Education Sciences

16 pages, 492 KiB

Open AccessArticle

Ants Go Marching—Integrating Computer Science into Teacher Professional Development with NetLogo

by Mike Borowczak and Andrea C. Burrows

Educ. Sci. 2019, 9(1), 66; https://doi.org/10.3390/educsci9010066 - 26 Mar 2019

Cited by 14 | Viewed by 5740

There is a clear call for pre-collegiate students in the United States to become literate in computer science (CS) concepts and practices through integrated, authentic experiences and instruction. Yet, a majority of in-service and pre-service pre-collegiate teachers (instructing children aged five to 18) [...] Read more.

There is a clear call for pre-collegiate students in the United States to become literate in computer science (CS) concepts and practices through integrated, authentic experiences and instruction. Yet, a majority of in-service and pre-service pre-collegiate teachers (instructing children aged five to 18) lack the fundamental skills and self-efficacy to adequately and effectively integrate CS into existing curricula. In this study, 30 pre-collegiate teachers who represent a wide band of experience, grade-levels, and prior CS familiarity participated in a 16-day professional development (PD) course to enhance their content knowledge and self-efficacy in integrating CS into existing lessons and curricula. Using both qualitative and quantitative methodology, a social constructivist approach guided the researchers in the development of the PD, as well as the data collection and analysis on teacher content knowledge and perceptions through a mixed-methods study. Ultimately, participants were introduced to CS concepts and practices through NetLogo, which is a popular multi-agent simulator. The results show that although the pre-collegiate teachers adopted CS instruction, the CS implementation within their curricula was limited to the activities and scope of the PD with few adaptations and minimal systemic change in implementation behaviors. Full article

(This article belongs to the Special Issue Computer Science and Engineering Education for Pre-collegiate Students and Teachers)

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15 pages, 1219 KiB

Open AccessArticle

Curriculum Design in Construction Engineering Departments for Colleges in Taiwan

by Wei-Ling Hsu, Yi-Sian Chen, Yan-Chyuan Shiau, Hsin-Lung Liu and Tian-Yow Chern

Educ. Sci. 2019, 9(1), 65; https://doi.org/10.3390/educsci9010065 - 24 Mar 2019

Cited by 19 | Viewed by 6151

Abstract

Science, technology, engineering, and mathematics (STEM) education has become a new trend in international education curriculum reform. This study analyzed the teaching of seven subjects and performance indicators by collecting data from literature of diversified fields, proficiency training courses, and syllabi of construction [...] Read more.

Science, technology, engineering, and mathematics (STEM) education has become a new trend in international education curriculum reform. This study analyzed the teaching of seven subjects and performance indicators by collecting data from literature of diversified fields, proficiency training courses, and syllabi of construction management curricula provided by Taiwanese higher education institutions. Research incorporated both qualitative and quantitative methods. Qualitative approaches comprised a literature review and in-depth interview with experts; the quantitative approach was the fuzzy Delphi method, which was used to identify the syllabus constructs of major subjects and rate their performance indicators of secondary subjects. Interpretive structural modelling helped construct a systemic structure and relationships among different types of subjects to analyze curriculum frameworks and systematize teaching models. This study can be referenced to design syllabi for systemic courses in departments of construction engineering and management to educate future construction engineers at higher education institutions. Full article

(This article belongs to the Special Issue Selected Papers from the Eurasian Conference on Educational Innovation 2019)

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10 pages, 1798 KiB

Open AccessCase Report

Computational Programming as a Tool in the Teaching of Electromagnetism in Engineering Courses: Improving the Notion of Field

by J. Robert Nogueira, Ricardo Alves and P. Carmona Marques

Educ. Sci. 2019, 9(1), 64; https://doi.org/10.3390/educsci9010064 - 21 Mar 2019

Cited by 5 | Viewed by 5263

Abstract

In this study we have attempted, firstly, to describe programming protocols developed for the teaching of an Electromagnetism course in the university degrees of Electrical Engineering and Energy Engineering, and secondly, to evaluate students’ satisfaction with the simulation practices through MATLAB® programming. The [...] Read more.

In this study we have attempted, firstly, to describe programming protocols developed for the teaching of an Electromagnetism course in the university degrees of Electrical Engineering and Energy Engineering, and secondly, to evaluate students’ satisfaction with the simulation practices through MATLAB® programming. The main objective of the protocols is to allow students to model and visualize the electric field and magnetic field (both static) and understand the approximation that is made when considering certain distributions of electric charges and electric currents. To evaluate the usefulness of this computational methodology, eighteen students from the two engineering degrees answered a questionnaire with seven questions related to the Electromagnetism course and to the benefits of using computer programming. Their answers are measured by a Likert scale. From the analysis of the results, we can conclude, in a general way, that the use of this methodology has positive effects in the learning of Electromagnetism in these two degrees. Full article

(This article belongs to the Special Issue Computer-based Learning in Higher Education)

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14 pages, 748 KiB

Open AccessArticle

Examining Gender Safety in Schools: Teacher Agency and Resistance in Two Primary Schools in Kirinyaga, Kenya

by Catherine Vanner

Educ. Sci. 2019, 9(1), 63; https://doi.org/10.3390/educsci9010063 - 21 Mar 2019

Cited by 2 | Viewed by 4797

Abstract

This article introduces Stein, Tolman, Porche, and Spencer’s concept of gender safety in schools (GSS) as a useful framework for providing a gendered analysis of safety and equality at the school level within the global context of the Sustainable Development Goal (SDG) 4 [...] Read more.

