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
School Health Education and Teachers’ Preservice Training: The Case of Greece
Educ. Sci. 2024, 14(5), 483; https://doi.org/10.3390/educsci14050483 - 01 May 2024
Abstract
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.
Full article
(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
by
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.
Full article
(This article belongs to the Special Issue Making Our Way: Rethinking and Disrupting Teacher Education)
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Open AccessArticle
Shaping the Discourse around Quality EdTech in India: Including Contextualized and Evidence-Based Solutions in the Ecosystem
by
Leena Bhattacharya, Minu Nandakumar, Chandan Dasgupta and Sahana Murthy
Educ. Sci. 2024, 14(5), 481; https://doi.org/10.3390/educsci14050481 - 01 May 2024
Abstract
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.
Full article
(This article belongs to the Special Issue Decolonising Educational Technology)
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Open AccessArticle
What Is the Future of Augmented Reality in Science Teaching and Learning? An Exploratory Study on Primary and Pre-School Teacher Students’ Views
by
Giorgos Peikos and Angelos Sofianidis
Educ. Sci. 2024, 14(5), 480; https://doi.org/10.3390/educsci14050480 - 01 May 2024
Abstract
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.
Full article
(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
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Open AccessArticle
Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs
by
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.
Full article
(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
by
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 (registering DOI) - 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.
Full article
(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
by
Sam Qorbani, Shadi Dalili, Ali Arya and Christopher Joslin
Educ. Sci. 2024, 14(5), 476; https://doi.org/10.3390/educsci14050476 (registering DOI) - 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.
Full article
(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
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Open AccessArticle
Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities
by
Andrea R. Harkins-Brown, Nicholas Gillon and Andrea Schanbacher
Educ. Sci. 2024, 14(5), 475; https://doi.org/10.3390/educsci14050475 (registering DOI) - 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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Open AccessArticle
Situative Black Girlhood Reading Motivations: Why and How Black Girls Read and Comprehend Text
by
Sara Jones
Educ. Sci. 2024, 14(5), 474; https://doi.org/10.3390/educsci14050474 (registering DOI) - 30 Apr 2024
Abstract
This study aims to illustrate the complex relationships between reading motivation and reading comprehension for Black girl readers. There is an urgent need for research that explicitly centers on the reading motivations of Black girls through a humanizing, asset-oriented lens. Through a Situative
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This study aims to illustrate the complex relationships between reading motivation and reading comprehension for Black girl readers. There is an urgent need for research that explicitly centers on the reading motivations of Black girls through a humanizing, asset-oriented lens. Through a Situative Black Girlhood Reading Motivations lens, which integrates a situative perspective on motivation and the tenets of Black Girlhood Studies, this multi-year study focuses on a group of Black girl readers participating in a summer reading program. Qualitative data, including video observations, student work artifacts, and small-group artifact-elicited interviews, were analyzed through a generic inductive approach to answer the research question, “How are relationships between Black girls’ reading motivations and their reading comprehension evident in their reading engagement and enactments?” The findings demonstrate that the participants’ most salient reading motivations in this instructional context (meaning-oriented, collaborative, and liberatory reading motivations) (1) were a precursor to their comprehension, (2) worked in tandem with their comprehension, and (3) stemmed from their comprehension. These findings contribute to models of reading by illustrating the need for additional complexity when describing the relationship between reading motivation and comprehension.
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(This article belongs to the Special Issue Exploring the Relationship between Reading Motivation and Reading Comprehension)
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Confronting Mean Girls Niceness: Conceptualizing Whisper Care to Disrupt the Politics of Niceness in Academia
by
Rose Ann E. Gutierrez, Carolyn S. F. Silva and Ruby Batz
Educ. Sci. 2024, 14(5), 473; https://doi.org/10.3390/educsci14050473 (registering DOI) - 30 Apr 2024
Abstract
While the current literature on Niceness in higher education has examined the discourses and practices of Niceness in academic spaces, making it more identifiable, less is known about how minoritized faculty navigate and disrupt the culture of Niceness. The purpose of this article
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While the current literature on Niceness in higher education has examined the discourses and practices of Niceness in academic spaces, making it more identifiable, less is known about how minoritized faculty navigate and disrupt the culture of Niceness. The purpose of this article is to offer a resistance-based framework to combat academia’s Niceness culture through the lens of the authors. Using theory in the flesh as theory and methodology, we use collaborative autoethnography to conceptualize Whisper Care to give language and articulate an orientation and philosophy rooted in Kindness. Our findings present a process to confront Niceness while guiding, supporting, and protecting each other in higher education institutions. We conclude with implications for future research and practice for faculty and higher education leaders.
