be used in physical education to promote intrapersonal and interpersonal relationship skills. ABL incorporates low initiatives/cooperative activities coupled with periods of reflection to help enhance the likelihood of transferring intrapersonal and [...] Read more.
Adventure-based learning (ABL) is an innovative K-12 instructional model that continues to be used in physical education to promote intrapersonal and interpersonal relationship skills. ABL incorporates low initiatives/cooperative activities coupled with periods of reflection to help enhance the likelihood of transferring intrapersonal and interpersonal relationship skills to other areas of K-12 student life. Mindfulness is a way of consciously and nonjudgmentally being aware of the present moment. Mindfulness practices (MPs) hold tremendous potential as a pedagogical tool in helping physical educators generate greater attention, equanimity, and compassion for themselves and their students. To further explore the impact of MPs for students, this study focused on undergraduate perception with regard to comprehension, practice, and demonstration of the possible benefits of MPs in three separate 16-week ABL teacher education courses. Specifically, we wanted to explore how students in the teacher education course conceptualized mindfulness as a phenomenon and how MPs played a part of their lived experience. Three themes were discovered: conceptualizing mindfulness, student interest with mindfulness, and perceived outcomes from mindfulness practices. The findings provide a deeper understanding of the participants’ meaning making of mindfulness, their overall buy-in and openness in using MPs, and the perceived benefits in using these contemplative practices. Full article
(This article belongs to the Special Issue Lifestyle Sports and Physical Education)
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18 pages, 1706 KiB  
Systematic Review
The Role of Mathematics in STEM Secondary Classrooms: A Systematic Literature Review
by Janina Just and Hans-Stefan Siller
Educ. Sci. 2022, 12(9), 629; https://doi.org/10.3390/educsci12090629 - 16 Sep 2022
Cited by 18 | Viewed by 8121
Abstract
Nowadays, science, technology, engineering, and mathematics (STEM) play a critical role in a nation’s global competitiveness and prosperity. Thus, there is a need to educate students in these subjects to meet the current and future demands of personal life and society. While applications, [...] Read more.
Nowadays, science, technology, engineering, and mathematics (STEM) play a critical role in a nation’s global competitiveness and prosperity. Thus, there is a need to educate students in these subjects to meet the current and future demands of personal life and society. While applications, especially in science, engineering, and technology, are directly obvious, mathematics underpins the other STEM disciplines. It is recognized that mathematics is the foundation for all other STEM disciplines; the role of mathematics in classrooms is not clear yet. Therefore, the question arises: What is the current role of mathematics in secondary STEM classrooms? To answer this question, we conducted a systematic literature review based on three publication databases (Web of Science, ERIC, and EBSCO Teacher Referral Center). This literature review paper is intended to contribute to the current state of the role of mathematics in STEM education in secondary classrooms. Through the search, starting with 1910 documents, only 14 eligible documents were found. In these, mathematics is often seen as a minor matter and a means to an end in the eyes of science educators. From this, we conclude that the role of mathematics in the STEM classroom should be further strengthened. Overall, the paper highlights a major research gap, and proposes possible initial solutions to close it. Full article
(This article belongs to the Special Issue STEAM Education and Problem Solving)
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16 pages, 1898 KiB  
Article
Factors Affecting Undergraduate Medical Science Students’ Motivation to Study during the COVID-19 Pandemic
by Thomas Mayers, Bryan J. Mathis, C. Kiong Ho, Kazuya Morikawa, Naoki Maki and Koji Hisatake
Educ. Sci. 2022, 12(9), 628; https://doi.org/10.3390/educsci12090628 - 16 Sep 2022
Cited by 12 | Viewed by 3995
Abstract
In the current study, we investigated the motivational status and underlying factors of the motivational changes among Japanese medical science students brought by the COVID-19 pandemic. Two groups of second-year undergraduate medical science students (training to become medical technologists and/or medical science researchers) [...] Read more.
In the current study, we investigated the motivational status and underlying factors of the motivational changes among Japanese medical science students brought by the COVID-19 pandemic. Two groups of second-year undergraduate medical science students (training to become medical technologists and/or medical science researchers) participated in this study in the summers of 2020 and 2021 by writing essays describing how the pandemic had affected their motivation to study. A content analysis of the motivation status and underlying factors (both motivating and demotivating factors) was conducted before statistical analysis was used to investigate possible differences between the sexes and the two groups. In total, 73 essays were included in the analysis. The students had increased motivation to study in both groups (89% and 62%, respectively); however, in Group 2021, 19% of the students (all women) had decreased motivation. Among the underlying reasons behind the increased motivation, students showed a desire to help/save others, contribute to the development of medical science, increase knowledge, and disseminate correct information. The demotivating factors were largely linked to online learning and the negative emotions associated with lockdown. Our findings suggest that, for Japanese medical science students, the COVID-19 pandemic has been an overall motivating experience for our students. However, the prolonged pandemic and lockdown measures could attenuate this and be particularly disruptive for women. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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41 pages, 1867 KiB  
Article
Post-COVID-19 Transition in University Physics Courses: A Case of Study in a Mexican University
by Francisco Delgado
Educ. Sci. 2022, 12(9), 627; https://doi.org/10.3390/educsci12090627 - 16 Sep 2022
Cited by 12 | Viewed by 2644
Abstract
The extended confinement imposed by the COVID-19 pandemic lockdowns resulted in the imposition of online education for two years. Many students experienced their transitions to higher educative levels during this time, surely losing some academic learning as a consequence. On the other hand, [...] Read more.