This article introduces Stein, Tolman, Porche, and Spencer’s concept of gender safety in schools (GSS) as a useful framework for providing a gendered analysis of safety and equality at the school level within the global context of the Sustainable Development Goal (SDG) 4 goal of equitable, inclusive and quality education for all. This article examines practices that support as well as undermine GSS in two primary schools in Kirinyaga County, Kenya. In these schools, individual teacher agency was the main factor enhancing GSS. Teachers’ efforts were, however, constrained by competing discourses emphasizing hierarchical administration and a narrow understanding of the school’s responsibilities. Teacher agency, therefore, was insufficient to systematically protect students and foster gender equity. The article suggests that teacher agency to enhance GSS in Kenya could be expanded through teachers’ collective empowerment using community-based networks alongside the integration of monitoring and evaluation processes in existing gender equality and child protection policies. It further recommends the GSS framework as a means for monitoring SDG 4’s commitments to gender equality and child protection in schools. Full article

(This article belongs to the Special Issue Education for Social Transformation: Initiatives and Challenges in the Contexts of Globalization and the Sustainable Development Goals)

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16 pages, 1377 KiB

Open AccessArticle

Technology-Enhanced Learning in Audiovisual Education: The Case of Radio Journalism Course Design

by Maria Matsiola, Panagiotis Spiliopoulos, Rigas Kotsakis, Constantinos Nicolaou and Anna Podara

Educ. Sci. 2019, 9(1), 62; https://doi.org/10.3390/educsci9010062 - 20 Mar 2019

Cited by 32 | Viewed by 5638

Abstract

Journalism is in a state of perpetual change due to the implementation of technological tools on an everyday basis. In the contemporary news distribution environment, the boundaries between media are no longer distinct, therefore media/journalism educational institutions should adapt curricula according to the [...] Read more.

Journalism is in a state of perpetual change due to the implementation of technological tools on an everyday basis. In the contemporary news distribution environment, the boundaries between media are no longer distinct, therefore media/journalism educational institutions should adapt curricula according to the needs of each type of medium. The aim of this paper is to present the incorporated technologies in the radio journalism undergraduate course of the School of Journalism and Mass Communications at the Aristotle University of Thessaloniki and evaluate their necessity according to the students themselves. After the completion of the course, which involves the use of specialized technological tools in audio recording and editing, a survey employing quantitative method based on the technology acceptance model was conducted. The results indicate that the students, despite the difficulties that were encountered due to the initial lack of knowledge on the technology applied, evaluated very highly both their satisfaction with the produced outcome and the usefulness of the procedure. In fact, the major result is that perceived usefulness is a key factor that determines the utilization of specialized technology. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

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8 pages, 877 KiB

Open AccessEditor’s ChoiceBrief Report

Refocusing Environmental Education in the Early Years: A Brief Introduction to a Pedagogy for Connection

by Alexia Barrable

Educ. Sci. 2019, 9(1), 61; https://doi.org/10.3390/educsci9010061 - 19 Mar 2019

Cited by 27 | Viewed by 11848

Abstract

The aim of this article is to introduce an effective, evidence-informed, and developmentally appropriate framework of practice for Environmental Education (EE) in the early years, with the ultimate goal being to achieve environmental sustainability. Initially, the author will briefly examine the current state [...] Read more.

The aim of this article is to introduce an effective, evidence-informed, and developmentally appropriate framework of practice for Environmental Education (EE) in the early years, with the ultimate goal being to achieve environmental sustainability. Initially, the author will briefly examine the current state of EE in the early years, contextualising it within a gradual shift from EE to the more encompassing Education for Sustainable Development (ESD). The article then proposes that there is a need for a refocusing of EE in the early years that has as a central goal—the promotion of nature connectedness, benefiting both the next generation of learners, as well as our planet. A four-point draft of a pedagogy for connection will be outlined that comprises sustained contact, engagement with nature’s beauty, cultivation of compassion towards non-human nature, and mindfulness. The latest empirical research from ecopsychology and developmental psychology will be used throughout in order to synthesise this brief initial draft of a pedagogy for connection. Full article

(This article belongs to the Special Issue Ecocentric Education)

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15 pages, 250 KiB

Open AccessArticle

Democracy and Education through the Eyes of Kuwaiti Politicians: A Phenomenological Study

by Sara Alnufaishan and Alanoud Alrashidi

Educ. Sci. 2019, 9(1), 60; https://doi.org/10.3390/educsci9010060 - 15 Mar 2019

Cited by 2 | Viewed by 4977

Abstract

Kuwait’s Constitution defines the small Arab Gulf nation as a constitutional democracy led by a hereditary emirate, although outside observers have questioned the degree to which it is indeed democratic. Despite such scepticism, Kuwait has undoubtedly taken some steps to promote democratization, including [...] Read more.

Kuwait’s Constitution defines the small Arab Gulf nation as a constitutional democracy led by a hereditary emirate, although outside observers have questioned the degree to which it is indeed democratic. Despite such scepticism, Kuwait has undoubtedly taken some steps to promote democratization, including the introduction of the Constitution and Human Rights (CHR) module to the national curriculum to teach high students about civics, democracy and rights. While previous studies have explored the perspectives of Kuwaiti students and teachers towards democracy in general and the CHR in particular, the perspectives of Kuwaiti politicians have not been previously explored. To better understand their perspectives of and experiences towards democracy and education for democracy, this study employed a phenomenological approach involving 15-to-30-min semi-structured interviews with five Kuwait politicians who have served as either Members of the Kuwaiti National Assembly or Ministers or both. The themes that emerged included Active Versus Passive Democracy, Homegrown Versus Imported Democracy, Culture and Democracy and Education for Democracy, which are discussed in greater detail in the article. Full article

(This article belongs to the Special Issue Democracy, Justice, and Human Rights Education)

16 pages, 231 KiB

Open AccessArticle

Different Grouping Strategies for Cooperative Learning in English Majored Seniors and Juniors at Can Tho University, Vietnam

by Hien Nhan and Thái Anh Nhan

Educ. Sci. 2019, 9(1), 59; https://doi.org/10.3390/educsci9010059 - 15 Mar 2019

Cited by 10 | Viewed by 6931

Abstract

We present research on the attitudes of seniors and juniors doing a major in English toward different grouping strategies for cooperative learning at Can Tho University, Can Tho city, Vietnam. The collected data is analyzed by a means of quantitative approach. The findings [...] Read more.

