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
Intangible Cultural Heritage Course Design in the Digital Age and Its Effects of Interdisciplinary Workshop
Educ. Sci. 2024, 14(3), 325; https://doi.org/10.3390/educsci14030325 - 18 Mar 2024
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This study demonstrates a new intangible cultural heritage (ICH) design course and its effectiveness of interdisciplinary teams with digital technology beyond conventional single-disciplinary teams. A design guideline for ICH was built on the basis of Bronfenbrenner’s Ecological Systems Theory (EST). Then, an evaluation
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This study demonstrates a new intangible cultural heritage (ICH) design course and its effectiveness of interdisciplinary teams with digital technology beyond conventional single-disciplinary teams. A design guideline for ICH was built on the basis of Bronfenbrenner’s Ecological Systems Theory (EST). Then, an evaluation standard involving five criteria (culture fit, creativity, aesthetics, experientiality, diversity) was established. Thirty students participated in the course and were divided into four teams of two types as follows: two interdisciplinary teams consisting of students from different backgrounds and two single-disciplinary teams consisting of students from the visual communication department. Experts assessed the design works and design process of the four teams according to the evaluation criteria as follows: (1) there are differences in the application of the ICH design guideline between the interdisciplinary approach with digital technology and the conventional teaching method, and (2) the ICH design course positively affects the five criteria. The interdisciplinary approach with digital technology in ICH design is more likely to stimulate students’ creativity. These findings emphasize the importance of new ICH design courses and provide insights for future design educators.
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Open AccessArticle
Reframing Creative Teaching in Secondary Music Teacher Education
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Sabine Chatelain, Karine Barman, Carlos Lage-Gómez and Marcelle Moor
Educ. Sci. 2024, 14(3), 324; https://doi.org/10.3390/educsci14030324 - 18 Mar 2024
Abstract
According to research about creativity in education, creativity can be considered an ability that can be fostered through specific teaching strategies. Consequently, future secondary music teachers should be equipped with the knowledge to develop students’ musical creativity. A challenge for teacher training lies
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According to research about creativity in education, creativity can be considered an ability that can be fostered through specific teaching strategies. Consequently, future secondary music teachers should be equipped with the knowledge to develop students’ musical creativity. A challenge for teacher training lies in providing concepts and strategies to develop this professional knowledge. With the aim of improving a music didactics course, the purpose of this study was to understand how student teachers’ conceptions of creative music teaching evolved over one semester. In reference to the concept of creative teaching developed by Beghetto and research about the role of the teacher’s body in music education, a specific framework to identify aspects of creative pedagogical knowledge was conceived. A thematic analysis of two semi-structured interviews with five future secondary music teachers provided a detailed picture of the evolution of their conceptions about creative music teaching. Interestingly, student teachers’ knowledge of theoretical concepts presented in the course, as well as knowledge about the role of the body in creative music teaching, remained mainly implicit. Knowledge about their professional identities as creative musicians and pedagogues appeared to be relevant for enhancing awareness of how to teach with creativity. In order to describe this dimension more precisely, we develop the concept of creative stance knowledge as an emerging category from the data. Its potential for teacher training will be discussed, including a more embodied vision of creative pedagogical knowledge for music teacher training.
