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
A Long-Term Study on the Effect of a Professional Development Program on Science Teachers’ Inquiry
Educ. Sci. 2024, 14(6), 621; https://doi.org/10.3390/educsci14060621 (registering DOI) - 9 Jun 2024
Abstract
In this study we explore the effect of a professional development (PD) program on four science teachers’ views and practices nearly a year after its completion, regarding inquiry implementation in everyday school practice. The PD program aimed to familiarize participants with current trends
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In this study we explore the effect of a professional development (PD) program on four science teachers’ views and practices nearly a year after its completion, regarding inquiry implementation in everyday school practice. The PD program aimed to familiarize participants with current trends in science education (SE), putting emphasis on the inquiry approach. The basic research question guiding this study is whether science teachers’ inquiry practices and views changed, and to which extent, long after their participation in the PD program. Teachers’ practices were recorded, both during and after the PD, through non-participatory observation and were analysed through a semi-quantitative method. Teachers’ views were also recorded both during and after PD through structured questionnaires and reflective interviews, producing qualitative data that were analysed. Findings are encouraging concerning the preservation of guided inquiry practices obtained during the program, while more open inquiry practices proved to be limited. Teachers’ views concerning inquiry remained positive, also maintaining their innovative character.
Full article
(This article belongs to the Special Issue Teacher Education: Innovative Practices and Challenges Preventing School Failure)
Open AccessArticle
“Two Sides of the Same Coin”: Benefits of Science–Art Collaboration and Field Immersion for Undergraduate Research Experiences
by
Susannah Sandrin, Becky Ball and Ishanshika Arora
Educ. Sci. 2024, 14(6), 620; https://doi.org/10.3390/educsci14060620 (registering DOI) - 8 Jun 2024
Abstract
This study examined how incorporating art into an upper-level undergraduate field-based ecology research course influenced students’ communication and collaboration skills, their career goals, and how they conceptualized the scientific method. Student pairs designed an independent research study that used artwork and a scientific
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This study examined how incorporating art into an upper-level undergraduate field-based ecology research course influenced students’ communication and collaboration skills, their career goals, and how they conceptualized the scientific method. Student pairs designed an independent research study that used artwork and a scientific research poster to disseminate their findings at an end-of-term exhibit. Students enrolled in either a local or a (subsidized) travel abroad section of the course. Students in both sections found new or deeper connections between art and science, developed a more sophisticated understanding of the science method, became more confident with their science skills, and reported an expanded perspective on their future careers (often including field work and a wider geographic job search). Science–art student teams indicated they wanted more opportunities for collaborative work in the future, and that their final products were more professional due to their collaborations, as compared to science–science teams. Additionally, the travel abroad students benefitted from experiencing new ecosystems and cultures, from working with science and art professionals from other countries, and from working in an isolated field station without distractions.
Full article
(This article belongs to the Section STEM Education)
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Open AccessArticle
Promoting Social Skills among Generation Alpha Learners with Special Needs
by
Heidi Flavian
Educ. Sci. 2024, 14(6), 619; https://doi.org/10.3390/educsci14060619 (registering DOI) - 8 Jun 2024
Abstract
Since digital learning and communication tools are ubiquitous, educators no longer need to teach Generation Alpha (GA) learners how to approach and use them. Nevertheless, while digital tools provide numerous advantages, researchers claim that the development of social skills is challenging for GA
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Since digital learning and communication tools are ubiquitous, educators no longer need to teach Generation Alpha (GA) learners how to approach and use them. Nevertheless, while digital tools provide numerous advantages, researchers claim that the development of social skills is challenging for GA learners, given their lack of social experiences and interactions. These challenges are greater among learners with special needs (SNs). This study examines teachers’ attitudes toward the integration of digital tools promoting social skills among GA learners with SNs, rather than focusing on academic skills. Twenty-one semi-structured interviews underwent qualitative analysis. Participants emphasized both the advantages and challenges of using digital tools and shared their perspectives regarding the possible effective use of these tools among learners with SNs.