We present research on the attitudes of seniors and juniors doing a major in English toward different grouping strategies for cooperative learning at Can Tho University, Can Tho city, Vietnam. The collected data is analyzed by a means of quantitative approach. The findings not only facilitate the further understanding of English majors’ opinions on different grouping strategies, but also provide teachers and lecturers who employ cooperative learning as one of their teaching strategies with useful clues on which group formation they should use. More importantly, we hope to give an insight to the characteristics of different grouping strategies, in order to find out the group forming method(s) that simultaneously boosts group dynamics, students’ satisfaction, and academic achievements. Full article

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12 pages, 493 KiB

Open AccessArticle

Investigating Engineering Student Learning Style Trends by Using Multivariate Statistical Analysis

by Abdelhakim Abdelhadi, Yasser Ibrahim and Mohammad Nurunnabi

Educ. Sci. 2019, 9(1), 58; https://doi.org/10.3390/educsci9010058 - 14 Mar 2019

Cited by 8 | Viewed by 4884

Abstract

This study aims to use group technology to classify students at the classroom level into clusters according to their learning style preferences. Group technology is used, due to the realization that many problems are similar, and that by grouping similar problems, single solutions [...] Read more.

This study aims to use group technology to classify students at the classroom level into clusters according to their learning style preferences. Group technology is used, due to the realization that many problems are similar, and that by grouping similar problems, single solutions can be found for a set of problems. The Felder and Silverman style, and the index learning style (ILS) are used to find student learning style preferences; students are grouped into clusters based on the similarities of their preferences, by using multivariate statistical analysis. Based on the developed groups, instructors can use the proper teaching style to teach their students. The formation of clusters based on the statistical analyses of two sets of data collected from students of two classes at the same level, belonging to same engineering department indicates that each class has different learning style preferences. This is an eye-opener to educators, in that different teaching styles can be used for their students, based on the students’ learning styles, even though the students seem to have a common interest. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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14 pages, 209 KiB

Open AccessArticle

Use of Information Technology for Communication and Learning in Secondary School Students with a Hearing Disability

by Theeratorn Lersilp and Suchitporn Lersilp

Educ. Sci. 2019, 9(1), 57; https://doi.org/10.3390/educsci9010057 - 14 Mar 2019

Cited by 8 | Viewed by 6046

Abstract

Information technology (IT) is important to meet the needs of students with a hearing disability in special Thai school settings. The aim of this paper was to research the use and opinion of IT for communication and learning from students with a hearing [...] Read more.

Information technology (IT) is important to meet the needs of students with a hearing disability in special Thai school settings. The aim of this paper was to research the use and opinion of IT for communication and learning from students with a hearing disability in schools for the deaf. The IT in this study included information devices such as mobile phones, smartphones, and tablets. This study used the stratified random sampling method for enrolling its participants. Data collected from 192 students with a hearing disability using a self-administered questionnaires. Results found that most of these students knew about chat applications, for example, Line, Facebook, Messenger and face-to-face conversation apps. Furthermore, most of these students contacted people with hearing problems by sending messages through Facebook, Line and face-to-face applications. The main reasons why they used IT was for convenience and general conversation. A study of opinions on the use of IT by students with a hearing disability found that most of them agreed that IT equipment contributed to their participation in various activities, including conversations with their relatives and friends on social networking. Conclusion and discussions were included. Full article

8 pages, 186 KiB

Open AccessArticle

Qualitative Analysis of Satisfying and Dissatisfying Factors in a University–Industry Cooperation Programme

by Jian Ming Luo and Chi Fung Lam

Educ. Sci. 2019, 9(1), 56; https://doi.org/10.3390/educsci9010056 - 13 Mar 2019

Cited by 5 | Viewed by 3906

Abstract

Using qualitative semistructured interviews, this study aims to analyse the satisfying and dissatisfying factors in a university–industry cooperation programme. Work experience, monetary benefit, HR policies, language and time are important factors determining the satisfaction and dissatisfaction of students towards a university–industry cooperation programme. [...] Read more.

Using qualitative semistructured interviews, this study aims to analyse the satisfying and dissatisfying factors in a university–industry cooperation programme. Work experience, monetary benefit, HR policies, language and time are important factors determining the satisfaction and dissatisfaction of students towards a university–industry cooperation programme. Results help in evaluating and identifying the sustainability of a programme. Marketing practitioners can consider the results in designing corresponding marketing strategies, and HR managers and programme coordinators can formulate guidelines for future improvements of related programmes. Full article

13 pages, 1737 KiB

Open AccessEditor’s ChoiceArticle

Student Assessment of the Use of Kahoot in the Learning Process of Science and Mathematics

by Marta Curto Prieto, Lara Orcos Palma, Pedro Jesús Blázquez Tobías and Francisco Javier Molina León

Educ. Sci. 2019, 9(1), 55; https://doi.org/10.3390/educsci9010055 - 12 Mar 2019

Cited by 53 | Viewed by 15573

Abstract

One of the main objectives in education is to increase the motivation of the students to achieve meaningful learning. The use of technologies in classrooms which students are familiarized with such as the smartphone or the tablet, is a way to achieve this [...] Read more.

One of the main objectives in education is to increase the motivation of the students to achieve meaningful learning. The use of technologies in classrooms which students are familiarized with such as the smartphone or the tablet, is a way to achieve this goal. On the other hand, it has been proven that the inclusion of scenarios supported by games and competition enhance the active participation of students. Therefore, in this work we present the results of a study based on of the application Kahoot with students of secondary education, in the subjects of mathematics, biology & geology and physics & chemistry, during the academic year 2017/2018. This tool allows students to answer to on-line questionnaires created by the teacher, through mobile devices, and check their results in a few seconds as well as those of their classmates. The results obtained on the assessment of the tool by students, in terms of the benefits in the learning process, have been very positive and help us to examine the potential of the use of on-line questionnaires in the classrooms. Full article

(This article belongs to the Special Issue Trends in STEM Education)

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31 pages, 4082 KiB

Open AccessArticle

An Entrepreneurship Venture for Training K–12 Teachers to Use Engineering as a Context for Learning

by Anant R. Kukreti and Jack Broering

Educ. Sci. 2019, 9(1), 54; https://doi.org/10.3390/educsci9010054 - 11 Mar 2019

Cited by 8 | Viewed by 5913

Abstract

In this paper, the authors present their experiences from participating in a National Science Foundation (NSF) I-Corps L training program established for business startups, using Blank’s Lean LaunchPad, Osterwalder’s Business Model Canvas, and associated tools. They used the entrepreneurial skills acquired through this [...] Read more.