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(This article belongs to the Special Issue Cultivating Creativity and Innovation in Music Education)
Open AccessReview
The Influence of Active and Passive Procrastination on Academic Performance: A Meta-Analysis
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Niek Sebastiaan Kooren, Christine Van Nooijen and Fred Paas
Educ. Sci. 2024, 14(3), 323; https://doi.org/10.3390/educsci14030323 - 18 Mar 2024
Abstract
The relationship between academic performance and procrastination has been well documented over the last twenty years. The current research aggregates existing research on this topic. Most of the studies either find no result or a small negative result. However, recent studies suggest that
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The relationship between academic performance and procrastination has been well documented over the last twenty years. The current research aggregates existing research on this topic. Most of the studies either find no result or a small negative result. However, recent studies suggest that procrastination can have a positive influence on academic performance if the procrastination is active instead of passive. To analyse the effect of active procrastination on academic performance, a meta-analysis was conducted. The analysis includes 96 articles with 176 coefficients including a combined average of 55,477 participants related to the correlation between academic performance and procrastination. The analysis uncovered a modest negative correlation between academic performance and procrastination overall. Importantly, the type of procrastination exerted a substantial impact on the strength of this correlation: active procrastination demonstrated a small positive effect size, whereas passive procrastination registered a small negative effect size. Additionally, participant-specific characteristics and indicators further modulated the magnitude of the correlation. The implications of this research extend to underscoring a potential beneficial aspect of procrastination, specifically elucidating how certain types of procrastination can positively influence academic performance.
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(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)
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Development and Validation of Scientific Inquiry Literacy Instrument (SILI) Using Rasch Measurement Model
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Dina Rahmi Darman, Andi Suhandi, Ida Kaniawati, Achmad Samsudin and Firmanul Catur Wibowo
Educ. Sci. 2024, 14(3), 322; https://doi.org/10.3390/educsci14030322 - 18 Mar 2024
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This research aims to develop an instrument of knowledge and skills called the Scientific Inquiry Literacy Instrument (SILI). Instrument measurement analysis uses the Rasch model by utilizing the Winsteps application. This research uses mixed methods research that combines interviews as qualitative research and
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This research aims to develop an instrument of knowledge and skills called the Scientific Inquiry Literacy Instrument (SILI). Instrument measurement analysis uses the Rasch model by utilizing the Winsteps application. This research uses mixed methods research that combines interviews as qualitative research and tests as quantitative research. The research design used is Sequential Exploratory. The SILI contains 28 knowledge aspect indicators and 37 skills aspect indicators. Based on the Outfit mean square (MNSQ), Z-Standard value (ZSTD), and point measure correlation value (Pt Mean Corr), it was obtained that the three aspects of the SILI meet the criteria for an acceptable item in the Rasch measurement model. Based on item analysis biased towards gender, region, and science major, all SILI items in knowledge and skills meet the probability criteria > 0.05, so all items can be used without harming one group. The findings of the research dimensionality of the SILI for aspects of knowledge and skills are 26.9% and 20.4%. Thus, all aspects of the SILI can measure what should be measured and fulfill all the criteria for items accepted based on the Rasch model for measuring science inquiry literacy.
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Open AccessArticle
Analysis of Digital Teacher Education: Key Aspects for Bridging the Digital Divide and Improving the Teaching–Learning Process
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Sonia Val and Helena López-Bueno
Educ. Sci. 2024, 14(3), 321; https://doi.org/10.3390/educsci14030321 - 18 Mar 2024
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The quality of teacher education plays a key role in equipping students with the skills they need and it is important in avoiding learning inequalities. To bridge the digital divide and ensure that all students have equal access to technology and digital resources
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The quality of teacher education plays a key role in equipping students with the skills they need and it is important in avoiding learning inequalities. To bridge the digital divide and ensure that all students have equal access to technology and digital resources as well as advanced teaching–learning processes using digital tools, it is crucial to analyse the current state of teacher education in order to identify the key issues. The sample in this research consisted of 325 master of education students and in-service teachers studying at various universities (in Spain, Cyprus, and México) in the 2022–2023 academic year who filled out a questionnaire partly based on DigComEdu and this was expanded with questions relating to other digital and educational aspects. The findings reveal that there is potential for enhancement in many areas. Despite teachers having technical training associated with their profession, they lack the necessary training to overcome inequalities or digital gaps. Moreover, it is striking that those who are already working as teachers are the most pessimistic about aspects such as the use of digital resources, perhaps because of the difficulties they face in their daily work.