Full article
(This article belongs to the Special Issue Digital Advancement and Education)
Open AccessArticle
Aspects of Throughput Rate and Scientific Output in Doctoral Education: Changes over Time at the Departmental Level
by
Ronnie Wirestam
Educ. Sci. 2024, 14(6), 618; https://doi.org/10.3390/educsci14060618 (registering DOI) - 8 Jun 2024
Abstract
Doctoral education has been shaped by a continuous interaction between the research community and representatives of the governmental authorities. In Sweden, doctorates were organised into structured educational programmes in 1969. In this study, the development of doctoral education in Medical Radiation Physics at
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Doctoral education has been shaped by a continuous interaction between the research community and representatives of the governmental authorities. In Sweden, doctorates were organised into structured educational programmes in 1969. In this study, the development of doctoral education in Medical Radiation Physics at Lund University, Sweden, was analysed over approximately 50 years, in terms of quantitative parameters related to throughput rate and scientific production making up the doctoral theses. Theses from two time periods (1970 to 1999 versus 2001 to 2023) were compared in terms of the total number of full papers (either accepted or in manuscript form), number of accepted full papers and number of accepted full papers as first author. For all three categories of included papers, median values were not significantly different between the two time periods while the variances were significantly smaller for the period 2001 to 2023 (level of significance 0.05). The time between admission and thesis defence decreased with time, according to linear correlation analysis, while the number of supervisors increased. Doctoral theses showed a significantly more uniform composition after a major political reform in 1998. Hence, doctoral education can be described as becoming more efficient and predictable. It is suggested that the primary causes include the introduction of individual study plans and secured personal financial support. The increased efficiency can also be problematised regarding, for example, insufficient independence and limited freedom of research.
Full article
(This article belongs to the Section Higher Education)
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Open AccessSystematic Review
Project-Based Learning (PBL) as an Experiential Pedagogical Methodology in Engineering Education: A Review of the Literature
by
Silvia Lavado-Anguera, Paloma-Julia Velasco-Quintana and María-José Terrón-López
Educ. Sci. 2024, 14(6), 617; https://doi.org/10.3390/educsci14060617 - 7 Jun 2024
Abstract
This systematic literature review explores how the implementation of project-based-learning (PBL) as an experiential pedagogical methodology in engineering education contributes to the development of real-world skills among students. The methodology applied was the PRISMA protocol with searches in two databases in a 24
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This systematic literature review explores how the implementation of project-based-learning (PBL) as an experiential pedagogical methodology in engineering education contributes to the development of real-world skills among students. The methodology applied was the PRISMA protocol with searches in two databases in a 24 year timeframe. The research reviewed 54 pieces to explore the contribution of PBL to seven pillars of a holistic pedagogical model comprising the following categories: technology, an integrated curriculum, an international focus, sustainability, a multidisciplinary focus, simulation, and professional environments. Varied PBL developments across these pillars reveal challenges, including aligning with real-world complexities and promoting interdisciplinary integration. Despite obstacles, PBL in engineering shows promise for enhancing students’ skills and channeling the added value of a holistic pedagogical model, despite significant differences in the number of experiences associated with each category. Limitations include restricted article access, emphasizing the need for open science promotion.
Full article
(This article belongs to the Special Issue Challenges of Project Based Learning (PBL) in Engineering Education)
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Open AccessArticle
Turkish Physical Education Teachers’ Use of Technology: Application and Diffusion of Technological Innovations
by
Ferman Konukman and Bijen Filiz
Educ. Sci. 2024, 14(6), 616; https://doi.org/10.3390/educsci14060616 - 7 Jun 2024
Abstract
The purpose of this study was to determine Turkish physical education (PE) teachers’ level of technological innovation use and attitudes regarding their applications and diffusion. This study consisted of 678 Turkish PE teachers. In total, 265 (39.1%) of the PE teachers were female,
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The purpose of this study was to determine Turkish physical education (PE) teachers’ level of technological innovation use and attitudes regarding their applications and diffusion. This study consisted of 678 Turkish PE teachers. In total, 265 (39.1%) of the PE teachers were female, and 413 (60.9%) were male. A sequential explanatory mixed-methods design was used in this study. “The Applying and Diffusing Technological Innovations Scale for Teachers” was used for data collection. The results showed that the main obstacles the PE teachers face in using technological innovations were the cost of products; security and privacy problems; the need for new versions and technical support; the lack of time; the lack of interest; difficulty in accessing technology; and the lack of understanding. Moreover, there was a significant difference in the tendency to apply and diffuse technological innovations in terms of gender, school type, and school level. We found that the “ability to use innovations” sub-dimension affects the PE teachers’ tendencies to apply and diffuse technology. As a result, we recommend providing various training programs on technological innovations to the older/longer-serving PE teachers, especially those working in public schools and secondary schools.