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(This article belongs to the Special Issue Niceness, Leadership and Educational Equity)
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Adapting the DIST-M Model for Designing Experimental Activities—A Theoretical Discussion from an Interdisciplinary Perspective
by
Stefania Lippiello and Alessandra Boscolo
Educ. Sci. 2024, 14(5), 472; https://doi.org/10.3390/educsci14050472 (registering DOI) - 29 Apr 2024
Abstract
This study focuses on interdisciplinary approaches within mathematics and physics education. Secondary schools, particularly those specialized in scientific curricula, have opportunities to explore common topics between mathematics and physics; however, creating a coherent interdisciplinary educational experience is challenging. Adopting an interdisciplinary perspective when
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This study focuses on interdisciplinary approaches within mathematics and physics education. Secondary schools, particularly those specialized in scientific curricula, have opportunities to explore common topics between mathematics and physics; however, creating a coherent interdisciplinary educational experience is challenging. Adopting an interdisciplinary perspective when designing learning sequences becomes imperative. The proposed approach harnesses the power of storytelling to engage students, emphasizing the interconnectedness of subjects and humanizing the evolution of scientific ideas. This study investigates the adaptation of the Digital Interactive Storytelling in Mathematics (DIST-M) model for interdisciplinary storytelling learning sequences. It aims to explore how this model, initially developed for mathematics activities in a virtual environment, can be enriched with elements from inquiry-based learning models to integrate the experimental aspects of physics. The research presents a theoretical discussion grounded in the design of a learning sequence centered around the study of light, taking place in a non-virtual environment and approached from an interdisciplinary standpoint. It introduces hypotheses for adapting the DIST-M model to accommodate interdisciplinary storytelling sequences. One involves the incorporation of an additional phase within the DIST-M cycle, dedicated to consolidating, transferring to other contexts, and addressing variations in the concepts explored, proved, and refined in earlier phases.
Full article
(This article belongs to the Section STEM Education)
Open AccessArticle
Development of Definitory and Classificatory Thinking in Geometry through Storytelling and GBL Activities
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Leonardo Tortorelli and Francesco Saverio Tortoriello
Educ. Sci. 2024, 14(5), 471; https://doi.org/10.3390/educsci14050471 (registering DOI) - 29 Apr 2024
Abstract
Little is discussed regarding the meaning of “definition” in primary school, where children often memorize definitions. In geometry, students frequently confuse “definition” with the “description” of a geometric object. The aim of this study is to verify whether a new hybrid methodology between
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Little is discussed regarding the meaning of “definition” in primary school, where children often memorize definitions. In geometry, students frequently confuse “definition” with the “description” of a geometric object. The aim of this study is to verify whether a new hybrid methodology between storytelling and game-based learning called Geometrikoland exercises skills that fall within what we understand as “definitory thinking”, which the set of competencies and meta-competencies is associated with acquiring a true mastery of definitions in geometry. This goal can be achieved because the dynamics of Geometrikoland alter the approach to definitions. The methodology applied is a hybrid of storytelling and adventure game-based learning applied to a “engine” of quadrilateral theory. The experiment took place in a fifth-grade class in an Italian school. The analysis of some data based on the accuracy of geometry actions during workshops and qualitative analysis based on the analysis of oral arguments produced during the labs lead to the conclusion that, on average, children have gained a greater awareness of what it means to define a geometric object and a better understanding of the relationships between various subsets of the set of quadrilaterals, previously seen as separate sets. Further confirmation has been provided by comparing the results of two mini-tests (a placement test and an exit test), which are useful for assessing the skills associated with the criterion of arbitrariness, the criterion of uniqueness, and classificatory thinking.
