Journal Description
Education Sciences
Education Sciences
is an international, peer-reviewed, open access journal on education published monthly online by MDPI. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- High Visibility: indexed within Scopus, ESCI (Web of Science), Educational Research Abstracts, PscyInfo, and other databases.
- Journal Rank: CiteScore - Q1 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 24.9 days after submission; acceptance to publication is undertaken in 3.7 days (median values for papers published in this journal in the second half of 2023).
- Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Impact Factor:
3.0 (2022);
5-Year Impact Factor:
2.8 (2022)
Latest Articles
Science Achievement of Multilingual Pupils: A Study on the Effectiveness of a Read-Aloud Assessment Accommodation
Educ. Sci. 2024, 14(5), 494; https://doi.org/10.3390/educsci14050494 (registering DOI) - 04 May 2024
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To date, empirical investigations of the effects of test accommodations on the actual achievement of multilingual pupils have been inconclusive. In this present study, we investigated whether read-aloud accommodation contributes to better results in terms of science achievement for multilingual pupils. A computer-based
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To date, empirical investigations of the effects of test accommodations on the actual achievement of multilingual pupils have been inconclusive. In this present study, we investigated whether read-aloud accommodation contributes to better results in terms of science achievement for multilingual pupils. A computer-based science test, conducted with or without read-aloud accommodation, was administered to 1022 5th-grade pupils in 36 Flemish primary schools. We assessed the hypotheses that, first, pupils in a condition with accommodation perform better than their non-accommodated peers, and second, certain background characteristics are related to science achievement for different groups of pupils. The results indicate that read-aloud accommodation in language education does not significantly contribute to making assessments fairer. Overall, parental job status, grade retention, migration status, and self-reported oral proficiency significantly predicted pupils’ science achievement. For pupils taking an accommodated test, their age of arrival and the language they spoke at home did not significantly relate to their science achievement, but their self-rated literacy skills in the language of schooling did.
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Open AccessArticle
A Genealogy toward Methodic Doubts in Educational Leadership Research
by
Ira Bogotch
Educ. Sci. 2024, 14(5), 493; https://doi.org/10.3390/educsci14050493 (registering DOI) - 04 May 2024
Abstract
In this critical narrative essay, titled A Genealogy Toward Methodic Doubts, I ask readers not only how and why educational leadership research(ers) detoured from the rigorous pursuits of truths, but also how and why I had missed the signposts which might have alerted
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In this critical narrative essay, titled A Genealogy Toward Methodic Doubts, I ask readers not only how and why educational leadership research(ers) detoured from the rigorous pursuits of truths, but also how and why I had missed the signposts which might have alerted me and others that our continuing practices, even with recognizing methodological limitations, were flawed. The empirical examples presented here come mostly from US policies, Western theories, and traditional methods, but likely apply to other contexts worldwide.
Full article
(This article belongs to the Special Issue Transforming Educational Leadership)
Open AccessArticle
Understanding School Middle-Leading Practices: Developing a Middle-Leading Practice Model
by
Sharon Tindall-Ford, Peter Grootenboer, Christine Edwards-Groves and Catherine Attard
Educ. Sci. 2024, 14(5), 492; https://doi.org/10.3390/educsci14050492 - 03 May 2024
Abstract
School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of
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School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of practice architectures, a survey instrument was created to understand who Australian school MLs are (n = 199) and ascertain their perceptions of the practices central to leading teaching and learning in their school sites. Through descriptive, exploratory, and confirmatory factor analyses, this paper reports on the reported practices of Australian MLs, and, through the analysis, a revised ML practice model is proposed. The results confirm that ML practices are orientated to the people they lead in their school site, who they support, collaborate with, and advocate for, with practising leading upwards to the school principal identified as an important ML practice.