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(This article belongs to the Special Issue Challenges and Experiences in Science Teacher Training)
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Evaporating Metacognitive Talk: School Inclusion, Power, and the Interplay of Structure and Agency
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Ezra Temko
Educ. Sci. 2024, 14(3), 320; https://doi.org/10.3390/educsci14030320 - 17 Mar 2024
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This paper addresses Lukes’ and Hayward’s arguments that power should be conceived as agential versus structural. My fieldwork at Mitchell Primary School demonstrated that educators and students at Mitchell were structurally constrained and enabled but also exercised agency in navigating these institutional boundaries.
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This paper addresses Lukes’ and Hayward’s arguments that power should be conceived as agential versus structural. My fieldwork at Mitchell Primary School demonstrated that educators and students at Mitchell were structurally constrained and enabled but also exercised agency in navigating these institutional boundaries. Not only are both structural and agential conceptions of power valid, considering their interplay moves social analyses forward—at Mitchell, teachers’ otherwise-frequent metacognitive talk evaporated when their inclusion-oriented practices were more distant from institutional norms. Understanding power requires including its sources (from the individual actor to social structure) as one key dimension. Using this understanding could help educators more intentionally make conscious choices about their inclusion practices as they navigate their school environment.
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(This article belongs to the Section Curriculum and Instruction)
Open AccessArticle
Attitudes toward Inclusive Education from a Network Perspective
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Tom Jannick Selisko, Eric Klopp, Christine Eckert and Franziska Perels
Educ. Sci. 2024, 14(3), 319; https://doi.org/10.3390/educsci14030319 - 17 Mar 2024
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The present study showcases attitudes toward inclusive education in a new light. It contributes to the ongoing debate regarding the extent of inclusive education and highlights the importance of teachers in a process toward inclusion. Based on a framework that involves the reciprocal
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The present study showcases attitudes toward inclusive education in a new light. It contributes to the ongoing debate regarding the extent of inclusive education and highlights the importance of teachers in a process toward inclusion. Based on a framework that involves the reciprocal relation between models of disability, learning theory, and placement of persons with disabilities, attitudes of student teachers and psychology students from a German university are analyzed and mapped through the application of a network approach. This facilitates visualization and categorization based on their statistical relation. An online questionnaire consisting of established and newly developed scales was answered by (n=) 132 student teachers and (n=) 59 psychology students, resulting in N = 191 participants. The study was publicly promoted, and participants were offered study credentials. Using a Spinglass algorithm to analyze the data, we detected two distinct communities in the network: an Exclusion Community and an Inclusion Community. These are supported by further variables (Empathy, Contact, Authoritarianism, and Social Darwinism). The findings demonstrate an especially firm Exclusion Community, whereas inclusive attitudes appear to be varied.
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(This article belongs to the Section Special and Inclusive Education)
Open AccessArticle
Digital vs. Hybrid: Comparing Two Versions of a Board Game for Teacher Training
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Francesca Pozzi, Andrea Ceregini, Stanislav Ivanov, Marcello Passarelli, Donatella Persico and Erica Volta
Educ. Sci. 2024, 14(3), 318; https://doi.org/10.3390/educsci14030318 - 16 Mar 2024
Abstract
This study compares two versions (one digital, one hybrid) of a serious board game for teacher training called the “4Ts game”. Teachers play the game in groups to learn about—and directly engage in—the joint design of collaborative learning activities for their students by
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This study compares two versions (one digital, one hybrid) of a serious board game for teacher training called the “4Ts game”. Teachers play the game in groups to learn about—and directly engage in—the joint design of collaborative learning activities for their students by choosing the Tasks to be proposed, the Timing of activities, the Technologies to be used, and the Team composition, in an iterative process of decision making. The game comes in three versions: fully tangible, digital, and hybrid. This paper focuses on the interaction design of the digital and hybrid versions. In both cases, teachers pick cards up from four decks, read the prompts provided in the cards, and place them on a board to design a learning activity together. Their decision-making process is scaffolded by the digital or hybrid game versions, which provide feedback and suggestions and guide teachers toward the creation of a coherent design. The user experience is quite different in the two formats. In the hybrid game, teachers physically manipulate tangible cards on a tabletop board, and the board status is replicated on a laptop application that displays automatic feedback and guidance. By contrast, the digital version is played using an Interactive Whiteboard with touch-screen capabilities, thereby allowing teachers to manipulate digital cards on a digital board. The game was used in the context of two training initiatives targeting in-service school teachers (N = 42). Data were collected on acceptance of the model upon which the game is built, acceptance of the game itself, overall user satisfaction, and knowledge gains. Results show that teachers generally liked both versions of the game, especially the opportunity provided for receiving guidance in the design process. Additionally, teachers’ knowledge about learning design and collaborative learning increased significantly between the pre- and post-test for both the digital and the hybrid game groups. However, few significant differences were found between the groups that used the digital and hybrid versions of the game: the digital version was perceived as being slightly easier to use (p < 0.001). Overall, the study suggests that both versions of the game have the potential for teacher training, while the user interface of the hybrid version should be further refined to fully harness the game’s potential.
