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Education Sciences
Volume 14
Issue 9
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Educ. Sci., Volume 14, Issue 9 (September 2024) – 114 articles

Cover Story (view full-size image): Education Sciences (ISSN 2227-7102) is a scholarly peer-reviewed international open access journal, committed to providing inclusive and equitable global access to research. It aims to relate timely high-quality research findings across a broad range of topics. Leading educational researchers are invited to be guest editors that build a community of authors and readers through Special Issues which discuss the latest research and develop new ideas and research directions. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.
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13 pages, 2362 KiB  
Article
A Cognitive Load Approach to Molecular Geometries: Augmented Reality Technology and Visuospatial Abilities in Chemistry
by Conor Desmond Kenneally and Brendan Bentley
Educ. Sci. 2024, 14(9), 1036; https://doi.org/10.3390/educsci14091036 - 23 Sep 2024
Viewed by 1674
Abstract
Within chemistry education, methods for effectively teaching students the three-dimensional spatial arrangements of matter at the molecular level remains a topical issue. As a form of geometric problem solving, it requires learners to apply mental rotation abilities as an evolved visuospatial skill to [...] Read more.
Within chemistry education, methods for effectively teaching students the three-dimensional spatial arrangements of matter at the molecular level remains a topical issue. As a form of geometric problem solving, it requires learners to apply mental rotation abilities as an evolved visuospatial skill to obtain subject-specific content knowledge. Recent research into the use of Cognitive Load Theory (CLT) as a framework for instructional design in conjunction with augmented reality (AR) technology as a learning tool has begun to show promise in reducing unnecessary cognitive activity to improve learning. Yet, broader conclusions remain inconclusive, especially within the context of a learner’s mental rotation abilities. This study investigated the relationship between these factors by collecting data using a 2 × 3 experimental design that divided a sample of Year 10 students (n = 42) into two groups. The intervention group (n = 24) used mobile devices utilising AR technology with instructional 3D molecular geometry content featuring design principles based on CLT to encourage hand movements to rotate three-dimensional molecular structures. The non-AR-based control group (n = 18) was taught using traditional methods. Analysis of the data revealed participants using AR technology that featured CLT design principles experienced less cognitive load and improved achievement in post-testing compared to those taught using traditional methods, suggesting under certain conditions, the use of hand movement applied to AR design material improves learning. Full article
(This article belongs to the Special Issue Cognitive Load Theory: Emerging Trends and Innovations)
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13 pages, 299 KiB  
Article
Effects of Split-Attention and Task Complexity on Individual and Collaborative Learning
by John Guzmán and Jimmy Zambrano R.
Educ. Sci. 2024, 14(9), 1035; https://doi.org/10.3390/educsci14091035 - 23 Sep 2024
Viewed by 1863
Abstract
School tasks often include individual and collaborative activities supported by a wide variety of learning materials. These materials can elicit varied levels of attention and learning depending on the complexity (i.e., element interactivity level) and physical separation of the information elements in the [...] Read more.
School tasks often include individual and collaborative activities supported by a wide variety of learning materials. These materials can elicit varied levels of attention and learning depending on the complexity (i.e., element interactivity level) and physical separation of the information elements in the study material. The aim of this study was to explore the potential effects of the element interactivity level (i.e., high vs. low) and split attention (i.e., integrated vs. separated information) on individual and collaborative learning. An experimental design was implemented with 192 high school learners, with 64 working individually and 128 in dyads. The results revealed that in tasks with high element interactivity and integrated information, individual students learned more than groups. However, separated information benefited groups more than individual learners. It is concluded that the benefits of individual and group learning are mediated by task element interactivity and the physical separation of information sources in the study material, and recommendations for education professionals are presented. Full article
(This article belongs to the Special Issue Cognitive Load Theory: Emerging Trends and Innovations)
17 pages, 805 KiB  
Article
Drivers of Chatbot Adoption among K–12 Teachers in Saudi Arabia
by Nada Ali Al-Amri and Ahlam Mohammed Al-Abdullatif
Educ. Sci. 2024, 14(9), 1034; https://doi.org/10.3390/educsci14091034 - 22 Sep 2024
Cited by 1 | Viewed by 1624
Abstract
The aim of the current study was to identify the factors influencing teachers’ acceptance of using chatbots in education. To achieve this, we employed the descriptive method, applying the conceptual framework of the unified theory of acceptance and use of technology (UTAUT2) to [...] Read more.
The aim of the current study was to identify the factors influencing teachers’ acceptance of using chatbots in education. To achieve this, we employed the descriptive method, applying the conceptual framework of the unified theory of acceptance and use of technology (UTAUT2) to a sample of 406 teachers from the Eastern Province in Saudi Arabia. By applying structural equation modelling (SEM), the research results revealed that the most influential factors of chatbot acceptance among Saudi teachers were artificial intelligence literacy, followed by hedonic motivation, and then social influence. Meanwhile, performance expectancy, effort expectancy, and facilitating conditions were not significant indicators of teachers’ acceptance of using chatbots in education. In light of these findings, we recommend the following actions: focusing on artificial intelligence literacy for teachers, holding specialised workshops on chatbot applications in education, enhancing teachers’ motivation to use chatbots, and forming professional communities for teachers to exchange experiences and knowledge. Full article
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16 pages, 631 KiB  
Article
Exploring the Emergence of Chemistry in Preschool Education: A Qualitative Perspective
by Nikolaos Christodoulakis and Karina Adbo
Educ. Sci. 2024, 14(9), 1033; https://doi.org/10.3390/educsci14091033 - 21 Sep 2024
Viewed by 1244
Abstract
The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According [...] Read more.