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(This article belongs to the Special Issue Critical Issues for Senior, Middle and Other Levels of Leadership)
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The Effect of Sustainable Development Goals and Subjecting Well-Being on Art Nascent Entrepreneurship: The Moderating Role of Entrepreneurship Education
by
Stavroula Laspita, Ioannis Sitaridis and Katerina Sarri
Educ. Sci. 2024, 14(5), 491; https://doi.org/10.3390/educsci14050491 - 03 May 2024
Abstract
This study explores the impact of the perceived well-being of students; the degree to which they perceive that their university enhances, facilitates, and supports six sustainable development goals (SDGs); and entrepreneurship education on nascent entrepreneurship. Moving beyond main effects, our research uses entrepreneurship
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This study explores the impact of the perceived well-being of students; the degree to which they perceive that their university enhances, facilitates, and supports six sustainable development goals (SDGs); and entrepreneurship education on nascent entrepreneurship. Moving beyond main effects, our research uses entrepreneurship education as a moderator, offering nuanced insights into nascent entrepreneurship, particularly among art students—an under-researched group. Utilizing data from a large sample within the established research project GUESSS, our findings show a very small statistically significant positive relationship between subjective well-being and nascent entrepreneurship among art students. However, the anticipated impact of university enhancement, facilitation, and support of SDGs on nascent entrepreneurship is not evident for these students. Notably, entrepreneurship education is important for the cultivation of the future generation of art entrepreneurs. These results have important theoretical and practical implications.
Full article
(This article belongs to the Special Issue Entrepreneurship Education: Challenged and Challenging)
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Cognitive Strategies of Second Language Vocabulary Inferencing: An Eye Tracking Study
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Anna Izmalkova and Irina Blinnikova
Educ. Sci. 2024, 14(5), 490; https://doi.org/10.3390/educsci14050490 - 03 May 2024
Abstract
In contextual vocabulary acquisition, second language learners address both morphological and contextual cues to infer the meanings of novel words. The study investigated cognitive strategies and their eye movement correlates in contextual vocabulary inferencing task. A sample of 30 healthy participants with normal
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In contextual vocabulary acquisition, second language learners address both morphological and contextual cues to infer the meanings of novel words. The study investigated cognitive strategies and their eye movement correlates in contextual vocabulary inferencing task. A sample of 30 healthy participants with normal or corrected to normal vision read an Intermediate-level text in English, aiming to define the meaning of 10 low-frequency words embedded in the text. Based on both unstructured and structured post-hoc reports, we attributed the inferencing process either to word-level processing, context-level processing, or discourse-level processing strategy. Eye movements were recorded on the target word and on the target word clause areas of interest. Inferencing success was associated with increased first fixation duration on the target word both for word- and context-level processing strategy, and increased dwell time on the target word clause for context-level processing strategy. Our findings emphasize the role of both morphological and contextual processing in vocabulary inferencing task.
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(This article belongs to the Special Issue Language Education in the Digital Age: An International Perspective)
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Mathematics in Art and History Museums: An Informal Mathematics Education Case for Teachers’ In-Service Training
by
Raffaele Casi and Cristina Sabena
Educ. Sci. 2024, 14(5), 489; https://doi.org/10.3390/educsci14050489 - 02 May 2024
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Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and
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Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and middle school teachers using integrating mathematics education within art and history museums through designing mathematics visit workshops. Specifically, the focus is placed on Phase 1 of the program, in which teachers participated in two informal mathematics education workshops at two museums in Turin, Italy, and were asked to reflect on their participation through a written essay. The analysis of the essays reveals significant engagement, appreciation of mathematics as a cultural artifact, and the emergence of creativity and inclusion among participating teachers. These findings highlight the benefits of such interdisciplinary approaches in enhancing mathematical understanding and pedagogical strategies. Conclusions emphasize the program’s success in not only enriching teachers’ instructional repertoire but also in promoting a more holistic, engaging, and contextualized approach to mathematics education, suggesting a promising avenue for future educational practices and research in informal learning environments.
Full article
(This article belongs to the Special Issue Methodological Issues in STE(A)M Education)
Open AccessArticle
A Generic Multilevel Structure for Educational Escape Rooms
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Pedro Juan Roig, Salvador Alcaraz, Katja Gilly, Cristina Bernad and Carlos Juiz
Educ. Sci. 2024, 14(5), 488; https://doi.org/10.3390/educsci14050488 - 02 May 2024
Abstract
The use of active learning activities for evaluation purposes has been reported to improve results in all areas within the education field. In this paper we describe a generic multilevel structure for educational escape rooms, along with a use case where such a
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The use of active learning activities for evaluation purposes has been reported to improve results in all areas within the education field. In this paper we describe a generic multilevel structure for educational escape rooms, along with a use case where such a design was applied for assessment in a course within the STEM area. Furthermore, a project-based learning activity was also added to complement that assessment. The results obtained expose an increase in both academic performance and success rate, where the percentage rises in both cases go in line to the literature. Additionally, a high level of engagement was measured during those active learning activities, which is reported to lead to better performance and improved learning. Hence, this high engagement seems to be the primary source of the increments experienced.