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(This article belongs to the Special Issue Trends on Educational Gamification II: Game-Based Learning and Teacher Instruction)
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Students’ Assessment of Learning in a Volleyball Course at a University: A Mixed Methods Study
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Ivar Fossland Moa, Pål Lagestad and Arne Sørensen
Educ. Sci. 2024, 14(3), 317; https://doi.org/10.3390/educsci14030317 - 16 Mar 2024
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The aim of the study was to evaluate students’ assessment of their learning after a teaching period of volleyball training in a university course. The teaching was research-based and linked to relevant theories of motor learning, small-sided games (SSG), teaching games for understanding
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The aim of the study was to evaluate students’ assessment of their learning after a teaching period of volleyball training in a university course. The teaching was research-based and linked to relevant theories of motor learning, small-sided games (SSG), teaching games for understanding (TGfU), and motivational climate. To examine the research question, a mixed methods design was used, which included a questionnaire and reflection notes from the students. The questionnaire data constituted the basis for an analysis of the students’ reported development in their skills and knowledge in four relevant learning outcomes, while the qualitative data provided more in-depth data related to their learning. The statistical analyses showed a significant increase in the experience of skills and knowledge in all four relevant learning outcomes related to the curriculum of the course. From reporting poor or medium goal achievement prior to the course, the students, in general, reported good goal achievement after the course. The thematic analysis of the reflection notes supported these findings, in which game activities in small groups were especially identified as positive. Furthermore, the students stated that the teacher and a learning-oriented motivational climate were crucial in contributing to a positive learning environment. Some of the students reported too little instruction and feedback from the teacher during the course. The students expressed a few suggestions for changes to the content and methodology of the teaching. The study indicates that this type of research-based teaching may be important to produce a positive learning outcome for students. Our finding is consistent with previous research, which identifies which elements should be emphasized when implementing training in this subject area. As the survey only had 30 respondents and the design did not contain a control group, caution should be exercised when drawing strong conclusions from this study.
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Open AccessArticle
Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons
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Geraldine Baßeng and Alexandra Budke
Educ. Sci. 2024, 14(3), 316; https://doi.org/10.3390/educsci14030316 - 16 Mar 2024
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In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in
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In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions.