In this paper, the authors present their experiences from participating in a National Science Foundation (NSF) I-Corps L training program established for business startups, using Blank’s Lean LaunchPad, Osterwalder’s Business Model Canvas, and associated tools. They used the entrepreneurial skills acquired through this training to scale-up their emerging innovation, the Cincinnati Engineering Enhanced Math and Science Program (CEEMS), which had been developed, implemented, and evaluated with successful results over a period of seven years in a targeted 14 school-district partnership in Greater Cincinnati. The overriding goal was to improve student learning and success rates in K–12 math and science courses by helping to accelerate the process of bringing effective educational innovation, CEEMS, to scale. In CEEMS, teachers were trained in using challenge-based learning (CBL) and the engineering design process (EDP), teaching pedagogies to transform their classrooms into student-centered, hands-on learning environments, while also assisting students to improve their evaluation scores related to science, math, and engineering instruction. CEEMS teachers acquired the necessary skills through coursework, professional development (PD) workshops, and longitudinal professional guidance provided by assigned coaches over a period of two years to become proficient in developing CBL–EDP curriculum, teaching it, and assessing student learning and reflecting after teaching. The authors have documented how they used customer market research conducted during the I-Corps L training to define their minimum viable product (MVP) to duplicate the successful CEEMS methodology through a condensed (≤16 week) self-paced, completely online training program with virtual coaching support. The authors also describe the process they used to move forward very quickly from an MVP to a more complete product offering, its branding, the process of trademarking it, and finally licensing it to an established non-profit organization (NPO) for future marketing. Details of the whole experience are presented with the hope that it will serve as a useful guide for other venture creators. Full article

(This article belongs to the Special Issue Computer Science and Engineering Education for Pre-collegiate Students and Teachers)

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13 pages, 675 KiB

Open AccessArticle

Learning Ecological Concepts in Secondary Schools of the Northeast of Spain

by Meritxell Notari Llorens, Francisco Pardo Fabregat, Africa Martinez-Poveda and Manuel Jordan Vidal

Educ. Sci. 2019, 9(1), 53; https://doi.org/10.3390/educsci9010053 - 11 Mar 2019

Cited by 3 | Viewed by 3381

Abstract

Ecological concepts are not a recent matter; international organizations have already increased their efforts to provide better environmental education and ecological consciousness, although despite these efforts, a lack of attitudes and concepts were detected in the northeast of Spain. We evaluated the acquisition [...] Read more.

Ecological concepts are not a recent matter; international organizations have already increased their efforts to provide better environmental education and ecological consciousness, although despite these efforts, a lack of attitudes and concepts were detected in the northeast of Spain. We evaluated the acquisition of concepts related to environmental education in the students as proposed by current legislation, as well as their relation to different parameters, such as geographical location, type of school, and gender. The result suggests that the students achieve a meaningful learning of the concepts proposed by legislation and that acquisition of this knowledge is related to gender and geographical location, but not to the type of secondary school. Full article

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7 pages, 175 KiB

Open AccessArticle

The Dialogical Turn in Normative Political Theory and the Pedagogy of Human Rights Education

by Dale T. Snauwaert

Educ. Sci. 2019, 9(1), 52; https://doi.org/10.3390/educsci9010052 - 9 Mar 2019

Cited by 3 | Viewed by 3978

Abstract

The purpose of this paper is to explore a capacity-building pedagogical approach to human rights education as a complement to the “declarationist” approach. The basic premise of this philosophical paper is the idea of human rights as justified claims and/or demands; as such, [...] Read more.

The purpose of this paper is to explore a capacity-building pedagogical approach to human rights education as a complement to the “declarationist” approach. The basic premise of this philosophical paper is the idea of human rights as justified claims and/or demands; as such, ethical and moral justification is presupposed in the very idea of rights itself. It is argued that a dialogical turn in moral and political philosophy, in particular theoretical justifications of principles of justice, such as rights, has taken place. Given that ethical and moral justification is central to the meaning of human rights, the significance of this dialogical turn for the idea of human rights and human rights education is explored from within the idea of the logical structure of disciplines of knowledge, a discipline’s fundamental ideas and forms of thought (methods of inquiry). From within this perspective, it is argued that the dialogical nature of justification central to rights should structure the pedagogy of human rights education. It is suggested that this pedagogy entails three forms of normative dialogue—ethical, moral, and critical—that can form the normative structure of a pedagogy of human rights education. It is concluded that while awareness and respect are necessary conditions to the realization of human rights, the development of the capacity of future citizens to make, to justify, and to critique human rights claims is also necessary for the realization of human rights. Full article

(This article belongs to the Special Issue Democracy, Justice, and Human Rights Education)

9 pages, 823 KiB

Open AccessArticle

Artificial Intelligence in Higher Education: A Bibliometric Study on its Impact in the Scientific Literature

by Francisco-Javier Hinojo-Lucena, Inmaculada Aznar-Díaz, María-Pilar Cáceres-Reche and José-María Romero-Rodríguez

Educ. Sci. 2019, 9(1), 51; https://doi.org/10.3390/educsci9010051 - 8 Mar 2019

Cited by 171 | Viewed by 20986

Abstract

Artificial intelligence has experienced major developments in recent years and represents an emerging technology that will revolutionize the ways in which human beings live. This technology is already being introduced in the field of higher education, although many teachers are unaware of its [...] Read more.