The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children’s science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological perspectives. How children transition from everyday to scientific thinking during their early years of education is influenced by ontological and epistemological stances. The objective of this study is to introduce science content—including chemical concepts to preschool children—by utilizing a play-based learning approach in a longitudinal study. The exploration of verbal and non-verbal material, specifically pertaining to chemical content and individual differences, involved implementing educational experiments and real-life or animated zooming-in videos. The results indicated a well-established physical ontological framework utilized for the systematic interpretation of submicroscopic phenomena. Full article
(This article belongs to the Special Issue Empowerment of Science Education for Young Children: Current Research and Implications for Learning)
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14 pages, 652 KiB  
Article
Introducing the PrimeD Framework: Teacher Practice and Professional Development through Shulman’s View of Professionalism
by Jon Saderholm, Robert N. Ronau, Christopher R. Rakes, Sarah B. Bush and Margaret J. Mohr-Schroeder
Educ. Sci. 2024, 14(9), 1032; https://doi.org/10.3390/educsci14091032 - 21 Sep 2024
Viewed by 1390
Abstract
This paper clarifies and expands the definition of teacher professional practice, grounded in the commonplaces of professionalism outlined by Lee Shulman. We present the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework as a lens for transforming professional development into a practice that [...] Read more.
This paper clarifies and expands the definition of teacher professional practice, grounded in the commonplaces of professionalism outlined by Lee Shulman. We present the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework as a lens for transforming professional development into a practice that engages teachers as professionals. This discussion explores teachers’ roles in both their classrooms and the profession. The inclusion of PrimeD evaluation and research in the development and practice of mathematics teachers addresses Shulman’s professionalism commonplaces. PrimeD was tested as a lens for professionalism in mathematics teacher education programs at four universities. In the study, teachers collaborated as professionals on developing and testing novel ways to approach mathematics lessons. In general, teachers’ efforts to conduct structured experimentation in their lessons were disconnected from traditional views of the role of a teacher. As a result, teachers who did develop and test lesson trials in this PD program did not frequently continue experimentation. Typically, teachers wanted to collaborate on testing classroom activities but did not have resources to do so (e.g., time, collaborative planning). Systemic changes are needed to promote sustainable change, allowing teachers to collaborate and share the results of classroom research. Full article
(This article belongs to the Section STEM Education)
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20 pages, 303 KiB  
Article
Empowering Diverse Learners: Integrating Writing-to-Learn Strategies in a Middle School Science Classroom in the U.S.
by So Lim Kim and Deoksoon Kim
Educ. Sci. 2024, 14(9), 1031; https://doi.org/10.3390/educsci14091031 - 21 Sep 2024
Viewed by 1572
Abstract
Science education has shifted towards emphasizing science literacy rather than simply memorizing facts. Studies have shown that incorporating writing in science education engages students in higher-order thinking, fosters critical reasoning skills, and deepens subject matter comprehension. However, writing can be particularly challenging for [...] Read more.
Science education has shifted towards emphasizing science literacy rather than simply memorizing facts. Studies have shown that incorporating writing in science education engages students in higher-order thinking, fosters critical reasoning skills, and deepens subject matter comprehension. However, writing can be particularly challenging for CLD (culturally and linguistically diverse) students due to content-specific vocabulary and distinctive grammatical patterns. This case study explores six CLD students’ experiences with writing in a seventh-grade science classroom in the northeastern United States that used invention-based learning (IBL). By incorporating hands-on invention processes, IBL facilitates problem-solving and student-centered learning. The study shows how a writing-to-learn approach in science education can simultaneously support CLD students in developing a scientific understanding of abstract concepts and address the need for science literacy skills. The implications of this study suggest that teachers should integrate writing-to-learn strategies into their science instruction to promote deeper understanding and improve science literacy. By supporting students through productive struggles with writing and providing opportunities to practice scientific language, teachers can help students develop critical thinking skills and better comprehension of scientific concepts. In addition, by connecting hands-on experiences with writing tasks, educators can make science more accessible and engaging for students, particularly those from diverse linguistic and cultural backgrounds. Full article
(This article belongs to the Special Issue Integration of Content and Language/Literacy Learning for Multilingual Students)
14 pages, 546 KiB  
Article
Inclusive Education Virtual Professional Development: School-Based Professionals’ Knowledge of Best Practices
by Cristin Montalbano, Julie Lang, James C. Coviello, Jessica A. McQueston, Joseph A. Hogan, Jenelle Nissley-Tsiopinis, Francesca Ciotoli and Fred Buglione
Educ. Sci. 2024, 14(9), 1030; https://doi.org/10.3390/educsci14091030 - 20 Sep 2024
Viewed by 1976
Abstract
This study investigated the effectiveness of a five-session virtual professional development program designed to increase the knowledge of inclusive education practices among school-based professionals from 26 schools on a topic of their choice. Participants, including administrators, general and special education teachers, child study [...] Read more.