Full article
(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)
Open AccessArticle
Validation and Standardization of a Questionnaire for the Self-Assessment of Service-Learning Experiences in Higher Education (QaSLu-27)
by
Elena López-de-Arana Prado, Pilar Aramburuzabala, Rosario Cerrillo and Roberto Sánchez-Cabrero
Educ. Sci. 2024, 14(6), 615; https://doi.org/10.3390/educsci14060615 - 6 Jun 2024
Abstract
There has been a proliferation of service-learning practices in many disciplines of higher education. Although there are many instruments to assess various aspects related to service-learning, only a few are valid and reliable. This research tries to fill that gap by providing an
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There has been a proliferation of service-learning practices in many disciplines of higher education. Although there are many instruments to assess various aspects related to service-learning, only a few are valid and reliable. This research tries to fill that gap by providing an optimal instrument. To this end, 118 educators from 43 higher education institutions participated in the validation process. Sampling was incidental and based on opportunity. Participants were asked to fill in the Questionnaire for the Self-assessment of University Service-learning Experiences—45 (QaSLu-45), which consists of 45 items with a 5-point Likert scale and was validated qualitatively through the Delphi method in 2020. To validate the questionnaire psychometrically, four steps were followed. First, an exploratory factor analysis of the main components was performed. Next, robust unweighted least squares factor exploratory analysis was carried out. Then, the goodness-of-fit and reliability of the final questionnaire were calculated. Finally, the scales for the new reduced QaSLu-27 were established. These results provide a valid, robust, reliable instrument, the QaSLu-27, which not only facilitates the evaluation of service-learning experiences for improving teaching and learning processes but can also be useful for their design.
Full article
(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)
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Open AccessOpinion
A Cross-Era Discourse on ChatGPT’s Influence in Higher Education through the Lens of John Dewey and Benjamin Bloom
by
Koki Mandai, Mark Jun Hao Tan, Suman Padhi and Kuin Tian Pang
Educ. Sci. 2024, 14(6), 614; https://doi.org/10.3390/educsci14060614 - 6 Jun 2024
Abstract
Since its release in November 2022, ChatGPT and the related AI technology have disrupted multiple fields of society where people anticipate its pathways with a mixture of hope and fear. Among the affected fields, education, in particular, may incur one of the largest
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Since its release in November 2022, ChatGPT and the related AI technology have disrupted multiple fields of society where people anticipate its pathways with a mixture of hope and fear. Among the affected fields, education, in particular, may incur one of the largest impacts in the future partly due to its nature of learning and teaching knowledge, an element that is more or less questioned by the rise of these technologies. As education can be seen as a component that determines the future of every other field of society, tools such as ChatGPT must be optimally regulated to enhance its gain or mitigate its loss. To contribute to this goal, this paper approaches the state of ChatGPT and its expected impacts on higher education through the lens of two major educational theories—John Dewey’s Reflective-Thought-and-Action model and revised Bloom’s taxonomy—aiming to propose possible evaluative criteria for the optimal usage of ChatGPT in academia. As ChatGPT is a relatively new topic of research yet a topic that requires an immediate focus due to its capabilities, this paper also aims to provide these criteria as one of the concrete starting points of future research in this field.