Artificial intelligence has experienced major developments in recent years and represents an emerging technology that will revolutionize the ways in which human beings live. This technology is already being introduced in the field of higher education, although many teachers are unaware of its scope and, above all, of what it consists of. Therefore, the purpose of this paper was to analyse the scientific production on artificial intelligence in higher education indexed in Web of Science and Scopus databases during 2007–2017. A bespoke methodology of bibliometric studies was used in the most relevant databases in social science. The sample was composed of 132 papers in total. From the results obtained, it was observed that there is a worldwide interest in the topic and that the literature on this subject is just at an incipient stage. We conclude that, although artificial intelligence is a reality, the scientific production about its application in higher education has not been consolidated. Full article

(This article belongs to the Special Issue Educational Technologies, Teacher Training and Competencial Development Based on Innovative Emerging Pedagogies)

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36 pages, 392 KiB

Open AccessReview

Metasynthesis of Preservice Professional Preparation and Teacher Education Research Studies

by Carl J. Dunst, Deborah W. Hamby, Robin B. Howse, Helen Wilkie and Kimberly Annas

Educ. Sci. 2019, 9(1), 50; https://doi.org/10.3390/educsci9010050 - 8 Mar 2019

Cited by 20 | Viewed by 6870

Abstract

Results from a metasynthesis of the relationships between 14 different types of preservice teacher preparation practices and teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Each type of preservice practice (e.g., course-based student learning) [...] Read more.

Results from a metasynthesis of the relationships between 14 different types of preservice teacher preparation practices and teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Each type of preservice practice (e.g., course-based student learning) included different kinds of instructional methods (e.g., problem-based learning, inquiry-based learning, and project-based learning). The metasynthesis included 118 meta-analyses and 12 surveys of more than three million study participants. Findings clearly indicated that active university student and beginning teacher involvement in mastering the use of instructional practices and both knowledge and skill acquisition by far stood out as the most important preservice teacher preparation practices. These included extended student teaching experiences, simulated instructional practices and microteaching, faculty coaching and mentoring, clinical supervision, different types of cooperative learning practices, and course-based active student learning methods. The pattern of results helped identify high leverage and high impact teacher preparation practices. Implications for future research and improving teacher preparation are described. Full article

19 pages, 1051 KiB

Open AccessArticle

An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

by Joshua M. Rosenberg and Michael A. Lawson

Educ. Sci. 2019, 9(1), 49; https://doi.org/10.3390/educsci9010049 - 7 Mar 2019

Cited by 11 | Viewed by 6288

Abstract

Science educators have begun to explore how students have opportunities to not only view and manipulate simulations, but also to analyze the complex sources of data they generate. While scholars have documented the characteristics and the effects of using simulations as a source [...] Read more.

Science educators have begun to explore how students have opportunities to not only view and manipulate simulations, but also to analyze the complex sources of data they generate. While scholars have documented the characteristics and the effects of using simulations as a source of data in face-to-face, K-12 classrooms, how simulations can be taken up and used in such a way in fully-online classes is less-explored. In this study, we present results from our initial qualitative investigation of students’ use of a simulation in such a way across three lessons in an online, Advanced Placement high school physics class. In all, 13 students participated in the use of a computational science simulation that we adapted to output quantitative data across the lesson sequence. Students used the simulation and developed a class data set, which students then used to understand, interpret, and model a thermodynamics-related concept and phenomenon. We explored the progression of students’ conceptual understanding across the three lessons, students’ perceptions of the strengths and weaknesses of the simulation, and how students balanced explaining variability and being able to interpret their model of the class data set. Responses to embedded assessment questions indicated that a few developed more sophisticated conceptual understanding of the particle nature of matter and how it relates to diffusion, while others began the lesson sequence with an already-sophisticated understanding, and a few did not demonstrate changes in their understanding. Students reported that the simulation helped to make a complex idea more accessible and useful and that the data generated by the simulation made it easier to understand what the simulation was representing. When analyzing the class data set, some students focused on fitting the data, not considering the interpretability of the model as much, whereas other students balanced model fit with interpretability and usefulness. In all, findings suggest that the lesson sequence had educational value, but that modifications to the design of the simulation and lesson sequence and to the technologies used could enhance its impact. Implications and recommendations for future research focus on the potential for simulations to be used to engage students in a variety of scientific and engineering practices in online science classes. Full article

(This article belongs to the Special Issue Interactive Simulations and Innovative Pedagogy for Conceptual Understanding in Science Education)

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20 pages, 1588 KiB

Open AccessArticle

Plant Classification Knowledge and Misconceptions among University Students in Morocco

by Lhoussaine Maskour, Anouar Alami, Moncef Zaki and Boujemaa Agorram

Educ. Sci. 2019, 9(1), 48; https://doi.org/10.3390/educsci9010048 - 3 Mar 2019

Cited by 11 | Viewed by 8256

Abstract

This study aims to assess learning outcomes and identify students’ misconceptions in plant classification. We conducted a questionnaire survey with undergraduate and master’s students. The qualitative analysis of the students’ responses made it possible to shed light on the difficulties of assimilation of [...] Read more.

This study aims to assess learning outcomes and identify students’ misconceptions in plant classification. We conducted a questionnaire survey with undergraduate and master’s students. The qualitative analysis of the students’ responses made it possible to shed light on the difficulties of assimilation of many notions and also to identify the different misconceptions constructed during their learning courses about plant organisms. The findings indicate that some students are not motivated to take the course on plant classification. This demotivation is reinforced further by students’ perceptions of plant classification, especially that it is not important and not useful for learning other biology specialities. The findings also show that more than half of the students who participated in this study consider plant systematics a difficult subject. We also note that some of the students surveyed seem not to have acquired many concepts of plant biology including concepts related to the biology, reproduction and evolution of plants. Thanks to this, we could see different types of problems in plant classification, which constitute misconceptions hindering learning. Initial training in plant biology does not appear to have a significant effect in modifying students’ misconceptions related to plant classification. Full article

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12 pages, 255 KiB

Open AccessArticle

Blindness in Seeing: A Philosophical Critique of the Visible Learning Paradigm in Education

by Steen Nepper Larsen

Educ. Sci. 2019, 9(1), 47; https://doi.org/10.3390/educsci9010047 - 28 Feb 2019

Cited by 6 | Viewed by 7075

Abstract

An international consensus seems to have developed in educational research—and among educational planners and policymakers—during the last 10–15 years proclaiming that learning is, and must be, a visible phenomenon. This paper questions this predominant view and serves an assemblage of points offering educational [...] Read more.