Full article
(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)
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The “Better Book” Approach to Addressing Equity in Statistics: Centering the Motivational Experiences of Students from Racially Marginalized Backgrounds for Widespread Benefit
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Claudia C. Sutter, Matthew C. Jackson, Karen B. Givvin, James W. Stigler and Ji Y. Son
Educ. Sci. 2024, 14(5), 487; https://doi.org/10.3390/educsci14050487 - 02 May 2024
Abstract
Although improving racial equity in critical college courses such as introductory statistics is a laudable goal, making research-based progress toward that aim in a scalable manner remains a challenge. To translate psychological insights to benefit racially marginalized students, we implemented the “Better Book”
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Although improving racial equity in critical college courses such as introductory statistics is a laudable goal, making research-based progress toward that aim in a scalable manner remains a challenge. To translate psychological insights to benefit racially marginalized students, we implemented the “Better Book” approach, where instructors, researchers, and developers work together to improve an online textbook used in introductory statistics. The “Better Book” approach to equity assumes that racially marginalized students are a “canary in the coal mine”, alerting us to systemic issues that can affect a broader array of students. We started by finding places in the textbook where racially marginalized students reported higher perceptions of costs (the effort and time required to learn the content) than non-marginalized students. Then we drew upon suggestions from users to redesign the textbook where gaps in cost perceptions peaked. We then analyzed data from both the original and redesigned versions of the textbook to evaluate the impact on students who were subsequently enrolled in the course. Results showed that perceptions of cost were dramatically reduced in the experience of racially marginalized students but also the redesign resulted in an improved experience for all students.
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(This article belongs to the Special Issue Long Overdue: Translating Learning Research into Educational Practice)
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Navigating Entrepreneurial Horizons: Students Perspectives Analysis of the Entrepreneurial Competences in Teaching Context
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Enida Pulaj Brakaj and Jana Marie Šafránková
Educ. Sci. 2024, 14(5), 486; https://doi.org/10.3390/educsci14050486 - 02 May 2024
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Entrepreneurship education largely influences the social and economic dimensions of many countries. In the framework of development, frequent changes seek to discover the most effective way of adopting and integrating educational services to meet the requirements of the labour market. This paper aims
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Entrepreneurship education largely influences the social and economic dimensions of many countries. In the framework of development, frequent changes seek to discover the most effective way of adopting and integrating educational services to meet the requirements of the labour market. This paper aims to analyse entrepreneurial competence in a teaching context from the students’ perspectives. The main objective of the research study aims to measure students’ attitudes towards entrepreneurial intentions, as impacted in an entrepreneurial teaching context. Additionally, it seeks to highlight the significance of the entrepreneurial competence of the lecturing team that goes beyond traditional teaching methods and focuses on fostering an educational environment. As entrepreneurial competence guides opportunity identification by combining skills, knowledge, and attributes and developing them into values, it bridges the gap between teaching and learning, preparing the students to cope with the challenges of the entrepreneurial world. The data were gathered by administering a structured questionnaire that focuses on the perspectives of students in the third cycle of study. The disseminated questionnaire included closed-ended questions related to the entrepreneurial education context, the entrepreneurial competence of the lecturing team, and entrepreneurial intentions. The results of this study demonstrate that the relationship between the entrepreneurial competence of lecturers and entrepreneurial education is crucial for fostering a dynamic and effective learning environment to enhance the entrepreneurial intentions of the students.