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(This article belongs to the Special Issue Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities)
Open AccessArticle
Experiments on the Efficacy of Drawing for Memorization among Adults and Children with Varying Written Word Memory Capacities: A Two-Way Crossover Design
by
Unnur Guðrún Óttarsdóttir
Educ. Sci. 2024, 14(5), 470; https://doi.org/10.3390/educsci14050470 - 29 Apr 2024
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In recent years, the comparative effectiveness of drawing and writing for memory has been investigated, but the findings have mostly been analyzed for the entire sample of participants rather than subgroups. In quantitative two-way crossover experiments involving 134 children and 262 adults, drawing
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In recent years, the comparative effectiveness of drawing and writing for memory has been investigated, but the findings have mostly been analyzed for the entire sample of participants rather than subgroups. In quantitative two-way crossover experiments involving 134 children and 262 adults, drawing for memorization as compared to writing was investigated. The participants were divided into subgroups based on their ability to recall the greatest, moderate, or fewest words and drawings. The difference in the number of recalled words and drawings was then compared between subgroups with varying memory capacities for written words and drawings. Participants who had difficulty remembering written words recalled more drawings than written words relative to participants who remembered written words more easily—this applied to shorter- and longer-term memory. To determine the applicability of the findings to various contexts, the following conditions were varied in four separate experiments: participant age, duration of encoding and recall, number of words memorized, interval between encoding and recall, and the research setting. Drawing benefited memory more than writing in all tested scenarios for the subgroup that remembered the fewest number of words. The new finding of the study is that people who have difficulty remembering written words benefit the most from drawing for memorization compared to those who remember written words more easily and this applies to the various tested conditions.
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Open AccessArticle
Views of Parents on Using Technology-Enhanced Toys in the Free Play of Children Aged One to Four Years
by
Dimitra Bourha, Maria Hatzigianni, Trifaini Sidiropoulou and Michael Vitoulis
Educ. Sci. 2024, 14(5), 469; https://doi.org/10.3390/educsci14050469 - 28 Apr 2024
Abstract
New technology has brought about a novel approach to play termed digital play. Digital play shares many characteristics with traditional play but also presents new possibilities (e.g., building concepts and skills about STEM, opportunities for physical, outdoor activities). Despite new toys with technological
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New technology has brought about a novel approach to play termed digital play. Digital play shares many characteristics with traditional play but also presents new possibilities (e.g., building concepts and skills about STEM, opportunities for physical, outdoor activities). Despite new toys with technological characteristics being popular, there is limited research on this specific area for children under four years old and their parents. This study explored parental perspectives and was part of a larger investigation that examined 68 (38 boys and 30 girls) very young children’s (1–4 years) engagement with technology-enhanced toys (TETs) in early childhood settings. A sequential explanatory design was employed, wherein parents completed questionnaires before and after their children engaged with TETs. Statistical and thematic analysis revealed that family demographics play an important role in children ‘s use of TETs and digital technologies (e.g., on the quality of engagement with their children during playing with TETs). Parents noted improvements in their children’s skills, including fine motor skills, language, and creativity. This study underscores the importance of considering parental backgrounds in digital technology initiatives for early childhood development. Policymakers and educators may benefit from these insights to tailor digital integration and support children’s digital competence effectively.