An international consensus seems to have developed in educational research—and among educational planners and policymakers—during the last 10–15 years proclaiming that learning is, and must be, a visible phenomenon. This paper questions this predominant view and serves an assemblage of points offering educational scientists at least four profound perspectives to reflect upon. First of all, learning is not immediately visible to the learning subject. It demands and deserves a qualitative lifelong perspective and—not to be underestimated—autonomous reflections to come to know and acknowledge what learning is and can be in an existential perspective. For the individual, it is always worth asking the question whether or not the things ‘learned’ in the first place were worth learning. Secondly, no one can examine the complex synaptic wiring process in the changeable and ‘learning’ brain (i.e., human neuroplasticity); the body-phenomenological depths and growth of a human being; or the manifold processes constituting the totality of historical social interactions surrounding the learning process and reduce them to something simple and already ‘known’ (a figure, a score, an effect, an answer in a test, an evaluation statement, etc). Thirdly, so-called visible learning for teachers has to be differentiated from both conscious and unconscious learning for pupils and students. The attempts to objectify and sometimes even instrumentalize learning risk running into obvious problems and fostering serious mistakes. Besides, the teacher and the ‘learner’ do not share the same perspectives and they often also have different interests. Fourthly, the concept of learning is not a value-neutral term and should only be used with an awareness of its historical development as a concept. I will argue that character formation—edification of character (Bildung), in light of the rich German geisteswissenschaftliche tradition—and the capability to think and become a vivid language user and creator demand much more than learning. Moreover, teaching is much more than a method to ‘produce’ learning, and to reproduce learning goals, and the purpose of education must transcend a teleological implementation of strategic national and international learning goals. In this paper, the revitalized concept of Bildung both serves as a critique of the visible learning paradigm and as a take-off of an alternative and more fertile way to conceptualize the task and possibilities of education. The line of the argument and ambition of the paper is to depict how blindness seems to be an inevitable part of educational seeing. The thesis is that powerful scientific and political adherents of learning cannot see what they cannot see—neither when they see what they (think they) see, nor when they do not see what they do not (want to) see. Full article

(This article belongs to the Special Issue Visible Learning – What’s next? A Decade after An Educational Milestone)

12 pages, 614 KiB

Open AccessArticle

Promoting Young Children’s Interest in Learning English in EFL Context: The Role of Mothers

by Naya Choi, Sujeong Kang, Hye Jung Cho and Jiyeon Sheo

Educ. Sci. 2019, 9(1), 46; https://doi.org/10.3390/educsci9010046 - 26 Feb 2019

Cited by 21 | Viewed by 7738

Abstract

The purpose of this study was to investigate the effects of a mother’s motivation for providing English education to a young child on the provision of English education and the child’s interest in learning English. Also, the mediating role of the type of [...] Read more.

The purpose of this study was to investigate the effects of a mother’s motivation for providing English education to a young child on the provision of English education and the child’s interest in learning English. Also, the mediating role of the type of English education provided (English interaction at home and English private lessons) between a mother’s motivation and a child’s interest in learning English was examined. In total, 414 Korean mothers of 3-to-5-year-olds reported their motivation for providing English education to their child, frequency of English interaction at home, and the duration of English private lessons the child experienced. The degree of a child’s interest in learning English was measured by both the child’s mother and the teacher. The main results are as follows. First, a mother’s integrative motivation had a positive effect on the provision of English education. On the other hand, a mother’s instrumental motivation did not have a significant effect on the provision of English education. Also, a mother’s integrative motivation had an indirect effect on a child’ interest in learning English through English interaction at home. A mother’s integrative motivation had a direct effect on a child’s interest in learning English as well. This study is theoretically meaningful in that the concept of integrative and instrumental motivation of foreign language learners is extended to the mothers who provide foreign language education to their young children. Also, this study provides practical implications for early childhood mothers by highlighting the importance of integrative motivation and English interaction at home to enhance the child’s interest in learning English. Full article

(This article belongs to the Special Issue Selected Papers from the Eurasian Conference on Educational Innovation 2019)

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18 pages, 21719 KiB

Open AccessArticle

Exploring Secondary Students’ Alternative Conceptions about Engineering Design Technology

by Anila Asghar, Ying-Syuan Huang, Kenneth Elliott and Yannick Skelling

Educ. Sci. 2019, 9(1), 45; https://doi.org/10.3390/educsci9010045 - 24 Feb 2019

Cited by 9 | Viewed by 5388

Abstract

This paper presents the assessment items that were developed by science and technology teachers in Québec to explore their students’ alternative ideas about engineering design technology and technological systems. These assessment items were administered to Secondary Cycle One students in Francophone and Anglophone [...] Read more.

This paper presents the assessment items that were developed by science and technology teachers in Québec to explore their students’ alternative ideas about engineering design technology and technological systems. These assessment items were administered to Secondary Cycle One students in Francophone and Anglophone schools in Québec to elicit their ideas about the foundational technology concepts included in the science and technology curriculum. Students’ responses are presented to share their alternative and scientific explanations. In addition, various approaches to facilitate a deeper understanding of scientific models and mechanistic reasoning in students are also discussed. Full article

(This article belongs to the Special Issue Computer Science and Engineering Education for Pre-collegiate Students and Teachers)

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30 pages, 2266 KiB

Open AccessEditor’s ChoiceArticle

Project Management Competences by Teaching and Research Staff for the Sustained Success of Engineering Education

by Alberto Cerezo-Narváez, Ignacio de los Ríos Carmenado, Andrés Pastor-Fernández, José Luis Yagüe Blanco and Manuel Otero-Mateo

Educ. Sci. 2019, 9(1), 44; https://doi.org/10.3390/educsci9010044 - 22 Feb 2019

Cited by 15 | Viewed by 7010

Abstract

Projects have become an essential instrument for the success of universities. In a context of globalization and increasing complexity, they must sharpen their resourcefulness to face these challenges and adapt to this changing environment. To reach these objectives, they undertake a series of [...] Read more.