Full article
(This article belongs to the Special Issue How Artificial Intelligence Can Enhance Education: Current Practices and Challenges)
Open AccessSystematic Review
Participatory and Inclusive Design Models from the Perspective of Universal Design for Children with Autism: A Systematic Review
by
Rallyson dos Santos Ferreira and Thaís Helena Chaves de Castro
Educ. Sci. 2024, 14(6), 613; https://doi.org/10.3390/educsci14060613 - 6 Jun 2024
Abstract
As technology continues to evolve rapidly and new computing resources are introduced, the utilization of these tools poses increasing complexity for individuals with physical or neurological needs, primarily due to the absence of accessibility and inclusive principles. A promising solution involves shifting the
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As technology continues to evolve rapidly and new computing resources are introduced, the utilization of these tools poses increasing complexity for individuals with physical or neurological needs, primarily due to the absence of accessibility and inclusive principles. A promising solution involves shifting the focus from disabilities to abilities, and in that way, creating adaptive environments capable of accommodating various user profiles and minimizing disparities, ensuring universal access. However, a notable challenge arises, particularly for individuals with autism, who face barriers in participating in the software development process due to psychological conditions hindering their responsiveness to traditional data collection methods like questionnaires. This systematic review aims to investigate scientific articles that delve into participatory and inclusive design models tailored for children with autism. The primary objective is to explore adaptability within universal design frameworks in developing new computational artifacts. By addressing this gap, the review contributes to the ongoing effort to create more inclusive and adaptive digital environments, focusing on improving accessibility and enriching the experiences of users with autism.
Full article
(This article belongs to the Special Issue Advances in Inclusive Autism Research and Practice: Co-produced Understandings of Inclusion and Educational Support)
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Open AccessArticle
Influence of Karen Immigrant Students on Teachers’ Instructional Decisions in the Rural United States
by
Ashley N. Armstrong and Timothy F. Slater
Educ. Sci. 2024, 14(6), 612; https://doi.org/10.3390/educsci14060612 - 6 Jun 2024
Abstract
Across the United States, the number of classrooms welcoming young students who are new English language learners (ELL) is rapidly growing. Motivated by a dramatic increase in the number of Myanmar- and Burma-originating immigrants now attending English-speaking schools in the rural, upper midwestern
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Across the United States, the number of classrooms welcoming young students who are new English language learners (ELL) is rapidly growing. Motivated by a dramatic increase in the number of Myanmar- and Burma-originating immigrants now attending English-speaking schools in the rural, upper midwestern United States, this study systematically considers how the presence of Karen immigrant students impacts the instructional decisions that K-12 classroom teachers make using an exploratory case study method. Several recurrent themes emerged, and findings can be used to help better prepare both pre-service and in-service teachers to meet the needs of their ELL students, as well as policy makers. These emergent themes include the following: (a) authentic teacher–family relationships are key; (b) visual/hands-on learning and the use of technology enhance student achievement; (c) student work must be completed during the school day in classrooms; (d) teachers’ purposeful use of parallel language is critical for learning; (e) rigor can be maintained, although quantity is often adjusted; and (f) targeted ESL/cultural training for pre-service and newly hired teachers is positively influential. Such informed training often seems to help teachers learn key cultural distinctions and become better able to identify the most effective ways to meet the needs of students.
Full article
(This article belongs to the Section Language and Literacy Education)
Open AccessArticle
Informal Elementary Science: Repertoires of Parental Support
by
Katherine Short-Meyerson, Susannah Sandrin and Margarita Jimenez-Silva
Educ. Sci. 2024, 14(6), 611; https://doi.org/10.3390/educsci14060611 - 6 Jun 2024
Abstract
Children’s early exposure and participation with science activities may help reduce underrepresentation issues that are often seen later in some disciplines of science, technology, engineering, and mathematics (STEM) majors and occupations. To help understand these trends, this study investigated the repertoire of parental
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Children’s early exposure and participation with science activities may help reduce underrepresentation issues that are often seen later in some disciplines of science, technology, engineering, and mathematics (STEM) majors and occupations. To help understand these trends, this study investigated the repertoire of parental support during hands-on science activities with their children with regards to ethnicity (Latiné families of predominantly Mexican origin and non-Latiné, primarily White, families) and gender. It was informed by work that examines gender, race, and ethnicity differences in STEM participation. Participants were 153 girls and boys, aged 8 to 12 years, and their mothers and fathers in the Southwestern United States. Each parent–child dyad’s behaviors during hands-on science activities together were examined. After controlling for family annual income and parental level of education, there were several variations by ethnicity and gender in parents’ support of their children (e.g., help and encouragement), children’s exploration of the activities, children’s talkativeness, and the amount of time they engaged in the activities. Suggestions for expanding STEM education programs to be more inclusive of underrepresented communities are discussed.