The extended confinement imposed by the COVID-19 pandemic lockdowns resulted in the imposition of online education for two years. Many students experienced their transitions to higher educative levels during this time, surely losing some academic learning as a consequence. On the other hand, this context could have promoted different types of competencies, until recently not explored, as a function of students’ personalities or academic profiles. Physics teaching is among those areas which have changed from its traditional methods during this period. The return to school during the ‘New Normal’ has resulted in certain concerns about students’ adaptability due to their possible lack of learning over this time. We analyse, in the current research, the transitions of three generations crossing several pandemic stages during their time participating in university physics courses during the first year, a common entry point for engineering programs. In addition, we analyse several academic traits as causal factors of academic success in order to understand how performance could be affected during online education and during the ‘New Normal’. The results highlight a general high level of adaptation for the most of the students, but still, some of them were affected in terms of the functioning of their learning styles or regarding their personality profiles. Notably, no meaningful losses were detected among the last transition; instead, several interesting aspects were found relating to academic profile appearing to have an effect on the students’ performance during the first transition to online education, and then during the second transition back to face-to-face education in the ‘New Normal’. Full article
(This article belongs to the Special Issue Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward)
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21 pages, 314 KiB  
Article
STEM Project-Based Instruction: An Analysis of Teacher-Developed Integrated STEM PBI Curriculum Units
by Jeanna R. Wieselmann, Marc T. Sager and Brynn C. Price
Educ. Sci. 2022, 12(9), 626; https://doi.org/10.3390/educsci12090626 - 16 Sep 2022
Cited by 7 | Viewed by 4470
Abstract
Integrated science, technology, engineering, and mathematics (STEM) and project-based instruction (PBI) have both received increased attention as instructional approaches that allow for deep, authentic student learning. However, there has been little research that explores the overlap of these two related yet distinct approaches. [...] Read more.
Integrated science, technology, engineering, and mathematics (STEM) and project-based instruction (PBI) have both received increased attention as instructional approaches that allow for deep, authentic student learning. However, there has been little research that explores the overlap of these two related yet distinct approaches. In this case study, eight teacher-developed STEM PBI curriculum units for grades 1–8 were analyzed using content analysis methods. Each unit was scored for integrated STEM and PBI quality. Findings highlight strengths related to an authentic context for learning, opportunities for communication, and the development of a final product that is shared publicly. However, weaknesses were also apparent related to STEM content integration and learning goals, student voice and choice, assessment, and organization. Notably, the content analysis also illustrated that the units developed for elementary grades (1 and 5) were generally stronger than those units developed for middle-school grades (7 and 8). Implications for practice and future research are discussed. Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
19 pages, 644 KiB  
Article
Measuring Distance Learning System Adoption in a Greek University during the Pandemic Using the UTAUT Model, Trust in Government, Perceived University Efficiency and Coronavirus Fear
by Konstantinos Antoniadis, Kostas Zafiropoulos and Dimitra Mitsiou
Educ. Sci. 2022, 12(9), 625; https://doi.org/10.3390/educsci12090625 - 15 Sep 2022
Cited by 12 | Viewed by 2956
Abstract
The COVID-19 pandemic has led most universities around the world using e-learning services as an alternative to their curricula. These distance learning tools can help universities expand and enhance their curricula with flexible learning techniques. In order to measure distance learning systems adoption [...] Read more.
The COVID-19 pandemic has led most universities around the world using e-learning services as an alternative to their curricula. These distance learning tools can help universities expand and enhance their curricula with flexible learning techniques. In order to measure distance learning systems adoption in the University of Macedonia, a Greek university in the city of Thessaloniki, an extended version of the UTAUT model is introduced by using the constructs of Trust in Government regarding the management of the pandemic, Perceived University Efficiency on issues regarding distance learning provision and Corona Fear. To analyze the proposed model, an online survey of 471 university students was conducted. Data were analyzed using Partial Least Squares. The findings revealed that students’ attitudes toward University Efficiency affect key variables of the proposed model, such as Performance Expectancy, Effort Expectancy, Social Influence, Facilitation Conditions and Use Behavior. Additionally, Trust in Government affects Perceived University Efficiency, and Use Behavior and Corona Fear affects University Efficiency and Trust in the Government in the management of pandemic issues. In contradiction with other research, Corona Fear has no moderating effects. University efficiency, Trust in Government and Corona Fear, because of the effects that they have on key variables, may have important managerial implications when considering the adoption of distance learning systems during the pandemic and in general. Full article
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19 pages, 3185 KiB  
Article
How Does Simulation Contribute to Prospective Mathematics Teachers’ Learning Experiences and Results?
by Timur Koparan
Educ. Sci. 2022, 12(9), 624; https://doi.org/10.3390/educsci12090624 - 15 Sep 2022
Cited by 3 | Viewed by 3017
Abstract
In this research, the aim was to evaluate a simulation-based learning environment in the context of conditional probability. The study group consisted of 44 prospective mathematics teachers of the Probability and Statistics Teaching course. The data were collected through three probability problems, a [...] Read more.