This study investigated the effectiveness of a five-session virtual professional development program designed to increase the knowledge of inclusive education practices among school-based professionals from 26 schools on a topic of their choice. Participants, including administrators, general and special education teachers, child study team members (i.e., school psychologists, school counselors, and social workers), and others, demonstrated statistically significant increases in content knowledge on Accommodations and Modifications, Universal Design for Learning (UDL), Co-teaching, and Differentiation, as measured by pre- and post-assessments. Utilizing multilevel modeling and dependent samples t-tests, the results confirm the usefulness of virtual professional development in building knowledge of inclusive education practices. The findings provide empirical support for virtual training and offer insights into best practices for delivering professional development in inclusive education, suggesting future research should investigate the long-term impacts on classroom practices and student outcomes. Full article
(This article belongs to the Special Issue Inclusive Education Experiences and Intersections of Identity)
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23 pages, 277 KiB  
Article
Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand
by Muhammadafeefee Assalihee, Nachima Bakoh, Yusop Boonsuk and Jaruwat Songmuang
Educ. Sci. 2024, 14(9), 1029; https://doi.org/10.3390/educsci14091029 - 20 Sep 2024
Cited by 2 | Viewed by 2502
Abstract
Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study [...] Read more.
Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study employed participatory action research (PAR) involving 32 Islamic Studies teachers across 10 schools. The research was structured around the four phases of PAR: establishing relationships, collaborative design, implementation through LS and Open Approach, and reflective assessment. The implementation of Lesson Study and Open Approach led to significant improvements in teaching practices, shifting from traditional teacher-centered methods to learner-centered approaches that emphasized critical thinking, self-directed learning, and the integration of ICT. This study demonstrates that adapting LS to the context of Islamic education can enhance professional development for teachers and improve educational outcomes. This approach could serve as a model for broader educational reforms in the region. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)
24 pages, 1015 KiB  
Systematic Review
A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics
by Ane Portillo-Blanco, Hanne Deprez, Mieke De Cock, Jenaro Guisasola and Kristina Zuza
Educ. Sci. 2024, 14(9), 1028; https://doi.org/10.3390/educsci14091028 - 20 Sep 2024
Cited by 2 | Viewed by 6886
Abstract
Integrated STEM education is increasingly present in classrooms and in educational research, as it is proposed as a possible strategy to improve the problems of students’ lack of interest in scientific–technological disciplines. However, this increased interest in STEM education has been paralleled by [...] Read more.
Integrated STEM education is increasingly present in classrooms and in educational research, as it is proposed as a possible strategy to improve the problems of students’ lack of interest in scientific–technological disciplines. However, this increased interest in STEM education has been paralleled by a loss of cohesion in the interpretations of its theoretical basis and by an ongoing discussion on integrated STEM education’s foundations, making its understanding, translation into real projects, and evaluation difficult to undertake. Published articles defining a STEM theoretical framework have different descriptions, so the aim of this systematic literature review is to analyse these explanations and compare them with each other. Following the PRISMA 2020 guidelines, 27 articles of interest about STEM and STEAM education were obtained and analysed with a focus on the principles and characteristics described in the texts. After organising the information and analysing the similarities and differences in the principles and characteristics, we concluded that there is great consensus on the principles of “integration”, “real-world problems”, “inquiry”, “design”, and “teamwork”. Nonetheless, this review identifies areas of discussion regarding both the principles and their characteristics that invite further analysis to refine our understanding of what integrated STEM education should entail. Full article
(This article belongs to the Special Issue Critical Perspectives on the Epistemologies and Practices of STEM Education)
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13 pages, 506 KiB  
Review
Finding Talent: An Overview of Research about Best Practices in Identification
by Susan K. Johnsen
Educ. Sci. 2024, 14(9), 1027; https://doi.org/10.3390/educsci14091027 - 20 Sep 2024
Viewed by 1993
Abstract
Instead of the traditional identification approaches that focus on selecting students for specific programs, talent identification models are tailored to individual student talents across a variety of domains and identify emerging talents needing to be developed. This flexibility is incorporated within The Talent [...] Read more.
Instead of the traditional identification approaches that focus on selecting students for specific programs, talent identification models are tailored to individual student talents across a variety of domains and identify emerging talents needing to be developed. This flexibility is incorporated within The Talent Identification Cycle that includes (a) pre-identification development opportunities; (b) a variety of assessments to develop individual student profiles; (c) services that are customized to each student’s interests, strengths, and needs; (d) ongoing assessments of student performance that consider program revisions and changes in placements; (e) an overall assessment of the identification process to ensure that all students receive appropriate services. Research evidence is summarized for each component of the cycle, along with considerations and concrete examples for practitioners. The conclusion incorporates possible challenges for schools that are engaged in moving away from more traditional to more flexible identification approaches. Full article
(This article belongs to the Special Issue Innovative Curriculum and Teaching Practice for Advanced Learners)
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19 pages, 1827 KiB  
Article
Enhancing Earth and Environmental Science Undergraduate Students’ Perception of Geographic Information Systems through Short Clips
by Irene DeFelipe, Paula Sofía Jerez-Longres, Irene Pérez-Cáceres, Pablo Valenzuela, Jorge Pedro Galve, Sonia Rodríguez-Ruano, Zaida Ortega, Luna Adrados, José Manuel Bernabé, José Crespo, Romina Marisel Montes, Lola Pereira and Daniel Ballesteros
Educ. Sci. 2024, 14(9), 1026; https://doi.org/10.3390/educsci14091026 - 19 Sep 2024
Viewed by 1351
Abstract
Geographic Information Systems (GISs) cover a wide range of Earth and environmental science disciplines that have become essential for spatial data management, easing the digital transformation needs of our society. Despite the usefulness of GISs, they remain underutilised in academia, and many students [...] Read more.