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(This article belongs to the Topic Education and Digital Societies for a Sustainable World)
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Courage to Create: A New Music Education Degree in Instrumental and Vocal Teaching
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Ernest H. C. Lim, Rebecca Y. P. Kan and Nellie S.-R. Seng
Educ. Sci. 2024, 14(3), 315; https://doi.org/10.3390/educsci14030315 - 16 Mar 2024
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As a special partnership that offers a unique way to strengthen the arts and cultural developments in Singapore, a new curriculum was offered to prepare students for instrumental and vocal teaching careers, with a focus on pedagogical instruction and educational theory. The purpose
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As a special partnership that offers a unique way to strengthen the arts and cultural developments in Singapore, a new curriculum was offered to prepare students for instrumental and vocal teaching careers, with a focus on pedagogical instruction and educational theory. The purpose of this study is to explore the experiences of music-student teachers engaged in this new programme within a conservatoire context. This paper outlines the framework of a new BEd (Honours) course in Instrumental and Vocal Teaching that addresses the current problem of conservatoire students being inadequately prepared for a profession in (studio) music teaching. Data were captured through focus group interviews with the first two cohorts of this programme in 2023. Three principal themes emerged from the thematic analysis, relating to how students valued contextualization, criticality and conversations within this new curriculum. The results highlight the impact of a specialist education that allows musicians to shape their profession in instrumental and vocal teaching, debunking the notion that conservatoire education is exclusive to talented performers.
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(This article belongs to the Special Issue Cultivating Creativity and Innovation in Music Education)
Open AccessArticle
Multidisciplinary Capstone Senior Design Projects: A Comparative Analysis of Industry–Sponsored and Faculty–Sponsored Projects Using Comprehensive Performance Metrics
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Mohamed M. Morsy, Md. Nizam Uddin and Faycal Znidi
Educ. Sci. 2024, 14(3), 314; https://doi.org/10.3390/educsci14030314 - 16 Mar 2024
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Engineering education has continually evolved to embrace Project–Based Learning (PBL), a dynamic classroom approach emphasizing learning through engagement in real–world projects. The study conducts a comparative analysis of multidisciplinary Capstone Senior Design Projects across Electrical Engineering, Mechanical Engineering, and
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Engineering education has continually evolved to embrace Project–Based Learning (PBL), a dynamic classroom approach emphasizing learning through engagement in real–world projects. The study conducts a comparative analysis of multidisciplinary Capstone Senior Design Projects across Electrical Engineering, Mechanical Engineering, and Computer Science at Texas A&M University at Texarkana. The research emphasizes understanding the dynamics of student collaboration within these disciplines and scrutinizes the impact of industry and faculty sponsorship on these projects. The methodology involves a comprehensive comparative analysis, employing diverse performance metrics to evaluate the effectiveness of different sponsorship models. This approach aims to uncover the influence of these models on project outcomes and students’ educational experiences. The results reveal notable differences between industry–sponsored and faculty–sponsored projects. Industry sponsorship leads to higher performance in overall project execution and professional skills development. In contrast, faculty–sponsored projects are more effective in nurturing teamwork and communication abilities among students. The findings suggest that each sponsorship type presents unique benefits and challenges. Industry–sponsored projects provide valuable hands–on problem–solving experience, though they may suffer from inconsistencies in mentorship and varying expectations. Faculty–sponsored projects offer a more stable and consistent educational environment but might lag slightly in performance metrics. Integrating elements from both sponsorship models could provide students with a more balanced and enriching learning experience.