In this research, the aim was to evaluate a simulation-based learning environment in the context of conditional probability. The study group consisted of 44 prospective mathematics teachers of the Probability and Statistics Teaching course. The data were collected through three probability problems, a survey form for the simulation-based learning environment, and observations. The research was conducted within the scope of the Probability and Statistics Teaching course. In the lessons, conducted in a simulation-based learning environment with distance education, the prospective teachers were asked to solve the questions asked and send the solutions using smartphones. The different ways of thinking that emerged are put forward by the researcher. Then, simulations developed by the researcher were used for the problems, and the prospective teachers were asked to make observations and take notes on important issues. In the last stage, there was a class discussion about the related problems. After the simulation-based learning activities, the prospective teachers were asked to evaluate the learning environment. The data obtained were evaluated qualitatively, and the prospective teachers’ ways of thinking about problems, changing thoughts with the use of simulations, and their views on the learning environment are presented as direct quotations. The research findings revealed that the designed learning environment offers unique opportunities for prospective teachers to think about situations with mathematics content and to experience different methods of teaching and learning mathematics. The learning environment provided prospective teachers with the opportunity to understand and evaluate the contribution of simulations to problem-solving and the opportunities they provide for discussion, reflection, and collaboration in a meaningful context. It was concluded that simulations could become a powerful tool and an effective learning environment for learners. 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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19 pages, 1000 KiB  
Article
Undergraduate Engineering and Education Students Reflect on Their Interdisciplinary Teamwork Experiences Following Transition to Virtual Instruction Caused by COVID-19
by Kristie S. Gutierrez, Jennifer J. Kidd, Min Jung Lee, Pilar Pazos, Krishnanand Kaipa, Stacie I. Ringleb and Orlando Ayala
Educ. Sci. 2022, 12(9), 623; https://doi.org/10.3390/educsci12090623 - 15 Sep 2022
Cited by 8 | Viewed by 3087
Abstract
This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format. In this qualitative study, students’ reflections and focus groups from three interdisciplinary collaborations were [...] Read more.
This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format. In this qualitative study, students’ reflections and focus groups from three interdisciplinary collaborations were analyzed using the lens of Social Cognitive Theory. COVID-19 created a dramatic change in the environment such that the most immediate and direct impact on students’ experiences was on the environmental aspects of Bandura’s triadic reciprocal determinism model, which then triggered behavioral and personal responses to adapt to the new environment. Subsequent evidence of reciprocal effects between environmental, behavioral, and personal factors took place as students continued to adapt. Results suggest that the modifications made to transition the project fully online were meaningful experiences for students’ learning and teaching of engineering through teams. This interdisciplinary partnership provided both pre-service teachers and undergraduate engineering students with the opportunity to learn and practice content and professional skills that will be essential for success in future work environments. Full article
(This article belongs to the Special Issue Integrated STEM and STEM Partnerships: Teaching and Learning)
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15 pages, 425 KiB  
Article
A Non-Randomised Controlled Study of Interventions Embedded in the Curriculum to Improve Student Wellbeing at University
by Rebecca Upsher, Zephyr Percy, Anna Nobili, Juliet Foster, Gareth Hughes and Nicola Byrom
Educ. Sci. 2022, 12(9), 622; https://doi.org/10.3390/educsci12090622 - 14 Sep 2022
Cited by 5 | Viewed by 3197
Abstract
Universal and preventative interventions are advocated via the curriculum and pedagogy to help overcome the increasing prevalence of poor mental health among university students. To date, the literature in this field is overall of poor quality and cannot be synthesised for meta-analysis, due [...] Read more.
Universal and preventative interventions are advocated via the curriculum and pedagogy to help overcome the increasing prevalence of poor mental health among university students. To date, the literature in this field is overall of poor quality and cannot be synthesised for meta-analysis, due to poor reporting of methodology and results, lack of control conditions, and mixed outcomes across studies. This study examines the effectiveness of curriculum-embedded interventions on student wellbeing at university. A non-randomised design compared four curriculum-embedded interventions with matched controls from the same cohort (Psychology, English, Nursing, International Politics). To increase power, a meta-analytic approach combined the conditions to examine improvements in student wellbeing, social connectedness, loneliness, students flourishing, self-compassion, burnout, self-esteem, and learning approach. There were non-significant improvements in the intervention versus control conditions across all outcomes. There is no strong support for curriculum-embedded interventions improving student wellbeing at university. Despite improvements in study design and reporting, the sample size was still a challenge. More studies of high quality need to be conducted to provide evidence to guide teaching staff in supporting student wellbeing in the curriculum. Qualitative research is required to fully understand students’ experiences. Full article
(This article belongs to the Section Higher Education)
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16 pages, 589 KiB  
Article
Cultural Production, Reproduction and Subversion of Gender Stereotyping among Pre-Service Science Teachers: Insights from Science Educators
by Daniel Allu, Nadaraj Govender and Angela James
Educ. Sci. 2022, 12(9), 621; https://doi.org/10.3390/educsci12090621 - 14 Sep 2022
Cited by 1 | Viewed by 2516
Abstract
We perceive contestations between science, education and women’s engagement and have raised disruptions in their act of knowing and mobility in science education. This study explored science educators’ views, beliefs and actions of reproduction and subversion of gender stereotyping at a teacher education [...] Read more.