Geographic Information Systems (GISs) cover a wide range of Earth and environmental science disciplines that have become essential for spatial data management, easing the digital transformation needs of our society. Despite the usefulness of GISs, they remain underutilised in academia, and many students do not understand the possibilities that these tools offer. To familiarise university students with the potential of GISs, we designed 11 short clips (less than 5 min long) recorded by Earth scientists with diverse backgrounds who shared their work experience with GISs to solve real-world problems. Through these short clips, we emphasised not only the multidisciplinary uses of GISs but also provided professional references for undergraduate students, including societal aspects such as gender equality, national and international mobility, private-to-public-sector transitioning, and different family circumstances. As a result, the students expressed their interest in the applications of GISs, many of which were completely new to them, highlighting the potential of GISs in terms of entrepreneurship and their usefulness in mitigating global change. Thus, we were able to transfer knowledge from research to university education and foster spatial data management skills in Earth science. Full article
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25 pages, 478 KiB  
Article
Closing the Gap? The Ability of Adaptive Learning Courseware to Close Outcome Gaps in Principles of Microeconomics
by Karen Gebhardt and Christopher D. Blake
Educ. Sci. 2024, 14(9), 1025; https://doi.org/10.3390/educsci14091025 - 19 Sep 2024
Cited by 1 | Viewed by 959
Abstract
Research shows that students who identify as low-income, first-generation, and/or racially diverse disproportionately underperform in college and earn fewer degrees than other students. This study explores the integration of adaptive learning courseware assignments as a tool to help close these outcome gaps and [...] Read more.
Research shows that students who identify as low-income, first-generation, and/or racially diverse disproportionately underperform in college and earn fewer degrees than other students. This study explores the integration of adaptive learning courseware assignments as a tool to help close these outcome gaps and to ensure more equitable learning across diverse student groups. Adaptive learning courseware is an educational technology that requires students to master the same learning objectives but, for each student, the courseware determines the order and timing of content based on how that student interacts with the courseware, thus enabling an individualized learning path for each student. Adaptive learning assignments were implemented in five sections of a highly-enrolled Principles of Microeconomics course at a medium-sized state university in the United States. This study draws from student data (n=581), which includes adaptive learning assignment completion data, detailed exam and final grade data, and institutional demographic data. Descriptive statistics and regression analyses are used to explore if the completion of adaptive learning assignments disproportionately benefited low-income, first-generation, or racially diverse students, thus helping close the gap between students from different backgrounds. Findings include significant evidence that adaptive learning assignment completion was correlated with more exam questions answered correctly by all students, with this correlation being disproportionately stronger for students who identify as being from a minority background and for foundational (easy) exam questions. Full article
(This article belongs to the Special Issue Technology-Enhanced Learning in Tertiary Education)
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20 pages, 4059 KiB  
Article
Predictors of Deep Learning and Competence Development in Children Aged 5–7 Using Augmented Reality Technology
by Monika Kelpsiene and Ona Monkeviciene
Educ. Sci. 2024, 14(9), 1024; https://doi.org/10.3390/educsci14091024 - 19 Sep 2024
Viewed by 1131
Abstract
While a number of studies have shown the potential and benefits of augmented reality (AR) technology for preschool education, less attention has been paid to the problem of children’s deep learning and development of the competencies applying AR and to the pedagogy of [...] Read more.
While a number of studies have shown the potential and benefits of augmented reality (AR) technology for preschool education, less attention has been paid to the problem of children’s deep learning and development of the competencies applying AR and to the pedagogy of AR. The aim of the study presented in this paper is to uncover the educational predictors of deep learning and competence development of 5–7-year-old children using AR technology. The research adopted a quantitative research approach and a survey design. The participants were 319 preschool teachers using AR technology for children’s education. The study revealed that a statistically significant predictor of promoting deep learning in preschool children is teachers’ roles, based on a constructivist and socio-cultural approach, when using AR. The research highlights the roles of the teacher as a creator of learning contexts and situations that engage children; the teacher as a proactive facilitator of children’s learning; and the teacher as an educator who acts, thinks and reflects with children, among others. Statistically significant educational predictors of children’s competence development were found to be: teachers’ perceptions of AR technology, the roles assumed by teachers, and the areas of children’s education in which AR technology is used. Full article
(This article belongs to the Section Technology Enhanced Education)
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15 pages, 249 KiB  
Article
Navigating the Digital Transformation of Education: Insights from Collaborative Learning in an Erasmus+ Project
by Rachel Farrell, Marelle Rice and Declan Qualter
Educ. Sci. 2024, 14(9), 1023; https://doi.org/10.3390/educsci14091023 - 19 Sep 2024
Viewed by 2564
Abstract
Collaborative Opportunities for Professional Inquiry Leading to Organisational Transformation (COPILOT) represents an Erasmus+ initiative involving four transnational partners from three EU countries including IES Cristobal de Monroy secondary school [Spain], Laois Offaly Education Training Board (LOETB) [Ireland], University College Dublin (UCD) School of [...] Read more.