Full article
(This article belongs to the Special Issue Digital Technologies in Early Childhood Education and Care)
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Open AccessArticle
Interprofessional Faculty Development on Health Disparities: Engineering a Crossover “Jigsaw” Journal Club
by
Jessica T. Servey and Gayle Haischer-Rollo
Educ. Sci. 2024, 14(5), 468; https://doi.org/10.3390/educsci14050468 - 28 Apr 2024
Abstract
Medical education acknowledges our need to teach our physicians about “social determinants of health” and “health care disparities”. However, educators often lack actionable training to address this need. We describe a faculty development activity, a health disparities journal club, using the jigsaw strategy
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Medical education acknowledges our need to teach our physicians about “social determinants of health” and “health care disparities”. However, educators often lack actionable training to address this need. We describe a faculty development activity, a health disparities journal club, using the jigsaw strategy with the intent of increasing awareness, encouraging self-directed learning, and inspiring future teaching of the subject to health professional learners. We completed six workshops at six individual hospitals, with 95 total attendees in medicine and numerous other health professions. Our evaluation asked trainees to: report the number of journal articles about health disparities they had read, excluding the assigned journal club articles, in the past 12 months, and to predict future plans for reading about health disparities. In total, 28.9% responded they had “never read” a prior article on health or healthcare disparities, while 54.2% responded “1–5 articles”. Many (60%) reported they would continue to investigate this topic. Our experience has demonstrated the utility and positive impact of a “flipped classroom” jigsaw method, showing it can be used successfully in Inter-Professional (IPE) Faculty Development to increase active exposure and discussion of the content. Additionally, this method promotes individual reflection and enhances continued collective engagement.
Full article
(This article belongs to the Special Issue Interprofessional Medical Education and Practice: Global Perspectives in Overcoming the Challenges of Disrupted Future)
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Open AccessArticle
Teachers’ Knowledge and Experiences after the Implementation of an Eating Disorder Prevention Program in the Physical Education Classroom
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Montserrat Monserrat, Ángeles Arjona, Juan Carlos Checa, Joaquín Tarifa and Darío Salguero
Educ. Sci. 2024, 14(5), 467; https://doi.org/10.3390/educsci14050467 - 27 Apr 2024
Abstract
Since psychological and social factors are especially prominent among the multiple causes of eating disorders, we argue that school, a meeting place among equals and thus a locus for the transmission of values and attitudes, can play an important role in preventing these
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Since psychological and social factors are especially prominent among the multiple causes of eating disorders, we argue that school, a meeting place among equals and thus a locus for the transmission of values and attitudes, can play an important role in preventing these disorders. This article’s main objective is to verify whether the physical education (PE) class can become an arena for transferring and learning that prevent eating disorders, analyzing teachers’ perceptions of the program development “Psychology for Nutrition and Physical Activity in the Prevention of Eating Disorders” (P-NAF) and specifically: (1) analyzing what teachers know and believe about preventing eating disorders; (2) analyzing the relationship between PE sessions and the acquisition of skills for the prevention of eating disorders; and (3) verifying whether the strategies proposed in the program P-NAF help teachers develop skills for the prevention of eating disorders. We conducted semi-structured interviews with physical education teachers (six women and six men) from five educational institutions in southern Spain. We organized their responses into four blocks: (1) self-esteem, (2) social skills, (3) satisfaction with body image, and (4) nutrition. The results show that physical education teachers are poorly trained in eating disorders, in their detection, as well as their treatment. In particular, there is little communication between health professionals and teachers to provide the information needed to develop effective intervention programs. However, after participating in the Psychology for Nutrition and Physical Activity program, the teachers improved both their knowledge and educational tools when it comes to transmitting that knowledge. We conclude that this program is effective in its objectives and that it should be presented more widely to physical education teachers who work directly with young people.