We perceive contestations between science, education and women’s engagement and have raised disruptions in their act of knowing and mobility in science education. This study explored science educators’ views, beliefs and actions of reproduction and subversion of gender stereotyping at a teacher education college in Nigeria. Six science educators were selected based on comprehensive gender information that facilitated conduction of the study. The six educators were purposively selected out of 11 educators who completed and returned the questionnaire. A qualitative approach and case study framed the research using instruments such as questionnaires, interviews, and classroom observation schedules. Thematic analysis and coding were done. Educators consciously and unconsciously reproduced gender stereotypes beliefs and practices. Educators explicitly and implicitly engaged in unequal distribution of cognitive activities amongst pre-service teachers influenced by their practice of cultural norms and patriarchal ideology. The findings revealed multiple oppressions females faced, contradictory science classrooms, and political and democratic classroom space for negotiating and renegotiating discriminatory classroom beliefs, perception and views of educators during science engagements. However, several possibilities such as political advocacy, productive activism and transformative resistance for educators to re-negotiate discriminatory gendered space through constructive gender equality awareness for freedom and intellectual growth in science education could be emancipatory possibilities. Full article
(This article belongs to the Section STEM Education)
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13 pages, 629 KiB  
Article
Don’t Wait, Innovate! Preparing Students and Lecturers in Higher Education for the Future Labor Market
by Marlies Ter Beek, Iwan Wopereis and Kim Schildkamp
Educ. Sci. 2022, 12(9), 620; https://doi.org/10.3390/educsci12090620 - 14 Sep 2022
Cited by 13 | Viewed by 5280
Abstract
Technological innovations are changing our society at a rapid pace. The expansion of new technologies (e.g., tools and programs) will inevitably change future jobs in the area of, for example, engineering, healthcare, and science. People working in these areas need digital human capital, [...] Read more.
Technological innovations are changing our society at a rapid pace. The expansion of new technologies (e.g., tools and programs) will inevitably change future jobs in the area of, for example, engineering, healthcare, and science. People working in these areas need digital human capital, which is often acquired through education prior to starting a job. As a result, higher education systems around the globe face increasing demands to prepare their students for the changing labor market. To meet these demands, it is essential to focus on both lecturers’ and students’ digital competencies. Teaching professionals will have to learn to do new things using new resources. This goes beyond merely replacing work forms and resources; it is a complex process that demands a deeper way of learning in which routines and underlying knowledge and beliefs are explicitly reconsidered. Attention needs to be paid to how lecturers can gradually and continuously develop their professional competencies in the field of educational innovation with IT, to ensure these practices become embedded in future higher education. In this reflection paper, we will discuss key digital competencies for both students and lecturers. We will also focus on how lecturers develop these competencies through effective professional development (PD) activities. Based on a literature review, we present a model for effective lecturer PD with 29 ‘building blocks’. This model will be used to clarify practical examples of effective lecturer PD aimed at using innovative technology in higher education. Full article
(This article belongs to the Special Issue The Values and Risks of Emerging Technologies in Higher Engineering Education)
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16 pages, 2515 KiB  
Article
Impact of Educational Gardens and Workshop Activities on 8th-Grade Student’s Perception and Knowledge of Plant Biology
by Herlander Azevedo, Isabel Soares-Silva, Fernando Fonseca, Paulo Alves, Duarte Silva and Maria-Manuel Azevedo
Educ. Sci. 2022, 12(9), 619; https://doi.org/10.3390/educsci12090619 - 14 Sep 2022
Cited by 4 | Viewed by 2613
Abstract
Educational gardens can be a significant resource in the promotion of environmental education, engaging both the school population and the general public. The main goal of the present study was to implement and assess a hands-on interventional program to promote knowledge and awareness [...] Read more.
Educational gardens can be a significant resource in the promotion of environmental education, engaging both the school population and the general public. The main goal of the present study was to implement and assess a hands-on interventional program to promote knowledge and awareness of plant-related topics at a basic school level. We report on a hands-on educational project implemented with 8th-grade Portuguese students (mostly 13–14 years of age), associated with the establishment, on school grounds, of three educational gardens representing distinct Portuguese ecosystems. This was a collaborative project and encompassed several activities and subjects, including garden creation, plant propagation and plant care, plant identification, the study of form–function relationships, and lectures by plant researchers. A survey instrument with pre- and post-test assessments demonstrated the effectiveness of the program in raising student knowledge and awareness on topics centered around the native flora. Specifically, we noted that scores increased in all questions addressing different plant biology-related topics in the post-test assessment. This study supports the benefits of incorporating field/laboratory work and educational gardens in educational programs geared toward plant-oriented environmental education. Full article
(This article belongs to the Special Issue Effects of Learning Environments on Student Outcomes)
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22 pages, 7191 KiB  
Article
Factors Influencing Students’ Achievements in the Content and Cognitive Domains in TIMSS 4th Grade Science and Mathematics in the United Arab Emirates
by Asma Balfaqeeh, Nasser Mansour and Sufian Forawi
Educ. Sci. 2022, 12(9), 618; https://doi.org/10.3390/educsci12090618 - 13 Sep 2022
Cited by 2 | Viewed by 3204
Abstract
Trends in International Mathematics and Science Study (TIMSS) is a comparative international assessment study conducted by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS aims to study how educational opportunities are provided for students and what factors are associated with [...] Read more.