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(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)
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Students’ Motivation and Engagement in the Implementation of Individual Development Plan for Underrepresented Minority (URM) Students in Undergraduate STEM Training Programs
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Nishika Edwards, Richard L. Goodwin, Mohammed K. Khalil, Lauren A. Fowler and Thomas Nathaniel
Educ. Sci. 2024, 14(3), 313; https://doi.org/10.3390/educsci14030313 - 15 Mar 2024
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Despite recent progress, statistics show an urgent need for growth in the numbers of underrepresented minority (URM) students in STEM fields. An individual development plan (IDP) has been used to assist Ph.D. trainees in exploring career paths, developing short- and long-term career goals,
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Despite recent progress, statistics show an urgent need for growth in the numbers of underrepresented minority (URM) students in STEM fields. An individual development plan (IDP) has been used to assist Ph.D. trainees in exploring career paths, developing short- and long-term career goals, and creating action plans to achieve these goals. The National Institutes of Health (NIH) and many institutions require the completion of the IDP by graduate students, postdoctoral researchers, and junior faculty mentees to enhance career development. However, little information exists regarding how motivated and behaviorally engaged undergraduate URM undergraduate students are in using IDP as a tool to develop their STEM career pathway. In this study, researchers present data from the motivation levels and behavioral engagement factors that are associated with the effectiveness of the IDP with 20 URM students recruited for the REP Summer program. A total of 85% of students strongly agreed that the IDP was most effective in assessing and reflecting on their academic and professional goals. The mentorship needs were met by 80% of the students, while 75% of the students agreed that the IDP was very effective in helping to identify short-term and long-term goals for their undergraduate studies. Moreover, 70% of the students were satisfied with the IDP in developing an action plan, identifying short-term and long-term goals for their professional careers, and assessing their scientific skills, interests, and values. URM students are intrinsically and extrinsically motivated to implement the IDP and pursue careers in STEM. Findings suggest that URM students’ motivation and behavioral engagement levels impact the effectiveness of the implemented IDP with these students. There is a need to identify factors that enhance the effectiveness of the IDP to determine how to maximize the career development of URM students in STEM programs.
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(This article belongs to the Section STEM Education)
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Inclusion and Inclusive Education in Russia: Analysis of Legislative and Strategic Documents at the State Level between 2012–2014
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Natallia Bahdanovich Hanssen and Aleksandra A. Alekseeva
Educ. Sci. 2024, 14(3), 312; https://doi.org/10.3390/educsci14030312 - 15 Mar 2024
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Inclusive education is an important foundation of many societies, including the post-Soviet countries. It has been more than ten years since the official implementation of inclusion in Russia. However, the inclusive education system has not developed enough to be equally supported everywhere throughout
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Inclusive education is an important foundation of many societies, including the post-Soviet countries. It has been more than ten years since the official implementation of inclusion in Russia. However, the inclusive education system has not developed enough to be equally supported everywhere throughout the country, and is marked by controversial views on legal regulation and inclusive strategies. The purpose of this article is to examine inclusion and inclusive education, mainly for students with special educational needs, as understood in the educational policy. The data consist of legislative and strategic documents on the state level between 2012 to 2014. The data analysis was based on a qualitative content analysis. The analysis indicated two main themes: the subtle expression and lack of a definition for inclusion, and an inconsistent expression and definition of inclusive education. The results point to the necessity of encouraging discussions as well as reflections with respect to articulating and defining what inclusion is and how Russia can create an effective strategy for the further development of inclusive education.
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(This article belongs to the Section Special and Inclusive Education)
Open AccessReview
When Video Improves Learning in Higher Education
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Sven Trenholm and Fernando Marmolejo-Ramos
Educ. Sci. 2024, 14(3), 311; https://doi.org/10.3390/educsci14030311 - 15 Mar 2024
Abstract
The use of video in education has become ubiquitous as technological developments have markedly improved the ability and facility to create, deliver, and view videos. The concomitant pedagogical transformation has created a sense of urgency regarding how video may be used to advance
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The use of video in education has become ubiquitous as technological developments have markedly improved the ability and facility to create, deliver, and view videos. The concomitant pedagogical transformation has created a sense of urgency regarding how video may be used to advance learning. Initial reviews have suggested only limited potential for the use of video in higher education. More recently, a systematic review of studies on the effect of video use on learning in higher education, published in the journal Review of Educational Research, found, overall, effects to be positive. In the present paper, we critique this study. We reveal significant gaps in the study methodology and write-up and use a cognitive processing lens to critically assess and re-analyse study data. We found the results of this study to be only applicable to learning requiring lower-level cognitive processing and conclude, consistent with prior research, that claims of a universal benefit are not yet warranted.