Full article
(This article belongs to the Section STEM Education)
Open AccessArticle
Nice Girls like Us: Confronting White Liberalism in Teacher Education and Ourselves
by
Kristen L. White, Sophie Degener, Amy Tondreau, Wendy Gardiner, Tierney B. Hinman, Tess M. Dussling, Elizabeth Y. Stevens and Nance S. Wilson
Educ. Sci. 2024, 14(6), 610; https://doi.org/10.3390/educsci14060610 - 6 Jun 2024
Abstract
Niceness includes behaviors such as avoiding conflict or controversial topics, being submissive and people-pleasing, performing teaching as “love” in uncritical ways, accepting deficit perspectives, and upholding patriarchal structures. In the spirit of Niceness, white female teachers often avoid the work of challenging inequitable
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Niceness includes behaviors such as avoiding conflict or controversial topics, being submissive and people-pleasing, performing teaching as “love” in uncritical ways, accepting deficit perspectives, and upholding patriarchal structures. In the spirit of Niceness, white female teachers often avoid the work of challenging inequitable systems because doing so leaves them vulnerable to being seen as “not nice” or troublemakers. In this article, we interrogate how “niceness” produces and perpetuates inequalities in schooling. In particular, we argue that we, a group of eight white female teacher educators from across the United States, are in positions of leadership, capable of perpetuating or disrupting “niceness” in our pre-service courses. Drawing on scholarship on niceness, femininity, and critical whiteness, we examine our complicity in acts of oppression and how we work to identify and unlearn institutional norms to teach for justice and equity. We share vulnerable moments when we upheld niceness. In doing so, we aim to reveal and explore how socialization into niceness enables our silence, inaction, and misguided action.
Full article
(This article belongs to the Special Issue Niceness, Leadership and Educational Equity)
Open AccessArticle
Middle Management Leadership Experiences of a Mission-Driven Innovation University Strategy
by
Svend H. Christiansen, Xiangyun Du and Aida Olivia Pereira de Carvalho Guerra
Educ. Sci. 2024, 14(6), 609; https://doi.org/10.3390/educsci14060609 - 6 Jun 2024
Abstract
This study explores academic middle managers’ perspectives on a mission-driven university strategy in a Danish context, offering insights for institutions implementing similar strategies. The case of a Danish university highlights the vital role of academic middle managers in navigating strategic uncertainty. Success requires
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This study explores academic middle managers’ perspectives on a mission-driven university strategy in a Danish context, offering insights for institutions implementing similar strategies. The case of a Danish university highlights the vital role of academic middle managers in navigating strategic uncertainty. Success requires a nuanced understanding of organizational dynamics and aligning initiatives with institutional goals. The study, based on interviews with ten academic middle managers, reveals complexities and challenges associated with mission-driven innovation in higher education, through a phenomenographic and thematic analysis, concerning current impressions and experiences, the perceived barriers to implementation, and the perceived affordances of transforming into a mission-driven university. The findings emphasize the significance of overcoming internal resistance and establishing institutional support, providing valuable considerations for higher education institutions and their academic middle managers in implementing mission-driven innovation strategies, and have the potential to support the design and implementation of future higher education strategies for sustainability, pertaining to the responsibilities, interactions, and mediations across and among the upper management and the academic staff.