Trends in International Mathematics and Science Study (TIMSS) is a comparative international assessment study conducted by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS aims to study how educational opportunities are provided for students and what factors are associated with these opportunities. The purpose of this study was to examine the student factors in the United Arab Emirates that have an association with grade 4 students’ TIMSS 2015 results in the content and cognitive domains in the subjects of mathematics and science. The study adopted the quantitative research approach through the data analysis of TIMSS 2015 for grade 4 students in these subjects. The study sample consisted of 21,177 students enrolled in 372 UAE private schools and 186 public schools. The percentage of grade 4 girls who participated in the study was 48%, while the percentage of boys was 52%. A multiple linear regression analysis was conducted to examine the most influential student factors that impact on science and maths achievement. Structural equation modeling (SEM) was implemented to examine the relationships between student factors and the content and cognitive domains of mathematics and science in the TIMSS 2015 results. The findings showed that the student factors with a positive association with student achievement were having breakfast on school days, engaging teaching in mathematics lessons, liking learning science, and confidence in mathematics and science. There was a non-significant correlation between gender and mathematics and science achievement. A surprising finding was that “liking learning mathematics” had a negative association with student performance in that subject. There was a positive association between student engagement and mathematics achievement, while the association between the engagement in science lessons and student performance was found to be insignificant. Full article
(This article belongs to the Section STEM Education)
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14 pages, 244 KiB  
Article
A Study on Learner Types in Online Classes by Q-Methodology
by Byoung-Wook Ahn and Won-Ick Song
Educ. Sci. 2022, 12(9), 617; https://doi.org/10.3390/educsci12090617 - 13 Sep 2022
Viewed by 1614
Abstract
The aim of this research was to analyze the characteristics of each type of learner among university students in online classes. The P sample was composed of 28 students who had participated in online classes. We prepared a Q sample for advanced research, [...] Read more.
The aim of this research was to analyze the characteristics of each type of learner among university students in online classes. The P sample was composed of 28 students who had participated in online classes. We prepared a Q sample for advanced research, special publication, an open questionnaire, and an interview. Through this process, we suggested different learner types and applied the types through Q methodology, which is well-known for its use in subjective research. We then distributed the P sample amongst Q cards and generated the following results through principal component factor analysis. University students were categorized into four learning types: ‘self-directed’, ‘content’, ‘online’, and ‘team project’. We judged that the class attitude and class satisfaction of students change as the class types are diversified due to the coronavirus. By analyzing the types of learners created by non-face-to-face classes at universities, this study is meaningful in providing teachers with an outline of various classes that are suitable for various types of learners. Full article
11 pages, 284 KiB  
Article
The Impact of Technostress on Teacher Educators’ Work–Family Conflict and Life Satisfaction While Working Remotely during COVID-19 in Pakistan
by Sadia Shaukat, Lisa D. Bendixen and Nadia Ayub
Educ. Sci. 2022, 12(9), 616; https://doi.org/10.3390/educsci12090616 - 13 Sep 2022
Cited by 11 | Viewed by 4714
Abstract
This study aims to examine the relationship between teacher educators’ technostress, work–family conflict, and life satisfaction while working from home during the COVID-19 pandemic in Pakistan. The sample consists of 292 respondents, 151 (51.7%) male and 141 (48.3%) female teacher educators, who participated [...] Read more.
This study aims to examine the relationship between teacher educators’ technostress, work–family conflict, and life satisfaction while working from home during the COVID-19 pandemic in Pakistan. The sample consists of 292 respondents, 151 (51.7%) male and 141 (48.3%) female teacher educators, who participated in this study. Three scales, the Technostress Scale (TS), Work–Family Conflict Scale (WFCS), and the Life-Satisfaction Scale (LS), were administered to determine the impact of demographic variables (i.e., gender, age, qualification) on teachers’ technostress, work–family conflict, and life satisfaction. The findings of the study suggest a positive correlation of technostress with work–family conflict (r = 381) and life satisfaction (r = 0.449). Moreover, gender differences were found in the variables of technostress (t = −3.506, df = 290, p ≤ 0.05), work–family conflict (t = −2.834, df = 290, p ≤ 0.05), and life satisfaction (t = −2.916, df = 290, p ≤ 0.05). The present research is a baseline study within the context of Pakistan to report the findings in terms of educators’ technostress, keeping balance between work and life, and status of life satisfaction as a result of teaching virtually while working from home during the pandemic. Full article
(This article belongs to the Section Technology Enhanced Education)
19 pages, 5821 KiB  
Article
Let’s Escape! The Impact of a Digital-Physical Combined Escape Room on Students’ Creative Thinking, Learning Motivation, and Science Academic Achievement
by Hsu-Chan Kuo, Ai-Jou Pan, Cai-Sin Lin and Chu-Yang Chang
Educ. Sci. 2022, 12(9), 615; https://doi.org/10.3390/educsci12090615 - 13 Sep 2022
Cited by 16 | Viewed by 4126
Abstract
Digital and physical escape rooms have been suggested as practical and effective approaches to game-based learning and have recently gained momentum. The deficit of scholarly works that simultaneously implement both types of escape rooms legitimizes this study’s significance and appropriateness. The researchers systematically [...] Read more.