Full article
(This article belongs to the Section Curriculum and Instruction)
Open AccessArticle
Quality Assessors’ Feedback and Recommendations on Music Education in Hong Kong Kindergartens
by
Yan Lam Ho and Alfredo Bautista
Educ. Sci. 2024, 14(5), 466; https://doi.org/10.3390/educsci14050466 - 26 Apr 2024
Abstract
In Hong Kong, quality assessors from the Education Bureau (EDB) visit kindergartens to conduct Quality Review (QR) assessments. Their written reports, therefore, reflect the official local perspective of quality kindergarten education. We conducted a content analysis of 323 QR reports focusing on the
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In Hong Kong, quality assessors from the Education Bureau (EDB) visit kindergartens to conduct Quality Review (QR) assessments. Their written reports, therefore, reflect the official local perspective of quality kindergarten education. We conducted a content analysis of 323 QR reports focusing on the positive and negative feedback and recommendations for improvement regarding music education. Two coding schemes were developed using an inductive approach. High inter-reliability was obtained. The most frequently mentioned positive feedback codes were related to sufficient exposure to music and enjoyable musical learning experiences. In contrast, there were negative feedback codes pointing out that children’s musical exposure was insufficient at Kindergarten 3 (children aged 5–6 years), and some musical activities were poorly prepared and/or designed. Children’s music learning outcomes were rarely mentioned in the reports. The analyses indicate that the local understanding of kindergarten music education strongly emphasizes exposing children to enjoyable musical activities, with a lower focus on the nature and quality of musical learning. We conclude that the QR reports reflect a teacher-centric view of music education. Findings may inform curriculum designers and teacher educators about EDB’s expectations in the area of music education. Future research should explore the perspectives of other kindergarten stakeholders such as teachers, principals, and teacher educators.
Full article
(This article belongs to the Special Issue Pedagogical Possibilities for Early Childhood Education)
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Open AccessArticle
Kitambaa: A Convivial Future-Oriented Framework for Kinangop’s Learning Hub
by
Caroline Kuhn, Mary Warui and Dominic Kimani
Educ. Sci. 2024, 14(5), 465; https://doi.org/10.3390/educsci14050465 - 26 Apr 2024
Abstract
The aim of this paper, and more generally, our project “Impact from the ground” (a multi-stage ongoing project), is to reimagine education so that it transcends the walls and harsh constraints of a “universal one size fits all” education. To achieve this, we
[...] Read more.
The aim of this paper, and more generally, our project “Impact from the ground” (a multi-stage ongoing project), is to reimagine education so that it transcends the walls and harsh constraints of a “universal one size fits all” education. To achieve this, we propose a framework that will inform the design of a participatory approach to co-create a learning hub (an informal lifelong learning opportunity) with and within the community. To weave this framework, we explore the current landscape of education, looking at the challenges that youth from rural settings face to complete their studies in urban universities, and the difficulties they experience when looking for jobs after having done so. We briefly explain our research project and contextualize it in Kinangop, a small region in the Nyandarua County in Kenya, where we explored the enablers and constraints people face to engage in social innovation. We proceed to imagine an alternative education that is local and organic, with different principles and theories weaved into a, kitambaa in Swahili that serves as the ground for an education intervention that is meaningful, binding, and bonding for the community members. In so doing, we aim to center matters of knowledge production as multi-epistemic conversations, situating those at the margins of epistemic divisions at the center of productive and creative debates.
Full article
(This article belongs to the Special Issue Decolonising Educational Technology)
Open AccessArticle
Redesigning and Evaluating a Science Activity to Foster Mathematical Problem Solving
by
Janina Just and Hans-Stefan Siller
Educ. Sci. 2024, 14(5), 464; https://doi.org/10.3390/educsci14050464 - 26 Apr 2024
Abstract
According to contemporary research, there exists an imbalance within the disciplines of Science, Technology, Engineering, and Mathematics (STEM), wherein certain subjects are lacking representation due to the neglect or omission of mathematical elements. The purpose of this study is to address this issue
[...] Read more.
According to contemporary research, there exists an imbalance within the disciplines of Science, Technology, Engineering, and Mathematics (STEM), wherein certain subjects are lacking representation due to the neglect or omission of mathematical elements. The purpose of this study is to address this issue through the analysis of an established learning sequence that has been well-tested to promote mathematical skills. We adapted the selected biology-based learning sequence to foster mathematical problem solving and conducted it with a school class. The qualitative analysis of the recorded video footage of this adapted learning sequence revealed that the modified task effectively stimulated mathematical problem-solving skills. This successful adaptation demonstrates one approach through which mathematics can be strengthened and effectively utilized in STEM subjects.
Full article
(This article belongs to the Section STEM Education)
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