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(This article belongs to the Section Higher Education)
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Open AccessSystematic Review
Learning Analytics with Small Datasets—State of the Art and Beyond
by
Ngoc Buu Cat Nguyen and Thashmee Karunaratne
Educ. Sci. 2024, 14(6), 608; https://doi.org/10.3390/educsci14060608 - 5 Jun 2024
Abstract
Although learning analytics (LA) often processes massive data, not all courses in higher education institutions are on a large scale, such as courses for employed adult learners (EALs) or master’s students. This places LA in a new situation with small datasets. This paper
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Although learning analytics (LA) often processes massive data, not all courses in higher education institutions are on a large scale, such as courses for employed adult learners (EALs) or master’s students. This places LA in a new situation with small datasets. This paper explores the contemporary situation of how LA has been used for small datasets, whereby we examine how the observed LA provisions can be validated in practice, which opens up possible LA solutions for small datasets and takes a further step from previous studies to enhance this topic. By examining the field of LA, a systematic literature review on state-of-the-art LA and small datasets was conducted. Thirty relevant articles were selected for the final review. The results of the review were validated through a small-scale course for EALs at a Swedish university. The findings revealed that the methods of multiple analytical perspectives and data sources with the support of contexts and learning theories are useful for strengthening the reliability of results from small datasets. More empirical evidence is required to validate possible LA methods for small datasets. The LA cycle should be closed to be able to further assess the goodness of the models generated from small datasets.
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(This article belongs to the Section Technology Enhanced Education)
Open AccessArticle
Effects of Design-Based Learning Arrangements in Cross-Domain, Integrated STEM Lessons on the Intrinsic Motivation of Lower Secondary Pupils
by
Markus Reiser, Martin Binder and Holger Weitzel
Educ. Sci. 2024, 14(6), 607; https://doi.org/10.3390/educsci14060607 - 5 Jun 2024
Abstract
This study examines the influence of learning arrangements in which biology and technology (engineering) are taught in combination on the intrinsic motivation of lower secondary school students in STEM lessons. It is set in the context of STEM promotion to counter an observable
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This study examines the influence of learning arrangements in which biology and technology (engineering) are taught in combination on the intrinsic motivation of lower secondary school students in STEM lessons. It is set in the context of STEM promotion to counter an observable decrease in motivation and interest during the school years. In a quasi-experimental design with 413 students (M = 12.53, SD = 0.818), we compare a design-based STEM learning program with two alternative teaching approaches (model building and reconstruction). A comparison of the intervention groups (ANOVA) reveals that the Design group shows significantly higher motivation than the alternatives. A multiple linear regression shows that the motivational starting position (=motivation in standard science/biology lessons), cognitive abilities, and participation in the design approach are significant predictors of intrinsic motivation. The results suggest that design-based, cross-domain learning arrangements can be an effective component of motivation-enhancing STEM instruction.
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(This article belongs to the Section STEM Education)
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Open AccessArticle
Assessing the Initial Outcomes of a Blended Learning Course for Teachers Facilitating Astronomy Activities for Young Children
by
Maria Ampartzaki, Konstantinos Tassis, Michail Kalogiannakis, Vasiliki Pavlidou, Konstantinos Christidis, Sophia Chatzoglidou and Georgios Eleftherakis
Educ. Sci. 2024, 14(6), 606; https://doi.org/10.3390/educsci14060606 - 5 Jun 2024
Abstract
Globally, astronomy education is being promoted through curricula. Research indicates that educators need support to fundamentally comprehend and gain knowledge of astronomy as well as pedagogical expertise to organize and facilitate astronomy-related activities in the classroom. In response to this notable demand, we
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Globally, astronomy education is being promoted through curricula. Research indicates that educators need support to fundamentally comprehend and gain knowledge of astronomy as well as pedagogical expertise to organize and facilitate astronomy-related activities in the classroom. In response to this notable demand, we have designed a coherent training program that addresses both the foundational and pedagogical content knowledge necessary to instruct astronomy subjects at the pre-primary and early school levels. This program is constructed in a blended learning format, which combines online and in-person training with practical implementations in the classroom. We trained both professional and student kindergarten teachers, and we used questionnaires and interviews to evaluate and improve our training program. In this article, we present the results of our initial evaluation. We found that the student teachers showed a more significant improvement in their content knowledge, pedagogical content knowledge, and instruction preferences compared to the professional teachers. However, we identified several areas for improvement, which will be addressed in future cycles of the program for further evaluation.