Digital and physical escape rooms have been suggested as practical and effective approaches to game-based learning and have recently gained momentum. The deficit of scholarly works that simultaneously implement both types of escape rooms legitimizes this study’s significance and appropriateness. The researchers systematically combined digital and physical escape rooms and integrated them into fifth-grade science lessons (experimental group N = 22; control group N = 21). Considering that creative thinking is one of the essential competencies in the competitive world, learning motivation is a crucial factor contributing to students’ learning, and academic achievement is a criterion for learning outcomes. The Torrance Test of Creative Thinking (fluency, flexibility, originality, and elaboration), the Learning Motivation Scale (value, expectation, affect, and executive volition), and the science achievement exam were used to quantitatively investigate students’ learning effectiveness. The results indicated that the experimental group’s creative thinking and learning motivation outperformed the control group significantly. Nonetheless, both groups showed no significant difference in science academic achievement. The present study verifies that a digital–physical combined escape room is an effective and practical approach that has the potential to be widely used in schools to benefit students’ learning. Some discussions, educational implications, and suggestions for future studies and practices are offered. Full article
(This article belongs to the Special Issue Game-Based Learning and Gamification for Education)
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15 pages, 2445 KiB  
Article
Learning Patterns in STEAM Education: A Comparison of Three Learner Profiles
by Xiaofang Liao, Heng Luo, Yang Xiao, Lin Ma, Jie Li and Min Zhu
Educ. Sci. 2022, 12(9), 614; https://doi.org/10.3390/educsci12090614 - 12 Sep 2022
Cited by 5 | Viewed by 3270
Abstract
A learner profile is a method of classifying learners through their characteristics. Much of the current research on learner profiles has focused on online learning environments; there is a lack of in-depth category profiling and learning behavior analysis of student profiles in the [...] Read more.
A learner profile is a method of classifying learners through their characteristics. Much of the current research on learner profiles has focused on online learning environments; there is a lack of in-depth category profiling and learning behavior analysis of student profiles in the STEAM context. To address this research demand, this study conducted a cluster analysis based on observed higher-order thinking behaviors, leadership behaviors, and verbal and non-verbal interaction behaviors of 81 primary school students in a STEAM project to explore the differences in learning outcomes, learning perception, and social recognition among different types of learners. The results revealed that STEAM students can be divided into three categories: Thinkers, Speakers, and Followers. There are significant differences between Thinkers and Followers in terms of positive emotions. Speakers and Followers have notable differences in their contributions and active participation. The research results can help teachers acquire a deeper understanding of student types in STEAM and thus provide more relevant and personalized instructional facilitation and class management. Full article
(This article belongs to the Special Issue Advancing Educational Research on Computer-Supported Collaborative Learning (CSCL): Innovative Solutions for New Challenges)
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11 pages, 1627 KiB  
Article
What Is the Place of Physical Education among the Teaching Priorities of Primary School Teachers? An Empirical Study on Importance, Qualification and Perceived Teachers’ Competence
by Mirjana Milić, Endica Radić Hozo, Claudia Maulini, Andrea De Giorgio and Goran Kuvačić
Educ. Sci. 2022, 12(9), 613; https://doi.org/10.3390/educsci12090613 - 11 Sep 2022
Cited by 4 | Viewed by 2669
Abstract
The education of children is important because it determines the future of the world. Teachers have a great responsibility for this, which applies to every subject taught. In this regard, teachers usually specialize in a specific area and greatly influence how the subject [...] Read more.
The education of children is important because it determines the future of the world. Teachers have a great responsibility for this, which applies to every subject taught. In this regard, teachers usually specialize in a specific area and greatly influence how the subject is taught and how students gain a view of the subject. The present study aimed to investigate teachers’ attitudes about subjects in primary school, with a particular focus on physical education. The sample of participants (N = 111) included Croatian female primary school teachers with a mean age of 47.88 (±8.11 SD) years and a mean teaching experience of 21.83 (±10.24 SD) years. The variable sample consisted of a three-criteria questionnaire for the assessment of classroom subjects: (i) the importance of a subject (importance); (ii) the level of qualifications obtained during study for a subject (qualification); and (iii) the teacher’s competence for teaching (competence). Significant differences were found in the assessment of classroom subjects. The group of core academic subjects has noticeably higher assessments than the group of practical and artistic subjects. The assessment of teachers’ competence in PE teaching is the lowest of all the classroom subjects. Further research of classroom teachers’ attitudes towards the implementation of physical education is advised, with an increased number of participants and the inclusion of new measures. Full article
(This article belongs to the Section Curriculum and Instruction)
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19 pages, 1761 KiB  
Review
Use of Digital Resources in Higher Education during COVID-19: A Literature Review
by Miriam Lorente Rodríguez and Cristina Pulido-Montes
Educ. Sci. 2022, 12(9), 612; https://doi.org/10.3390/educsci12090612 - 9 Sep 2022
Cited by 11 | Viewed by 5848
Abstract
The sudden transition from face-to-face education to remote education under the international-level restrictions imposed as a result of the COVID-19 pandemic—a transition made in the spirit of achieving and developing accessible education—involved the application of methodologically diverse resources and strategies. The objective of [...] Read more.