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The Effects of an Entrepreneurial Project on the Career-Choice Readiness, Metacognition, and Growth Mindset of Secondary Students
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Maxi Eileen Brausch-Böger and Manuel Förster
Educ. Sci. 2024, 14(5), 485; https://doi.org/10.3390/educsci14050485 - 02 May 2024
Abstract
The present study evaluated the effect of a four-day entrepreneurial project on the career-choice readiness of secondary school students. The hypotheses underlying this study state that participation in a school startup project increases the students’ career-choice readiness, growth mindset, and metacognition. Based on
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The present study evaluated the effect of a four-day entrepreneurial project on the career-choice readiness of secondary school students. The hypotheses underlying this study state that participation in a school startup project increases the students’ career-choice readiness, growth mindset, and metacognition. Based on the literature, it is also assumed that a positive correlation exists between metacognition, growth mindset, and career-choice readiness. The present study examined a student entrepreneurship program by conducting a pre–post design. School classes developed and implemented business ideas with qualified coaches within the program based on a comprehensive didactic approach. Data from each group of participants were collected at two measurement time points. The results demonstrated that the values for all constructs increased in the post-test after participating in the entrepreneurial intervention. Furthermore, the findings indicate that a growth mindset is related to career-choice readiness and mediates the relationship between career-choice readiness and metacognition. Moreover, metacognition additionally favors a growth mindset. Based on the findings, entrepreneurial projects at schools are helpful for vocational orientation and should be extended by cooperating with external organizations and partners.
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(This article belongs to the Special Issue Entrepreneurship Education: Challenged and Challenging)
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Engineering Education in the Age of AI: Analysis of the Impact of Chatbots on Learning in Engineering
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Flor A. Bravo and Juan M. Cruz-Bohorquez
Educ. Sci. 2024, 14(5), 484; https://doi.org/10.3390/educsci14050484 - 02 May 2024
Abstract
The purpose of this paper is to explore the influence of using AI chatbots on learning within the context of engineering education. We framed this study on the principles of how learning works in order to describe the contributions and challenges of AI
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The purpose of this paper is to explore the influence of using AI chatbots on learning within the context of engineering education. We framed this study on the principles of how learning works in order to describe the contributions and challenges of AI chatbots in five categories: (1) facilitating the acquisition, completion, or activation of prior knowledge and helping organize knowledge and making connections; (2) enhancing student motivation to learn; (3) fostering self-directed learning and the acquisition, practice, and application of the skills and knowledge they acquire; (4) supporting goal-directed practice and feedback; and (5) addressing student diversity and creating a positive classroom environment. To elicit the uses, benefits, and drawbacks of using AI chatbots in students’ learning, we conducted a thematic analysis of qualitative data gathered from surveying 38 student volunteers from 5 different electronic and mechatronic engineering courses at a South American university. Based on a literature review and an evidence-based discussion, we offer practical suggestions for instructors who want to promote the use of AI to enhance their students’ learning.
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(This article belongs to the Special Issue Application of AI Technologies in STEM Education)
Open AccessArticle
School Health Education and Teachers’ Preservice Training: The Case of Greece
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Pelagia Soultatou and Kyriacos Athanasiou
Educ. Sci. 2024, 14(5), 483; https://doi.org/10.3390/educsci14050483 - 01 May 2024
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Background: School health education (SHE) serves as a primary pedagogical aspect of public health. This study aims to explore the curricula of preservice schoolteachers, examining whether graduate courses in Greek universities include SHE, how it is structured, and whether critical pedagogy principles are
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Background: School health education (SHE) serves as a primary pedagogical aspect of public health. This study aims to explore the curricula of preservice schoolteachers, examining whether graduate courses in Greek universities include SHE, how it is structured, and whether critical pedagogy principles are integrated. Methods: A corpus of n = 21 documents was compiled, encompassing all educational departments in Greek higher education, including Departments of Early Childhood Education and Care (n = 3), Departments of Preschool Education (n = 9), and Departments of Primary Education (n = 9). Results: Content analysis revealed the presence of SHE in 11 out of 21 educational departments. Thematic analysis uncovered significant variability in the curricula, with greater emphasis placed on health-related topics rather than the methodologies and values of SHE. Critical pedagogy principles were not explicitly evident in the curricula, while a persistent biomedical orientation left little room for the development of concepts related to social justice. Conclusions: This study represents the first of its kind in Greece and among the few internationally to examine preservice training for schoolteachers in SHE. The findings underscore the need for revisions to align with the key lessons learned from the major public health crisis of the COVID-19 pandemic. It is imperative to acknowledge that vulnerabilities have been exacerbated, and inequalities widened, necessitating a reassessment of current approaches to health education within teacher training programs.