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(This article belongs to the Special Issue Current Challenges in Digital Higher Education)
Open AccessArticle
Technological Tools in Higher Education: A Qualitative Analysis from the Perspective of Students with Disabilities
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José Fernández-Cerero, Julio Cabero-Almenara and Marta Montenegro-Rueda
Educ. Sci. 2024, 14(3), 310; https://doi.org/10.3390/educsci14030310 - 14 Mar 2024
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The integration of information and communication technologies (ICT) in education has emerged as a transformative element, contributing significantly to the establishment of more inclusive educational environments. In this context, understanding the impact of technological tools becomes crucial to identifying the opportunities and limitations
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The integration of information and communication technologies (ICT) in education has emerged as a transformative element, contributing significantly to the establishment of more inclusive educational environments. In this context, understanding the impact of technological tools becomes crucial to identifying the opportunities and limitations that students encounter when incorporating these resources in university classrooms. The main objective of this research is to analyse the impact of ICT use in higher education, with a specific focus on the perceptions of students with disabilities. Information was collected through interviews with university students with disabilities. The results reveal both advantages and difficulties and underline the importance of designing and implementing technologies in an inclusive way. Key issues relating to accessibility and participation are addressed, providing valuable insights for improving inclusive higher education in the digital age.
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(This article belongs to the Special Issue ICTs in Managing Education Environments)
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Shaping Educational Strategies: A Literature Review on Uncertainty and the Unexpected
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Lorenza Maria Capolla
Educ. Sci. 2024, 14(3), 309; https://doi.org/10.3390/educsci14030309 - 14 Mar 2024
Abstract
A key feature of contemporary times is the high degree of complexity that impacts all spheres and aspects of today’s society, particularly within education. This complexity, deriving from a postdigital world in a polycrisis, causes continuous eventualities and results in these conditions of
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A key feature of contemporary times is the high degree of complexity that impacts all spheres and aspects of today’s society, particularly within education. This complexity, deriving from a postdigital world in a polycrisis, causes continuous eventualities and results in these conditions of uncertainty. This contribution reviews the present literature on the issues of the unexpected and uncertainty. From the 13 articles included in the review, an attempt is made to define the terms “uncertainty” and “unexpected” in order to scan the management strategies proposed by various authors in diverse fields, highlighting the correlation between uncertainty, the unexpected, and anxiety. Although this review revealed a lack of a universal definition of the “unexpected” and “uncertainty”, the analysis seems to have revealed some common and essential features in various articles and perspectives on the topic. Suggestions drawn from the analysis prove particularly useful in investigating the implications that uncertainty and the unexpected have in education, especially in training future teachers.
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(This article belongs to the Section Teacher Education)
Open AccessArticle
Sex Education Actions at Universities: The Creation, Validity and Reliability of a Satisfaction Scale
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Irene Soto-Fernández, Jorge Perez-Perez, Sagrario Gómez-Cantarino, Fátima Frade, Ana Frias, Sara Palma, Helia Días, Vicki Aaberg, Elena Castagnaro, Daniela Mecugni and Raquel Fernández-Cézar
Educ. Sci. 2024, 14(3), 308; https://doi.org/10.3390/educsci14030308 - 14 Mar 2024
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Higher education is key to developing a competent and engaged society. Therefore, holistic learning is a fundamental element. This study aimed to test the validity and reliability of a questionnaire for extracurricular teaching actions in higher education. The questionnaire was delivered online to
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Higher education is key to developing a competent and engaged society. Therefore, holistic learning is a fundamental element. This study aimed to test the validity and reliability of a questionnaire for extracurricular teaching actions in higher education. The questionnaire was delivered online to nursing and teaching students participating in the extracurricular action organized by the universities participating in the EdSeX Project, in all cases worded in English. Reliability was measured through internal consistency provided by Cronbach’s alpha coefficient, yielding a value of 0.638 for the 19 items. The internal consistency for each latent variable measured by Cronbach’s alpha coefficient was 0.816 for F1 (N = 6) and 0.625 for F2 (N = 3). This means that in the applicable satisfaction questionnaire, the professor interactions and the quality of the organization of the teaching activity of the topic are the most influential elements in the training action. The questionnaire proved to have a good validity and is therefore a reliable instrument to measure the level of higher education students’ satisfaction with learning.