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(This article belongs to the Section Technology Enhanced Education)
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Open AccessArticle
Design and Psychometric Properties of the Student Perception of Teacher Care Scale in University Students
by
Roussel Dulio Dávila-Villavicencio, Saulo Andrés Salinas Arias, Ana Fabri Casildo Bedón, Jose Luis Perez-Brenis, Robert Ivan Echabaudes-Ilizarbe and Denis Frank Cunza-Aranzábal
Educ. Sci. 2024, 14(6), 605; https://doi.org/10.3390/educsci14060605 - 4 Jun 2024
Abstract
Teacher care in the university setting is crucial for the academic, emotional, and social development of students, encompassing moral virtues such as compassion and professional competence. The students’ perception of teacher care directly relates to their well-being and active participation in learning. Despite
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Teacher care in the university setting is crucial for the academic, emotional, and social development of students, encompassing moral virtues such as compassion and professional competence. The students’ perception of teacher care directly relates to their well-being and active participation in learning. Despite the recognized importance of teacher care, there is a lack of adequate instruments to measure it, especially in specific cultural and educational contexts like Peru. The aim of this research is to develop and assess the psychometric properties of a scale measuring student perception of teacher care in the Peruvian university context, to provide a valid and reliable tool for future research and educational practices. An instrumental study was conducted with 910 university students aged between 18 and 50 years (M = 20.2, SD = 3.45). The Student Perception of Teacher Care Scale (SPTCS) was used, divided into five dimensions (Compassion, Competence, Confidentiality, Trust, and Awareness). Exploratory (EFA) and confirmatory (CFA) factor analyses were conducted to evaluate the scale’s internal structure, along with reliability analyses and measurement invariance across genders. The EFA identified a four-factor structure reflecting the dimensions of Confidentiality and Trust, Competence, Awareness, and Compassion. The CFA confirmed this structure with good fit indices for four-factor models, which was then adjusted to a five-factor model, one of which is a second-order factor (χ2 = 720.727, df = 369, CFI = 0.951, TLI = 0.946, RMSEA = 0.046, and SRMR = 0.032). Internal reliability was high (α and ω > 0.9 for all factors). Measurement invariance was established across genders, allowing for valid comparisons between men and women. It is concluded that the Student Perception of Teacher Care Scale proves to be a valid and reliable instrument for measuring teacher care in the Peruvian university context. The results emphasize the multidimensionality of teacher care and its significance for the educational environment and student experience. This study contributes to educational research and teaching practice, offering a means to assess and improve caring relationships in higher education.
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(This article belongs to the Collection Trends and Challenges in Higher Education)
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Open AccessSystematic Review
A Systematic Review of the Role of Multimodal Resources for Inclusive STEM Engagement in Early-Childhood Education
by
Sarika Kewalramani, George Aranda, Jiqing Sun, Gerarda Richards, Linda Hobbs, Lihua Xu, Victoria Millar, Belinda Dealy and Bridgette Van Leuven
Educ. Sci. 2024, 14(6), 604; https://doi.org/10.3390/educsci14060604 - 4 Jun 2024
Abstract
This paper presents the findings from a systematic review of 29 websites and 13 frameworks that provide STEM (Science, Technology, Engineering, Mathematics) educational resources for parents, educators, and children (birth–8 years of age). Our theoretical approach is rooted within a social semiotic perspective
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This paper presents the findings from a systematic review of 29 websites and 13 frameworks that provide STEM (Science, Technology, Engineering, Mathematics) educational resources for parents, educators, and children (birth–8 years of age). Our theoretical approach is rooted within a social semiotic perspective that has indicated that multimodality enables children to use different types of expression to communicate a message or share an idea. Using the PRISMA methodology and the narrative document analysis approach, the themes that emerged included how the content and resources available on the websites addressed whether multimodality supported STEM engagement in an inclusive manner. The findings revealed that there were scarce multimodal resources that engaged children with fun, interactive, and meaningful opportunities to be autonomous learners (e.g., children had agency) (n = 11 out of 29), moving between the digital and hands-on physical spaces (n = 8 out of 29), employing gamification for deep learning (n = 4 out of 29), and piquing children’s imagination, inquiry, and creativity, and links to everyday STEM scenarios were hardly present (n = 10 out of 29). The implications lie in addressing early STEM engagement by considering children’s learning abilities and agency, bearing in mind parents/educators’ sociocultural backgrounds, confidence in STEM awareness, and multimodal avenues for communicating STEM learning and inquiry.