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(This article belongs to the Section Curriculum and Instruction)
Open AccessArticle
Culture of Interculturality, Diversity, Equity, and Inclusion (IDEI) Assessment: Lessons from a Social Justice-Based Intercultural Learning Certificate Program for Preservice Teachers
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Cherrel Miller Dyce, Katrice Hawthorne and Jamie Wire
Educ. Sci. 2024, 14(5), 482; https://doi.org/10.3390/educsci14050482 - 01 May 2024
Abstract
Despite the pillars, rubrics, and standards provided by national education organizations and accrediting bodies, many educator preparation programs (EPPs) struggle to prepare teacher candidates to engage effectively with all children across differences in an intercultural context. The ability to engage across differences is
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Despite the pillars, rubrics, and standards provided by national education organizations and accrediting bodies, many educator preparation programs (EPPs) struggle to prepare teacher candidates to engage effectively with all children across differences in an intercultural context. The ability to engage across differences is especially important for teacher candidates as America’s public schools are more diverse than ever. To increase teacher candidates’ knowledge skills and dispositions, we propose a theory-based program focused on interculturality, diversity, equity, and inclusion (IDEI) that aligns with professional accreditation standards and weaves in effective assessment practices. By intentionally embedding assessment activities in program development, we hope to create a culture of IDEI assessment that not only meets accreditor standards but also results in program improvements and learners’ development.
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(This article belongs to the Special Issue Making Our Way: Rethinking and Disrupting Teacher Education)
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Shaping the Discourse around Quality EdTech in India: Including Contextualized and Evidence-Based Solutions in the Ecosystem
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Leena Bhattacharya, Minu Nandakumar, Chandan Dasgupta and Sahana Murthy
Educ. Sci. 2024, 14(5), 481; https://doi.org/10.3390/educsci14050481 - 01 May 2024
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This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners.
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This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners. Set up as a collaboration among researchers, practitioners, teachers and governments, EdTech Tulna aims to encourage the selection of EdTech solutions that are appropriate for the community they are designed for, rather than adopting solutions that market themselves or those that have been successful in Western countries. The paper adopts the lens of justice-oriented design and first critically examines the design of the EdTech Tulna index. Then, it examines the success and hurdles of the collaborative efforts towards the implementation of contextualized and evidence-based solutions in the ecosystem. By analyzing stakeholder interviews and meeting notes, this paper addresses two questions. First, how does Tulna assist in identifying quality contextual solutions that are likely to enhance the learning of children in India? Second, how do state government officials and practitioners collaborate with researchers to use research-based standards for selecting such solutions? The discussions outline the progress and draw a broad contour of the road ahead.
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(This article belongs to the Special Issue Decolonising Educational Technology)
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What Is the Future of Augmented Reality in Science Teaching and Learning? An Exploratory Study on Primary and Pre-School Teacher Students’ Views
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Giorgos Peikos and Angelos Sofianidis
Educ. Sci. 2024, 14(5), 480; https://doi.org/10.3390/educsci14050480 - 01 May 2024
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While extensive research has explored the impact of Augmented Reality (AR) on student perspectives, experiences, and outcomes, there remains a significant gap in empirical studies focusing on teachers’ viewpoints, particularly within Science Education. Given that uncovering teachers’ viewpoints is crucial for leveraging AR
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While extensive research has explored the impact of Augmented Reality (AR) on student perspectives, experiences, and outcomes, there remains a significant gap in empirical studies focusing on teachers’ viewpoints, particularly within Science Education. Given that uncovering teachers’ viewpoints is crucial for leveraging AR technology’s potential in education since teachers decide whether to integrate it into their classrooms, the research question guiding this exploratory study is as follows: How do primary and pre-school teacher students perceive the integration of AR into Science teaching and learning following their engagement with pertinent university courses? Following a mixed-method approach, the data were collected via written questionnaires from 69 teacher students and focus group discussions involving 12 participants. Subsequent descriptive statistical and thematic analyses revealed that teacher students hold positive stances towards the integration of AR in Science Education. They emphasized that AR could significantly enhance motivational and cognitive outcomes for their future students while also improving accessibility and inclusion. Furthermore, their involvement in creating AR-enhanced materials not only increased course engagement and interest but also broadened their knowledge and fostered a sense of innovation, with the AR platform and application used being perceived as easy to use. Finally, challenges associated with classroom implementation were also highlighted.