Collaborative Opportunities for Professional Inquiry Leading to Organisational Transformation (COPILOT) represents an Erasmus+ initiative involving four transnational partners from three EU countries including IES Cristobal de Monroy secondary school [Spain], Laois Offaly Education Training Board (LOETB) [Ireland], University College Dublin (UCD) School of Education [Ireland], and Akadimos, a teacher continuing professional development provider [Greece]. The project encompassed three primary objectives, aligned with the Erasmus+ programmes’s emphasis on supporting teachers and school leaders to address digital transformation. These included the following: the identification of participatory approaches and digital methodologies employed by schools to facilitate digital transformation among educators; exploring and establishing dynamic professional environments in schools by identifying synergies with organisations operating in diverse fields or socio-economic contexts and enhancing the capacity and professionalism of partners to engage in EU/international collaboration. To investigate the outcomes of the project objectives, a small-scale qualitative study was conducted, which involved analysing participants’ reports on the project’s collaborative activities. Additionally, a focus group was held at the conclusion of the project to gain insights into the digital readiness, capacity, and resilience of teachers and school leaders within their respective organisations. Thematic analysis was employed to analyse the collected data. The findings of the study offer encouraging indications regarding the crucial symbiotic role played by school leaders and “early adopter” teachers in promoting digital transformation. Moreover, participating teachers displayed a general willingness to adapt their teaching methods to incorporate more technology, provided they receive both formal and informal support. Furthermore, there exists a willingness among transnational partners to digitise and share resources both at present and in the future. Full article
(This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts)
21 pages, 275 KiB  
Article
Exploring Metaphors and Metaphorically Written Narratives in Student Teachers’ Professional Identity Work
by Gonny Schellings, Maaike Koopman and Douwe Beijaard
Educ. Sci. 2024, 14(9), 1022; https://doi.org/10.3390/educsci14091022 - 19 Sep 2024
Cited by 1 | Viewed by 1195
Abstract
Metaphors can help student teachers to express what is essential in teachers’ work and the process of learning to teach. This study reports on two types of metaphors generated and narrated by student teachers as part of their professional identity development during their [...] Read more.
Metaphors can help student teachers to express what is essential in teachers’ work and the process of learning to teach. This study reports on two types of metaphors generated and narrated by student teachers as part of their professional identity development during their internships. One type was about teaching their students (inside-classroom metaphor) and the other was about the student teachers’ (broader) work context (out-of-classroom metaphor). In small groups, supervised by five teacher educators in total, they discussed each other’s metaphors and accompanying narratives in order to gain (deeper) insight into their own and others’ underlying beliefs and experiences. Metaphors and accompanying narratives of different cohorts of student teachers (n = 67 in total) were analyzed. The teacher educators were interviewed about their experiences with discussing the metaphors in small student teacher groups. The findings suggest that the student teachers confidently formulated metaphors and wrote accompanying narratives. They formulated quite a few standard metaphors that seemed very similar at first glance, but their underlying experiences and beliefs, conversely, showed many differences in nuance. Interviews with the teacher educators revealed that the discussions about the metaphors certainly led to new insights among the student teachers, such as thinking about their role as teachers, but the depth of the discussions was often limited. It can be concluded that engaging student teachers in using metaphors is certainly one way to become aware of, reflect on, and talk about one’s (developing) professional identity, but it is important that adequate conditions are met, such as specific competencies teacher educators need for guiding this kind of identity work. Full article
(This article belongs to the Special Issue Teacher Identity from the Perspective of Students)
16 pages, 749 KiB  
Article
Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming
by Ruslan Ruslan, Lu’mu Lu’mu, M. Miftach Fakhri, Ansari Saleh Ahmar and Della Fadhilatunisa
Educ. Sci. 2024, 14(9), 1021; https://doi.org/10.3390/educsci14091021 - 18 Sep 2024
Viewed by 1595
Abstract
The acquisition of programming skills is often complex and poses challenges that impede students’ progress and understanding. This study aimed to assess the effectiveness of the flipped project-based learning (FPBL) model, implemented via Moodle LMS, in enhancing students’ communication and problem-solving abilities in [...] Read more.
The acquisition of programming skills is often complex and poses challenges that impede students’ progress and understanding. This study aimed to assess the effectiveness of the flipped project-based learning (FPBL) model, implemented via Moodle LMS, in enhancing students’ communication and problem-solving abilities in programming education. The study employed a quasi-experimental design with a control group following a blended learning approach and an experimental group utilizing the FPBL model. Purposive sampling was used. Data collection involved pre- and post-tests assessing communication and problem-solving skills, analyzed through paired and independent sample t-tests to evaluate the significance of the observed improvements. These findings demonstrated significantly positive outcomes in the experimental group. For problem-solving skills, the paired sample t-test showed a mean difference of 16.000, a t-value of 5.852, and a significance level of 0.000. Communication skills analysis revealed a mean difference of 7.400, a t-value of 10.418, and a significance level of 0.000. Independent sample t-tests corroborated these results, indicating notable enhancements in both skills in the experimental group compared to the control group. The FPBL model based on the Moodle LMS markedly improved students’ communication and problem-solving skills in programming education. Future research should investigate the long-term retention of these skills and the applicability of the model across different disciplines and educational levels. Full article
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23 pages, 299 KiB  
Article
The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation
by Katie Schrodt, Erin FitzPatrick, Sungyoon Lee, Debra McKeown, Alexis McColloch and Kimberly Evert
Educ. Sci. 2024, 14(9), 1020; https://doi.org/10.3390/educsci14091020 - 18 Sep 2024
Viewed by 1962
Abstract
Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is [...] Read more.
Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is children’s spontaneous or self-directed attempts to represent words in print by matching sounds to known letters or phonics patterns. A quasi-experimental study was used to evaluate the impact of invented spelling on foundational literacy skills and writing motivation in 63 kindergarten students at a rural school in the Mid-South. The research questions focused on the impact of invented spelling instruction on a variety of literacy outcomes, including foundational skills, spelling, and motivation. The results indicate the significant main effects of invented spelling instruction on students’ invented spelling (p < 0.001), conventional spelling (p < 0.001), complex vocabulary use (p < 0.001, writing motivation (p = 0.040), and writing achievement (p < 0.001). Other outcomes as well as implications and future directions are reported. The invented spelling intervention encouraged low-stake risk taking when writing and removed barriers to writing entry. Allowing time and space for invented spellings means students can focus on communicating their ideas in print without being hindered by the expectation to conform to conventional spellings. Full article
(This article belongs to the Special Issue Building Literacy Skills in Primary School Children and Adolescents)
21 pages, 7350 KiB  
Article
Updating Calculus Teaching with AI: A Classroom Experience
by Roberto Carlos Torres-Peña, Darwin Peña-González, Ellery Chacuto-López, Edwan Anderson Ariza and Diego Vergara
Educ. Sci. 2024, 14(9), 1019; https://doi.org/10.3390/educsci14091019 - 18 Sep 2024
Cited by 3 | Viewed by 3694
Abstract
In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and [...] Read more.
In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and Wolfram Alpha, to deepen students’ understanding of key mathematical concepts such as derivatives and rates of change through continuous interaction with a virtual tutor. By employing well-designed prompts, these tools facilitated problem-solving exercises that were verified and refined by AI, fostering both precision in calculations and conceptual clarity. Observations from the classroom implementation reveal that students not only improved their accuracy in performing derivative calculations but also developed a clear understanding of the distinctions between average and instantaneous rates of change. The AI tools created a dynamic, adaptive learning environment, providing immediate feedback and simulations that significantly boosted student engagement and motivation. These findings underscore the potential of AI to transform mathematics education by making learning more personalized and accessible, ultimately enhancing educational outcomes and preparing students for future academic and professional challenges. Furthermore, this study introduces an innovative approach to refining AI prompts and interactions, highlighting the importance of iterative improvement to enhance the quality of AI feedback. This approach is crucial for developing better problem-solving skills and ensuring a comprehensive understanding of mathematical concepts. Full article
(This article belongs to the Special Issue Digital Learning Innovation)
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15 pages, 650 KiB  
Article
Self-Regulation Profiles of Pre-Service Mathematics Teachers for Primary Education in Mathematical Problem-Solving Contexts
by Josune Landa, Ainhoa Berciano and José M. Marbán
Educ. Sci. 2024, 14(9), 1018; https://doi.org/10.3390/educsci14091018 - 18 Sep 2024
Viewed by 1144
Abstract
Self-regulation in mathematical problem solving is of particular importance in the initial training of Primary Education teachers as it can contribute to improving their own competence in mathematics and at the same time enable them to teach effectively and in a personalized way. [...] Read more.
Self-regulation in mathematical problem solving is of particular importance in the initial training of Primary Education teachers as it can contribute to improving their own competence in mathematics and at the same time enable them to teach effectively and in a personalized way. With this idea in mind, this study identifies self-regulation profiles present in university students in mathematical problem-solving contexts based on data from the application of a validated scale on a sample of 402 pre-service teachers of primary education at University of the Basque Country. The cluster analysis carried out made it possible to identify and characterize three profiles, labelled according to the level of self-regulation represented by each of them (low, medium, high). In view of the results obtained, we perceive a need to design didactic proposals that allow these profiles to evolve from the lowest to the highest levels. Full article
(This article belongs to the Section Teacher Education)
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22 pages, 2010 KiB  
Review
Online Pedagogies and the Middle Grades: A Scoping Review of the Literature
by Brooke Eisenbach and Bridget Coleman
Educ. Sci. 2024, 14(9), 1017; https://doi.org/10.3390/educsci14091017 - 18 Sep 2024
Viewed by 1809
Abstract
Online teaching and learning has had a presence in K12 public education since the 1990s. Following the COVID-19 global pandemic, there has been a surge in online learning and an increase in research surrounding the role of online teaching and learning within the [...] Read more.
Online teaching and learning has had a presence in K12 public education since the 1990s. Following the COVID-19 global pandemic, there has been a surge in online learning and an increase in research surrounding the role of online teaching and learning within the K12 context. However, while the inclusion of online pedagogies flourishes throughout middle-grade educational settings, there is limited contemporary research that speaks specifically to effective online instruction of young adolescent learners. This scoping review examines the existing body of literature pertaining to online pedagogies within the middle grades in an effort to map the current trends, gaps, and overall state of research pertaining to national and international middle-level online pedagogy. Researchers screened research and pedagogically centered peer-reviewed articles published between 2013 and 2024. The reviewed articles were charted according to standardized details—e.g., author(s), publication year, research purpose, study location, participant demographics, methodology, and outcomes—to identify themes relevant to online pedagogical approaches, national or international contextual considerations, connection to the Association for Middle Level Education (AMLE) characteristics, and more. The findings speak to trends and gaps within middle-grade online pedagogical research with recommendations for additional examination of research and pedagogy specific to middle-grade online teaching and learning. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
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18 pages, 1965 KiB  
Article
Investigating the Effects of Practice Time on Student Achievement Considering Variations in Demographics across Various Chemistry Topics
by Sloka Suresh, Stephanie Toy, Neha Gondra, Auddy Guerrero Anilao, Brandon Vernoy, Ingo Eilks and Ozcan Gulacar
Educ. Sci. 2024, 14(9), 1016; https://doi.org/10.3390/educsci14091016 - 17 Sep 2024
Viewed by 1325
Abstract
This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention [...] Read more.