The sudden transition from face-to-face education to remote education under the international-level restrictions imposed as a result of the COVID-19 pandemic—a transition made in the spirit of achieving and developing accessible education—involved the application of methodologically diverse resources and strategies. The objective of this article is to investigate the digital resources that have been applied in higher education institutions, paying special attention to the type and frequency of use of resources. A literature review was carried out on a total of 44 articles. The main results show that the primary resources applied in higher education institutions were videoconferencing tools, educational videos, and virtual platforms. Most higher education institutions made use of free and open access resources. Our primary conclusions posit our observation that the use of digital resources for teaching in an emergency context has not enabled reflection on their use. Such reflection would equip institutions for the optimization of these resources toward their efficient pedagogical application in teaching–learning processes. Full article
(This article belongs to the Special Issue Digital Innovation in Education)
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12 pages, 1019 KiB  
Article
Student-Guided Math Practice in Elementary School: Relation among Math Anxiety, Emotional Self-Efficacy, and Children’s Choices When Practicing Math
by Aditi Tarkar, Brandie Matalka, Macey Cartwright and Heidi Kloos
Educ. Sci. 2022, 12(9), 611; https://doi.org/10.3390/educsci12090611 - 9 Sep 2022
Cited by 1 | Viewed by 3124
Abstract
In the current study, we explored math anxiety in the context of a special kind of math practice, one that allowed for some flexibility on the part of the students. Such student-guided math practice is conducive to exploring how math anxiety relates to [...] Read more.
In the current study, we explored math anxiety in the context of a special kind of math practice, one that allowed for some flexibility on the part of the students. Such student-guided math practice is conducive to exploring how math anxiety relates to children’s day-to-day experiences with math, potentially yielding insights into math anxiety that would not be available otherwise. Students in Grades 3 and 4 (N = 26) could choose math problems that were below, at, or above their proficiency level. They also completed a math-anxiety survey and an emotional self-efficacy survey. Descriptive results revealed that math anxiety was implicated in two negative outcomes of math practice: children’s tendency to avoid challenging math problems and children’s relatively low success rate when working on class-level math. Finding that math anxiety relates to several negative experiences could explain why math anxiety can persist. Importantly, results show that emotional self-efficacy plays a role in both children’s willingness to challenge themselves and their success rate. This adds to the ongoing discussion on whether emotional self-efficacy can compensate for the negative effects of math anxiety. Full article
(This article belongs to the Special Issue Math Anxiety, Student Learning, and Instructional Strategies)
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7 pages, 209 KiB  
Perspective
Anatomy in Competencies-Based Medical Education
by Erich Brenner
Educ. Sci. 2022, 12(9), 610; https://doi.org/10.3390/educsci12090610 - 9 Sep 2022
Cited by 3 | Viewed by 2587
Abstract
Anatomy as a basic science discipline is “vanishing” in recent competencies-based medical curricula. The fundamental requirement of these curricula to apply the knowledge from the basic disciplines in practical and clinical everyday life contributes to this disappearance. Anatomical educational objectives are in many [...] Read more.
Anatomy as a basic science discipline is “vanishing” in recent competencies-based medical curricula. The fundamental requirement of these curricula to apply the knowledge from the basic disciplines in practical and clinical everyday life contributes to this disappearance. Anatomical educational objectives are in many cases not yet adapted to these changes. At the same time, the higher levels of the progress dimension in the cognitive domain and the activities associated with them certainly allow the application; even the analysis or evaluation of anatomical knowledge. However, a change in the teaching objectives to these higher levels of the progress dimension must also be accompanied by a change in the anatomical assessments. Since these forms of examinations themselves represent a practical application of anatomical knowledge, they must be carried out on suitable examination material. However, in order to protect living persons, the donated body again comes into focus. Full article
(This article belongs to the Special Issue Advances in Learning and Teaching in Medical Education)
14 pages, 745 KiB  
Review
Teacher Perceptions about ICT Integration into Classroom Instruction
by Vincent Ruhogo Abel, Jo Tondeur and Guoyuan Sang
Educ. Sci. 2022, 12(9), 609; https://doi.org/10.3390/educsci12090609 - 7 Sep 2022
Cited by 27 | Viewed by 16827
Abstract
This study looked at qualitative papers that focused on teacher perceptions of how technology is integrated in the classroom. It synthesized 22 qualitative research studies using the meta-ethnography method to trace, assess, and synthesize the findings in order to gain a better understanding [...] Read more.
This study looked at qualitative papers that focused on teacher perceptions of how technology is integrated in the classroom. It synthesized 22 qualitative research studies using the meta-ethnography method to trace, assess, and synthesize the findings in order to gain a better understanding of the diversity of teacher perceptions concerning ICT integration in the classroom. The outcomes were determined by the positive and negative attitudes teachers had toward ICT integration in the classroom. The synthesis revealed that local settings and global educational trends both influence teacher perceptions. It is stated how crucial teacher professional development programs are, and contextual elements influencing teacher perceptions about ICT integration into classroom are highlighted. Recommendations for further study are explored by integrating the review’s findings. Full article
(This article belongs to the Special Issue Education Technology and Literacies: State of the Art)
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16 pages, 285 KiB  
Article
Highs, Lows and Turning Points in Marginalised Transitions and Experiences of Noncompletion amongst Pushed Dropouts in South African Higher Education
by Mukovhe Masutha
Educ. Sci. 2022, 12(9), 608; https://doi.org/10.3390/educsci12090608 - 6 Sep 2022
Cited by 2 | Viewed by 2636
Abstract
Against a backdrop of dominant deficit, victim-blaming and class/colourblind theories of unequal educational transitions and higher education outcomes, this article analyses thematically in-depth narrative interviews with Black working class “dropouts” in South African higher education to explore how this group of former students [...] Read more.