Projects have become an essential instrument for the success of universities. In a context of globalization and increasing complexity, they must sharpen their resourcefulness to face these challenges and adapt to this changing environment. To reach these objectives, they undertake a series of activities of a unique, concrete and temporary nature, not always technical but managerial ones. If universities work with people on projects in the production, transmission and dissemination of knowledge, then they link with society to solve its problems. For this reason, teaching and research staff (TRS) should promote a range of professional project management (PM) competences in different areas for the proper management of the projects in which they take part. Through a Delphi technique, a panel of twenty-four accredited teaching experts who are carrying out significant research and holding directive roles, measured the importance of acquiring and/or improving professional PM competences by their TRS. Consensus and stability reached after two rounds of consultation confirmed there are a series of crucial competences for the practice of relevant teaching and pioneer research. Results obtained are the basis for a gap plan that allows the TRS to participate in and/or lead university projects with greater self-confidence and personal motivation. Full article

(This article belongs to the Special Issue Engineering Education and Technological / Professional Learning)

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11 pages, 194 KiB

Open AccessArticle

Reflections on the Adult Education Professoriate in Canada

by Janet Groen and Colleen Kawalilak

Educ. Sci. 2019, 9(1), 43; https://doi.org/10.3390/educsci9010043 - 22 Feb 2019

Cited by 5 | Viewed by 4920

Abstract

Drawing on an autoethnographic approach, we offer a retrospective and current reflection on the Adult Education Professoriate within the Canadian university system. Through our autographic texts as professors within the field of adult education, as well as a review of relevant adult education [...] Read more.

Drawing on an autoethnographic approach, we offer a retrospective and current reflection on the Adult Education Professoriate within the Canadian university system. Through our autographic texts as professors within the field of adult education, as well as a review of relevant adult education literature, we consider the historical and current societal and academic trends that informed the growth and associated struggles in this academic program over the past six decades, including the launch of the Canadian Association for Studies in Adult Education. Reflecting on lessons from the past, we argue that we need to remain vigilant as professors within Canadian universities and realize that the programs we promote and offer will only thrive if we continue to survive as a valued and visible field of scholarship and practice. We further assert that our survival is contingent upon ramping up our engagement with and educating of colleagues from other disciplines, as well as work and learning contexts. Full article

16 pages, 2396 KiB

Open AccessArticle

An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities

by Xiaoge Chen, Luciane F. de Goes, David F. Treagust and Ingo Eilks

Educ. Sci. 2019, 9(1), 42; https://doi.org/10.3390/educsci9010042 - 19 Feb 2019

Cited by 12 | Viewed by 6120

Abstract

This study provides an analysis of selected aspects of the intended curriculum related to redox reactions as represented in secondary chemistry textbooks from the People’s Republic of China, with a special view also on Hong Kong, Shanghai, Taiwan, and the Chinese minority in [...] Read more.

This study provides an analysis of selected aspects of the intended curriculum related to redox reactions as represented in secondary chemistry textbooks from the People’s Republic of China, with a special view also on Hong Kong, Shanghai, Taiwan, and the Chinese minority in Malaysia. This study reveals how chemistry textbooks deal with visual representations related to redox reactions and whether or not the visualizations provide any indication for the orientation of the intended curriculum, characterized by contexts suggested for chemistry learning. Specific criteria were derived from a literature review of the discussion on different levels of chemical representations and from a total of 346 visual representations related to redox reactions identified and analyzed from the textbooks. Based on the frequencies and levels of visual representations in the textbooks, this study showed that representations in textbooks from the People’s Republic of China mostly focus on the macro and macro-symbolic levels and indicate some aspects of everyday life as well as orientations towards industry and technology. The findings show that the textbook from Taiwan uses multiple macroscopic, submicroscopic, and symbolic representations to illustrate the redox reactions. The textbook from Hong Kong has a strong orientation along the content structure of chemistry, with mostly macro level representations. The textbook from the Chinese minority in Malaysia follows a strong structure-of-discipline orientation with limited visual support. Full article

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20 pages, 256 KiB

Open AccessReview

Ecological Citizenship Education and the Consumption of Animal Subjectivity

by Reingard Spannring

Educ. Sci. 2019, 9(1), 41; https://doi.org/10.3390/educsci9010041 - 16 Feb 2019

Cited by 16 | Viewed by 6565

Abstract

The unfolding of the ecological disaster has led authors to reconsider the position of the human subject and his/her relationship with the earth. One entry point is the concept of ecological citizenship, which emphasizes responsibility, community, and care. However, the discourse of ecological [...] Read more.

The unfolding of the ecological disaster has led authors to reconsider the position of the human subject and his/her relationship with the earth. One entry point is the concept of ecological citizenship, which emphasizes responsibility, community, and care. However, the discourse of ecological citizenship often reduces the human subject to a critical consumer-citizen and citizenship education to the production of such a subject. The position outlined in this paper provides a more fundamental critique of consumption as a way of being in and relating to the world. In particular, it foregrounds objectification, commodification, and its impacts on human and nonhuman subjectivity and the possibility of care within a multi-species community. The paper brings animal-sensitive work in environmental education research and political theory into dialogue with a more general critique of culture and pedagogy in consumer society. From this perspective, ecological citizenship education seeks to liberate human and nonhuman beings from predetermined behavioral results and functions, and opens the time and space for the subjectification of human and nonhuman citizens within the complex dynamics of a multi-species community. With this proposition, the paper contributes to an ecocentric understanding of ecological citizenship education that builds on the continuity of life and subjective experience. Full article

(This article belongs to the Special Issue Ecocentric Education)

16 pages, 1024 KiB

Open AccessArticle

Exploring Turkish Pre-Service Teachers’ Perceptions and Views of Digital Literacy

by Rıdvan Ata and Kasım Yıldırım

Educ. Sci. 2019, 9(1), 40; https://doi.org/10.3390/educsci9010040 - 15 Feb 2019

Cited by 35 | Viewed by 8842

Abstract

This study aims to investigate digital literacy perceptions of preservice teachers, and to identify quantity characteristics of first and second year preservice teachers’ digital literacy at a public university in Turkey. That is, pre-service teachers’ perceptions of digital literacy and their patterns of [...] Read more.