This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performance of the Maximum time group declined. This suggests that, while additional practice is beneficial, there could be an optimal amount of time that students should spend on each question. Spending too much time on a single question can lead to mental and emotional fatigue, resulting in a decline in performance. Additionally, the researchers noted variations in performance across different chemistry topics and student groups, and they examined the relationship between student demographics and their problem-solving performances. The study provides recommendations for educators, testing services, and online homework systems to improve the effectiveness of chemistry instruction, highlighting the importance of finding the right balance between practice time and student engagement, and suggesting that a uniform approach to practice problems may not be ideal for every student. Full article
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14 pages, 253 KiB  
Article
Obtaining Academic Employment Within the U.S. Context: The Experiences of Strugglers
by Binh Chi Bui and Elsa Maria Gonzalez
Educ. Sci. 2024, 14(9), 1015; https://doi.org/10.3390/educsci14091015 - 17 Sep 2024
Viewed by 1035
Abstract
In the present study, we explored the experiences of Ph.D. graduates in navigating the U.S. academic job market. We used interpretative phenomenology and interview data from 15 Ph.D. graduates. These participants came from different racial/ethnic backgrounds and were either U.S. citizens or international [...] Read more.
In the present study, we explored the experiences of Ph.D. graduates in navigating the U.S. academic job market. We used interpretative phenomenology and interview data from 15 Ph.D. graduates. These participants came from different racial/ethnic backgrounds and were either U.S. citizens or international candidates while pursuing their current academic positions. Our findings reveal that during their job search, the participants, especially racially minoritized individuals and immigrants, faced concerns about the best-fit qualities, negotiated their failures with a flexible mindset, and introspected to restore their academic identity. These findings suggest the internal struggles of academic job seekers and the complexities of validating doctoral employability in a highly competitive environment. Strong agency to overcome these challenges is essential to any successful academic job seekers. Given the findings, the study emphasizes the need to further research and enhance the employability of Ph.D. graduates in today’s academic landscape. Full article
(This article belongs to the Section Higher Education)
12 pages, 219 KiB  
Article
Successful School Principals Balancing Ethical, Personal and Collective—A Norwegian Case
by Hedvig Neerland Abrahamsen and Ann Elisabeth Gunnulfsen
Educ. Sci. 2024, 14(9), 1014; https://doi.org/10.3390/educsci14091014 - 16 Sep 2024
Viewed by 1153
Abstract
Over the past two decades, there has been extensive research into what constitutes successful school principal leadership under the assumption that leaders’ practices are significant and context-dependent on their school organization. By investigating how successful principals balance their personal ethical leadership dispositions and [...] Read more.
Over the past two decades, there has been extensive research into what constitutes successful school principal leadership under the assumption that leaders’ practices are significant and context-dependent on their school organization. By investigating how successful principals balance their personal ethical leadership dispositions and their intention of sharing leadership, this paper aims to contribute to the knowledge of how school principals need to balance the ethical, personal, and collective as the top leader of the school. Findings from the interviews suggested that a central aspect in the Norwegian school principals’ characteristics of their leadership practices is student wellbeing and collaborative effort for school quality and student learning. Norwegian successful school principals seem to be relatively unaware of aspects of power use in their leadership practices. Dilemmas arise in the complexity of ensuring individual and collective effort and responsibility for the school to function in accordance with the societal mandate. Full article
(This article belongs to the Special Issue Successful School Leadership: Perceptions and Practice in Multiple Countries)
21 pages, 3528 KiB  
Article
Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean
by Ángel Jiménez Sierra, Jorge Ortega Iglesias and Antonio Palacios-Rodríguez
Educ. Sci. 2024, 14(9), 1013; https://doi.org/10.3390/educsci14091013 - 16 Sep 2024
Viewed by 1190
Abstract
Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher [...] Read more.
Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a public school in the Colombian Caribbean. Eight teachers participated in a professional development program based on the Lesson Study (LS) methodology. Adopting an interpretive qualitative approach and a case study for the operational analysis of LS, the findings indicate that teachers, in self-reports and performance-based assessments, highlight high competence in the PK, CK, and PCK domains. This demonstrates their ability to select and adapt effective teaching strategies. They excel in guiding learning and understanding academic content, showcasing a remarkable capacity to adapt to the diverse socioeconomic realities of their students. However, these findings also highlight areas for improvement in developing the technological components of TPACK, specifically TK, TPK, TCK, TPCK, and XK. Full article
(This article belongs to the Special Issue Digital Competence of Educators: Opportunities and Challenges)
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27 pages, 3152 KiB  
Article
Innovative Integration of Poetry and Visual Arts in Metaverse for Sustainable Education
by Ji-yoon Kim and Han-sol Kim
Educ. Sci. 2024, 14(9), 1012; https://doi.org/10.3390/educsci14091012 - 15 Sep 2024
Cited by 2 | Viewed by 1184
Abstract
The rapid advancement of digital technology has necessitated a reevaluation of traditional educational methodologies, particularly in literature and visual arts. This study investigates the application of metaverse technology to integrate contemporary poetry and visual arts, aiming to enhance university-level education. The purpose is [...] Read more.