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(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
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Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs
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Rongrong Xu, Alfredo Bautista and Weipeng Yang
Educ. Sci. 2024, 14(5), 479; https://doi.org/10.3390/educsci14050479 - 01 May 2024
Abstract
Extensive empirical research has emphasized the benefits of integrating Online Teaching Video Cases (OTVCs) into pre-service preschool teacher education. However, there is a research gap concerning the perceptions and needs of pre-service preschool teachers regarding OTVCs. This cross-sectional study, therefore, investigated pre-service preschool
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Extensive empirical research has emphasized the benefits of integrating Online Teaching Video Cases (OTVCs) into pre-service preschool teacher education. However, there is a research gap concerning the perceptions and needs of pre-service preschool teachers regarding OTVCs. This cross-sectional study, therefore, investigated pre-service preschool teachers’ perceptions of usefulness and need pertaining to OTVCs and examined potential differences across course year levels. A self-designed questionnaire survey was completed by 744 participants from the Shandong Province (China), with a focus on five domains: actors showcased in the OTVCs, OTVC-mediated activities, learning facilitators, situations requiring OTVCs, and areas for improvement. The results revealed that the participants identified expert teacher demonstrations and collaborative learning experiences with peers and instructors as the most useful types of OTVCs. They expressed the need for OTVCs to assist them with job preparation and a desire to learn content knowledge and engage with larger communities of preschool practitioners. Interestingly, the findings revealed significant differences among participants of different year levels, with Year 3 participants finding OTVCs more useful and necessary in most domains. These findings will help preschool teacher educators improve the responsiveness of OTVC-based instruction, thereby providing online video resources tailored to the preferences and needs of pre-service preschool teachers.
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(This article belongs to the Special Issue Enhancing Teacher Education: Innovations and Challenges in Professional Development and Training)
Open AccessReview
A Review of Trends in Scandinavian Early Childhood Education and Care Research from 2006 to 2021
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May Irene Furenes Klippen, Thomas Moser, Elin Reikerås and Astrid Guldbrandsen
Educ. Sci. 2024, 14(5), 478; https://doi.org/10.3390/educsci14050478 - 01 May 2024
Abstract
This study provides a comprehensive overview of trends in Scandinavian early childhood education (ECEC) research from 2006 to 2021, based on the Nordic Base of Early Childhood Education and Care’s (NB-ECEC) annual reports. The study reveals a notable increase in empirical studies in
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This study provides a comprehensive overview of trends in Scandinavian early childhood education (ECEC) research from 2006 to 2021, based on the Nordic Base of Early Childhood Education and Care’s (NB-ECEC) annual reports. The study reveals a notable increase in empirical studies in Scandinavia, particularly in Sweden and Norway. The rise in English publications is attributed to international collaborations and political guidelines. Dominant thematic areas include pedagogical practices and teaching and learning, while economics and classroom management receive less focus. Qualitative research prevails, with a shortage of quantitative methods like randomised controlled trials and longitudinal designs. The study emphasises the importance of diversifying research methodologies, acknowledges positive developments in research quality, and notes an increasing trend in international peer-reviewed journal publications.