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The Role of Visual Representations in Undergraduate Students’ Learning about Genetic Inheritance
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David Menendez, Andrea Marquardt Donovan, Olympia N. Mathiaparanam, Rebecca E. Klapper, Seung Heon Yoo, Karl S. Rosengren and Martha W. Alibali
Educ. Sci. 2024, 14(3), 307; https://doi.org/10.3390/educsci14030307 - 14 Mar 2024
Abstract
Prior work has shown that many undergraduate students have misconceptions about genetic inheritance, even after they take genetics courses. Visual representations, such as pedigree diagrams, are commonly used in genetics instruction, and they help students quickly visualize the phenotypes of multiple generations. In
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Prior work has shown that many undergraduate students have misconceptions about genetic inheritance, even after they take genetics courses. Visual representations, such as pedigree diagrams, are commonly used in genetics instruction, and they help students quickly visualize the phenotypes of multiple generations. In Study 1, we examined whether presenting a pedigree diagram of a wolf’s eye color in a rich and realistic manner (i.e., with rich perceptual images that resemble real animals) or in an abstract manner (i.e., with circles and squares representing animals) would help undergraduates learn from a brief, online lesson on inheritance of the wolf’s eye color, and whether they would transfer what they learned when reasoning about eye color in other species (near transfer) and other traits in other species (mid- and far transfer). Counter to our hypothesis, students transferred more with the rich diagram. In Study 2, we compared the rich diagram from Study 1 to a perceptually bland diagram (i.e., with color and textural features removed). There were no differences in students’ learning or transfer between the diagrams. These results suggest that realistic elements that are attention grabbing and easily interpretable by students can be beneficial for transfer in online lessons.
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(This article belongs to the Special Issue Visualization in Biology Education)
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Open AccessArticle
Monitoring Educational Intervention Programs for Children and Young People with Disabilities through a Web Application
by
María Consuelo Sáiz-Manzanares, Raúl Marticorena-Sánchez, M. Camino Escolar-Llamazares and Rut Velasco-Saiz
Educ. Sci. 2024, 14(3), 306; https://doi.org/10.3390/educsci14030306 - 14 Mar 2024
Abstract
Early care professionals have to use instruments for assessing functional skills in children susceptible to early intervention that apply records and produce developmental profiles and personalized intervention proposals. The aims of the study were (1) to analyze the development of functional skills in
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Early care professionals have to use instruments for assessing functional skills in children susceptible to early intervention that apply records and produce developmental profiles and personalized intervention proposals. The aims of the study were (1) to analyze the development of functional skills in users with an age range of 48–252 months attending school in a therapeutic intervention center for people with motor impairments; and (2) to analyze the development of functional skills in users with different impairments and ages ranging from 7 to 162 months participating in an early outpatient care program. Study 1 applied a sample of 50 users aged between 48 and 252 months all with motor disabilities and Study 2 included a sample of 71 users aged between 7 and 162 months with different disabilities. Factorial and descriptive–correlational designs were applied in both studies. The Student’s t-test for dependent samples, supervised machine learning techniques (linear regression analysis and logarithmic regression analysis), unsupervised machine learning techniques (k-means), ANOVA, and cross-tabulations were used as contrast tests. In Study 1, no significant changes were found in the development of users’ functional skills, except for a decrease in maladaptive behaviors. Likewise, the chronological age variable did not seem to be a determining factor in the results. In Study 2, significant differences were found in the development of all functional skills between the three measurement time points (initial–intermediate–final). In this group, the type of impairment explained 29% and chronological age 40% of the variance in functional development at the final measurement. This study found that intervention before four years old in outpatient mode produced better results in the acquisition of functional skills, with better results in users affected by rare diseases or communication and language delay at ages 49–60 months.
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(This article belongs to the Topic Artificial Intelligence in Early Childhood Education)
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