The rapid advancement of digital technology has necessitated a reevaluation of traditional educational methodologies, particularly in literature and visual arts. This study investigates the application of metaverse technology to integrate contemporary poetry and visual arts, aiming to enhance university-level education. The purpose is to develop a convergent teaching method that leverages the immersive and interactive capabilities of the metaverse. The research involves a joint exhibition project with students from Sangmyung University and international participants, incorporating a metaverse-based educational program. A sample of 85 students participated in the program, and their experiences were evaluated through surveys and focus group interviews (FGIs). The findings reveal significant correlations between content satisfaction and method satisfaction, underscoring the importance of engaging and interactive methods. The study also identifies technical challenges and provides insights for optimizing digital platforms for educational purposes. The implications suggest that integrating metaverse technology in arts education can significantly enhance creativity, critical thinking, and interdisciplinary skills, offering a sustainable and innovative approach to modern education. Based on these implications, this paper proposes methods for incorporating the insights gained from case analyses and implications into the design of educational programs. It is anticipated that this approach will contribute to enhancing the quality of convergence education in higher education institutions. Furthermore, it is expected that this program will serve as a starting point for the systematic implementation of integrated education and the use of digital platforms, thereby helping to reduce disparities in integrated education between countries. Full article
(This article belongs to the Special Issue Technology-Based Immersive Teaching and Learning)
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3 pages, 143 KiB  
Editorial
Active Learning Pedagogies in High School and Undergraduate STEM Education
by Rea Lavi and Lykke Brogaard Bertel
Educ. Sci. 2024, 14(9), 1011; https://doi.org/10.3390/educsci14091011 - 15 Sep 2024
Viewed by 1189
Abstract
Active learning (AL) typically involves (1) students applying knowledge and higher-order thinking (2) individually and in groups to (3) problems, cases, scenarios, or questions while (4) reflecting on their learning [...] Full article
(This article belongs to the Special Issue Active Learning Pedagogies in High School and Undergraduate STEM Education)
16 pages, 287 KiB  
Article
Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature
by Roberta Linder and Francine Falk-Ross
Educ. Sci. 2024, 14(9), 1010; https://doi.org/10.3390/educsci14091010 - 14 Sep 2024
Viewed by 3468
Abstract
With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has [...] Read more.
With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students’ learning. Based on our findings, we conclude with a series of questions for a research agenda. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
15 pages, 977 KiB  
Article
Enhancing Grit and Critical Thinking in Rural Primary Students: Impact of a Targeted Educational Intervention
by Carla Gallardo-Estrada, Miguel Nussbaum, Mauricio Pinto, Danilo Alvares and Carlos Alario-Hoyos
Educ. Sci. 2024, 14(9), 1009; https://doi.org/10.3390/educsci14091009 - 13 Sep 2024
Viewed by 1703
Abstract
This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. [...] Read more.
This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. Grit and critical thinking were measured pre- and post-intervention. Results showed improvements in the intervention group. The intervention’s effectiveness was consistent across genders. The findings suggest that structured, student-centered educational strategies can enhance grit and critical thinking in primary students. Further research is needed to generalize the results to different settings and age groups. Full article
(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)
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20 pages, 1696 KiB  
Systematic Review
Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education
by Marisol Galdames-Calderón, Anni Stavnskær Pedersen and David Rodriguez-Gomez
Educ. Sci. 2024, 14(9), 1008; https://doi.org/10.3390/educsci14091008 - 13 Sep 2024
Viewed by 7607
Abstract
In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the [...] Read more.
In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the teaching practices associated with CBL in Higher Education. Adhering to PRISMA 2020 guidelines, this systematic review analyzed open-access and peer-reviewed publications from 2013 to 2023. The selection process reviewed 64 articles from Web of Science (WoS) and Scopus. To assess the risk of bias, the Delphi method with expert panels from the University College of Northern Denmark (UCN) was used. The review identified 20 studies emphasizing a shift in teaching practices in CBL toward student-centered learning, categorized into four key dimensions: pedagogical approaches, technological integration, industry engagement, and support for development. These findings illustrate the transition from traditional teaching to facilitative roles that foster innovative problem-solving. Limitations included the scarcity of research on specific CBL teaching practices and detailed implementation strategies, highlighting the need for further research. This study underscores the importance of specialized educator training in addressing CBL adoption challenges and preparing students for complex future challenges, enhancing student learning and growth across disciplines. Full article
(This article belongs to the Section Teacher Education)
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16 pages, 2186 KiB  
Article
Coeducation in Serial and Cinematographic Formats: Bibliometric Analysis on Web of Science (1986–2023)
by Simón Gil Tévar, Jose Javier Hueso Romero, Javier Gil Quintana and Eduardo García Blazquez
Educ. Sci. 2024, 14(9), 1007; https://doi.org/10.3390/educsci14091007 - 13 Sep 2024
Viewed by 1127
Abstract
This study quantitatively examines the coeducation of television series and films between 1986 and 2023. This analysis has been facilitated by applying bibliometric analysis to scientific production using a relevant Web of Science (WoS) database. Analyses of 190 documents were conducted using quantitative [...] Read more.
This study quantitatively examines the coeducation of television series and films between 1986 and 2023. This analysis has been facilitated by applying bibliometric analysis to scientific production using a relevant Web of Science (WoS) database. Analyses of 190 documents were conducted using quantitative and descriptive methods. These results present a multifaceted analysis of scientific production, evaluating historical development, the productivity of countries and institutions, authors’ productivity, and sources’ productivity. The study indicates that scientific production has grown exponentially in the last decade; this coincides with the emergence of video-on-demand platforms, multiscreen consumption, and equality policies. The conclusions must emphasize the significant role played by fiction series and film productions as socializing agents and their educational potential. Full article
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