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(This article belongs to the Section Early Childhood Education)
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Open AccessEssay
‘Alone in a Crowd’: Teacher-Level and Pupil-Level Hidden Curricula and the Theoretical Limits of Teacher–Pupil Relationships
by
Daniel Whittaker
Educ. Sci. 2024, 14(5), 477; https://doi.org/10.3390/educsci14050477 - 30 Apr 2024
Abstract
This essay aims to explore the theoretical limitations that hidden curricula—hidden normative values, beliefs, and knowledge that are often considered problematic—place on our understanding of teacher–pupil relationships. It applies Habermas’ theory of communicative action—synonymous with mutual understanding and predicated on his concept of
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This essay aims to explore the theoretical limitations that hidden curricula—hidden normative values, beliefs, and knowledge that are often considered problematic—place on our understanding of teacher–pupil relationships. It applies Habermas’ theory of communicative action—synonymous with mutual understanding and predicated on his concept of the lifeworld—to analyse hidden curricula. It finds that hidden curricula limit teachers’ comprehension of teacher–pupil relationships dependent on pupils’ responses to teacher-level hidden curricula. Where they respond with compliance, pupils limit expressions of their subjectivity; conversely, where they reject teacher-level hidden curricula, pupils’ subjective lifeworlds are already disrupted by them. Both responses impede teachers’ understanding of teacher–pupil relationships. In addition, pupil-level hidden curricula, which are often asymmetrical and oriented in response to teacher-level hidden curricula, present another barrier to teachers unveiling hidden curricula and the subjectivities of teacher–pupil relationships. In effect, pupil-level hidden curricula render teachers ‘alone in a crowd’. Finally, I argue that systematically examining hidden curricula represents strategic action—communicative action’s counterpoint—and colonisation of pupils’ lifeworlds. While hidden curricula present significant theoretical limitations to understanding teacher–pupil relationships, teachers might use this as a ‘pedagogical hinge’, freeing them from the unknowable and uncontrollable to a more practical view of teacher–pupil relationships.
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(This article belongs to the Special Issue The Nature, Quality and Dynamics of Teacher–Pupil Relationships in the Classroom)
Open AccessArticle
Assessing Learning in an Immersive Virtual Reality: A Curriculum-Based Experiment in Chemistry Education
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Sam Qorbani, Shadi Dalili, Ali Arya and Christopher Joslin
Educ. Sci. 2024, 14(5), 476; https://doi.org/10.3390/educsci14050476 - 30 Apr 2024
Abstract
Despite the recent advances in Virtual Reality technology and its use in education, the review of the literature shows several gaps in research on how immersive virtual environments impact the learning process. In particular, the lack of curriculum-specific experiments along with investigations of
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Despite the recent advances in Virtual Reality technology and its use in education, the review of the literature shows several gaps in research on how immersive virtual environments impact the learning process. In particular, the lack of curriculum-specific experiments along with investigations of the effects of different content, activity, and interaction types in the current VR studies has been identified as a significant shortcoming. This has been more significant in STEM fields, where VR has the potential to offer engaging experiential learning opportunities. The study reported here was designed to address this gap by assessing the effect of authentic visualization and interaction types on learning a particular scientific concept. A use case scenario of “orbital hybridization” in chemistry education was selected to create this experiment and to collect data for analysis. We collected data on learning outcomes, task-completion efficiency, accuracy, and subjective usability. A combination of learning content and tasks designed based on the relevant educational theories was presented to three groups: 2D, VR interaction type 1 (hand gestures), and VR interaction type 2 (ray casting). The results showed that VR could improve learning and that interaction type could influence efficiency and accuracy depending on the task.
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(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
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Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities
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Andrea R. Harkins-Brown, Nicholas Gillon and Andrea Schanbacher
Educ. Sci. 2024, 14(5), 475; https://doi.org/10.3390/educsci14050475 - 30 Apr 2024
Abstract
Research has shown that general educators may lack the competencies to effectively include students with disabilities, thus widening the gaps in outcomes between students with disabilities and their peers. In this study, we outline the development and implementation of a competency-based continuing education
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Research has shown that general educators may lack the competencies to effectively include students with disabilities, thus widening the gaps in outcomes between students with disabilities and their peers. In this study, we outline the development and implementation of a competency-based continuing education program, designed to equip general educators to effectively include students with disabilities (SWDs) and earn special education certification. This paper presents the results of a program evaluation conducted using both validated measures and author-developed instruments. Participants included general education teachers, instructional coaches, and those in similar roles. Results indicated that participants significantly increased their knowledge of professional standards, demonstrated knowledge in high-leverage practices, and showed high levels of self-efficacy to implement inclusive practices. We discuss these results, emphasizing the timeliness of this nontraditional approach and its implications for teacher preparation, research, and policy amid the troubling national special education teacher shortage. Namely, this approach epitomizes a model that allows leaders to strategically utilize their existing workforce to address vacancies in special education and emphasizes that the responsibility to support SWDs rests squarely upon all educators.
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(This article belongs to the Special Issue Innovation in Teacher Education and Teacher Professional Development through Partnerships)
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