Against a backdrop of dominant deficit, victim-blaming and class/colourblind theories of unequal educational transitions and higher education outcomes, this article analyses thematically in-depth narrative interviews with Black working class “dropouts” in South African higher education to explore how this group of former students narrate and make sense of their educational journeys and how their accounts could strengthen efforts to achieve just and equitable experiences and outcomes for students from all walks of life. Their narrative accounts reveal that, (a) in their marginalised educational transitions, despite disrupted and sometimes traumatic formative years (lows), their transformative habitus and community cultural wealth enables them to find highs in nadir moments; (b) their educational pathways are paved with unlikely steppingstones and improvising agents of transformation who overcome the odds of under-resourced schooling experiences; (c) despite policymakers’ best intentions, student financial aid moderates but does not ameliorate the perils of being Black and working class in higher education; (d) as pushed dropouts, they are victims of a class and colourblind criminalisation of failure that naturalises injustice in already unjust educational contexts. This study illuminates the transformative and social justice potential in analysing narrative accounts of those who often disappear from higher education without a trace. Full article
(This article belongs to the Special Issue Transition to Higher Education: Challenges and Opportunities)
19 pages, 1202 KiB  
Article
A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support
by Tomas Kaqinari, Elena Makarova, Jacques Audran, Anna K. Döring, Kerstin Göbel and Dominique Kern
Educ. Sci. 2022, 12(9), 607; https://doi.org/10.3390/educsci12090607 - 6 Sep 2022
Cited by 13 | Viewed by 3349
Abstract
The switch to emergency remote teaching (ERT) due to the first COVID-19 lockdown demanded a lot from university lecturers yet did not pose the same challenge to all of them. This study sought to explain differences among lecturers (n = 796) from [...] Read more.
The switch to emergency remote teaching (ERT) due to the first COVID-19 lockdown demanded a lot from university lecturers yet did not pose the same challenge to all of them. This study sought to explain differences among lecturers (n = 796) from universities in France, Germany, Switzerland, and the UK in their use of educational technology for teaching, institutional support, and personal factors. Guided by the Social Cognitive Theory (SCT), lecturers’ behavior (educational technology use), environment (institutional support), and personal factors (ERT self-efficacy, continuance intentions, and demographics) were examined. Latent class analysis was employed to identify different types of lecturers in view of educational technology use, while multinomial regression and Wald chi-square test were used to distinguish classes. The largest latent class were Presenters (45.6%), who focused on content delivery, followed by Strivers (22.1%), who strived for social interaction, Routineers (19.6%), who were ready for online teaching, and Evaders (12.7%), who evaded using technology for educational purposes. Both personal factors and perceived institutional support explained class membership significantly. Accordingly, Evaders were older, less experienced, and rarely perceived institutional support as useful. Routineers, the Evaders’ counterparts, felt most self-efficient in ERT and held the highest continuance intentions for educational technology use. This research suggests that universities engage lecturers in evidence-based professional development that seeks shared visions of digital transformation, networks and communities, and design-based research. Full article
(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)
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18 pages, 844 KiB  
Article
Implementing Dirac Approach to Quantum Mechanics in a Hungarian Secondary School
by Marisa Michelini, Alberto Stefanel and Kristóf Tóth
Educ. Sci. 2022, 12(9), 606; https://doi.org/10.3390/educsci12090606 - 6 Sep 2022
Cited by 10 | Viewed by 2144
Abstract
Quantum mechanics is included in many curricula across countries because of its cultural value and technological application. In the last decades, two-state approaches to quantum mechanics became popular because of the age of quantum computers. This article presents an experiment with 24 Hungarian [...] Read more.
Quantum mechanics is included in many curricula across countries because of its cultural value and technological application. In the last decades, two-state approaches to quantum mechanics became popular because of the age of quantum computers. This article presents an experiment with 24 Hungarian high school students on teaching/learning quantum mechanics according to Dirac’s approach to concepts and basic formalism developed in the context of light polarization. Tutorials, pre/post-tests, and oral interviews are the main monitoring tools used to collect data on the students’ learning path. From the qualitative and quantitative data analysis, learning progressions emerged in the phenomenology exploration and on the probabilistic nature of single quantum measurement. The students’ conceptions of quantum state are enriched, confirming the importance to focus educational approaches on fundamental topics. For one section of students, the complex relationship between quantum state and property remained problematic, but the students’ interpretations of a quantum state can be categorized. Two lines of reasoning emerged regarding the impossibility to attribute a trajectory to a quantum system, one more orthodox and one that seeks to avoid the probabilistic nature of the quantum world. Full article
(This article belongs to the Special Issue Innovative Research Based Educational Proposals in Physics Education)
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