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(This article belongs to the Section STEM Education)
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Open AccessArticle
Online PBPD and Coaching for Teaching SRSD Argumentative Writing in Middle School Classrooms
by
Amber B. Ray, Tara E. Mason, Kate E. Connor and Crystal S. Williams
Educ. Sci. 2024, 14(6), 603; https://doi.org/10.3390/educsci14060603 - 4 Jun 2024
Abstract
Teachers report a need for professional development in order to feel more confident and be more effective in providing writing instruction and intensive intervention to support middle school students. This study investigates the impacts of online practice-based professional development (PBPD) and coaching for
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Teachers report a need for professional development in order to feel more confident and be more effective in providing writing instruction and intensive intervention to support middle school students. This study investigates the impacts of online practice-based professional development (PBPD) and coaching for self-regulated strategy development (SRSD) argumentative writing instruction on teachers’ implementation of the instruction. Using a pre-test–post-test design, the study also examined the effects of the SRSD instruction on students’ argumentative writing from source texts. Five middle school teachers from three regions across the United States participated in the PBPD and implemented SRSD with 55 middle school students with high-incidence disabilities or below-proficient writing skills. Following PBPD, teachers implemented the SRSD argumentative writing instruction with high adherence to dosage, fidelity of implementation, and quality. Student writing was scored for argumentative genre elements, holistic quality, total words written, and transition words. Results demonstrate that students improved on all measures. In addition, students reported feeling confident in their argumentative writing abilities. Teachers and students reported high social validity for the intervention. The benefits found in this research study provide a strong foundation supporting the application of comprehensive online PBPD with follow-up coaching to support teacher implementation of SRSD.
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(This article belongs to the Special Issue Intervention Programming and Assessment Practices That Promote Students’ Skills)
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Under the Radar: A Survey of Students’ Experiences of Discrimination in the German University Context
by
Amand Führer, Karoline Wagner, Zoë Reinhardt and Andreas Wienke
Educ. Sci. 2024, 14(6), 602; https://doi.org/10.3390/educsci14060602 - 3 Jun 2024
Abstract
Universities are commonly imagined as “enlightened institutions” that leave no room for discrimination. While studies from other countries and some studies from German universities cast doubt on this notion, the extent and characteristics of university students’ experiences of discrimination in Germany are not
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Universities are commonly imagined as “enlightened institutions” that leave no room for discrimination. While studies from other countries and some studies from German universities cast doubt on this notion, the extent and characteristics of university students’ experiences of discrimination in Germany are not yet sufficiently researched. Therefore, the aim of this study was to assess university students’ experiences of discrimination in a cross-sectional online survey. A total of 890 students completed the questionnaire. Of these, 45% reported that they had witnessed discrimination in the university, while 28% reported first-hand experiences. For those who had experienced discrimination themselves, it occurred repeatedly (68%) or regularly (15.5%). The most common grounds for discrimination were sex or gender (33% of all reported grounds for discrimination), non-German origin (12.5%) and having a chronic illness (7%). University lecturers were mentioned most often (by 80% of those who reported discrimination) as the perpetrators of discrimination. Taking these findings into consideration, universities should revisit their policies and structures that protect students against discrimination and support them in the case of harassment. This could entail obligatory training for university employees but should also consider that the university’s hierarchical structure facilitates abuses of power and can therefore be considered a variable in its own right.
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(This article belongs to the Special Issue Equity and Justice in Higher Education)
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