This study aims to investigate digital literacy perceptions of preservice teachers, and to identify quantity characteristics of first and second year preservice teachers’ digital literacy at a public university in Turkey. That is, pre-service teachers’ perceptions of digital literacy and their patterns of knowledge and use of digital literacy were measured within the scope of this study. Multiple sources of data, including a Likert scale and open-ended questions were collected to address the topic. Various statistical techniques and tests such as ANOVA, t-test, and Tukey HSD test were used in the analysis of the obtained data. Qualitative data was analyzed by using the content analysis method. The findings indicated that the model showed a good fit with the data and standardized regression weights indicated that attitude, technical, cognitive, and social factors were significant predictors of digital literacy. In addition, it was identified that the pre-service teachers had high and positive perceptions of digital literacy. However, it was observed in the open-ended questions that they lack the refined cognitive skills to find, evaluate, create, and communicate. The findings were then discussed in light of the relevant literature. Full article

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11 pages, 797 KiB

Open AccessArticle

What Affects Middle School Students’ English Anxiety in the EFL Context? Evidence from South Korea

by Naya Choi, Boram No, Suji Jung and San Eun Lee

Educ. Sci. 2019, 9(1), 39; https://doi.org/10.3390/educsci9010039 - 14 Feb 2019

Cited by 6 | Viewed by 6079

Abstract

This paper examines what affects adolescents’ English anxiety in the English as Foreign Langauage (EFL) context. A total of 414 adolescents in South Korea participated in the study and the AMOS 20.0 was used in structural equation modeling for statistical analysis. The results [...] Read more.

This paper examines what affects adolescents’ English anxiety in the English as Foreign Langauage (EFL) context. A total of 414 adolescents in South Korea participated in the study and the AMOS 20.0 was used in structural equation modeling for statistical analysis. The results are as follows. Girls showed a higher level of English anxiety and self-directed learning ability than boys. Second, adolescents’ English self-efficacy had a partial mediating effect on the relationship between parental pressure expectation and English anxiety. Third, parental pressure expectation had a significant effect on English anxiety through self-directed learning and English self-efficacy. Fourth, a gender difference in the paths of the models was significant. This provides supporting evidence to many educators and parents for the implementation of effective support practices for adolescents who learn English in EFL contexts similar to Korea to reduce thier English anxiety. Full article

(This article belongs to the Special Issue Selected Papers from the Eurasian Conference on Educational Innovation 2019)

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15 pages, 288 KiB

Open AccessArticle

Texas–Mexico Border vs. Non-Border School Districts’ Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach

by Shifang Tang, Zhuoying Wang and Yue Min

Educ. Sci. 2019, 9(1), 38; https://doi.org/10.3390/educsci9010038 - 13 Feb 2019

Cited by 5 | Viewed by 5089

Abstract

This study focuses on comparing the growth trajectory of border and non-border school districts regarding their fifth-grade students’ performance on a standardized reading test. Using a growth hierarchical linear model, we investigated the effect of time, school location, and their interaction on students’ [...] Read more.

This study focuses on comparing the growth trajectory of border and non-border school districts regarding their fifth-grade students’ performance on a standardized reading test. Using a growth hierarchical linear model, we investigated the effect of time, school location, and their interaction on students’ reading performance through the State of Texas Assessment of Academic Readiness (STAAR) reading test in five recent school years. It was found that border school students lagged behind in reading at the initial stage when STAAR was first administered. As time went by, the gap between border and non-border district students’ reading performance remained. Implications for teaching pedagogy and research are discussed regarding the preparation of border district students to become bilingual, bicultural, and biliterate. Full article

15 pages, 243 KiB

Open AccessArticle

Ecophilosophical Principles for an Ecocentric Environmental Education

by David Molina-Motos

Educ. Sci. 2019, 9(1), 37; https://doi.org/10.3390/educsci9010037 - 13 Feb 2019

Cited by 23 | Viewed by 6978

Abstract

As environmental slogans have been permeating the social imaginary and permeating the conceptual and axiological dimensions of the different educational currents, Environmental Education has been prompted to define its own specific nature in contrast to the supposedly more integrative educational movements. In contrast [...] Read more.

As environmental slogans have been permeating the social imaginary and permeating the conceptual and axiological dimensions of the different educational currents, Environmental Education has been prompted to define its own specific nature in contrast to the supposedly more integrative educational movements. In contrast to the historical or meta-theoretical strategies of specification and foundation of environmental education, we propose the establishment of some principles derived from genuinely ecological and ecocentric environmental philosophies; the ecophilosophies. This work reviews—in a conciliatory framework and with a pedagogical interest in mind—the most significant contributions of land ethics, deep ecology, social ecology, ecofeminism and the change of paradigm ecologies. The result is a set of facets, key categories and features that offer an integrated and synoptic view of how Ecocentric Environmental Education (EEE) could be based on ecophilosophical principles. In addition, the contrasting features that define those non-ecocentric perspectives of Environmental Education are proposed, and a deconstructive transition of these in alliance with another reconstructive ecophilosophical feature is suggested as the central intention of the Environmental Education methodology. Finally, the value of the theoretical proposal is defended as a foundation and framework for future pedagogical specifications and methodological developments. Full article

(This article belongs to the Special Issue Ecocentric Education)

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Educ. Sci., Volume 9, Issue 1 (March 2019) – 66 articles

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