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: JCR - Q1 (Education and Educational Research) / CiteScore - Q1 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 26.8 days after submission; acceptance to publication is undertaken in 3.6 days (median values for papers published in this journal in the first half of 2024).
- 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:
2.5 (2023);
5-Year Impact Factor:
2.6 (2023)
Latest Articles
Effects of a Teacher-Led Intervention Fostering Self-Regulated Learning and Reading among 5th and 6th Graders—Treatment Integrity Matters
Educ. Sci. 2024, 14(7), 778; https://doi.org/10.3390/educsci14070778 (registering DOI) - 17 Jul 2024
Abstract
Self-regulated learning (SRL) is a crucial competence in our rapidly changing society, yet its systematic promotion in the classroom remains limited. Addressing this gap, this study reports on a teacher-led intervention to promote SRL within reading tasks among 5th and 6th grade students.
[...] Read more.
Self-regulated learning (SRL) is a crucial competence in our rapidly changing society, yet its systematic promotion in the classroom remains limited. Addressing this gap, this study reports on a teacher-led intervention to promote SRL within reading tasks among 5th and 6th grade students. Although some interventions have been implemented to promote SRL, little attention has been paid to promoting SRL in primary schools. Building on a previous SRL intervention, the current study added cooperative learning among students and parental involvement, two aspects that are assumed to add value when fostering SRL. A randomized controlled field trial was designed to evaluate the effect of an intervention using pre-test, post-test and follow-up measures. A total of 757 students from 40 classes participated in the study. The data were analyzed using a multilevel approach. This study revealed no significant difference in SRL or reading comprehension outcomes in the post-test and the follow-up test between students of the experimental and control group. Further investigations showed that several aspects of treatment integrity had a significant impact on SRL outcome. This study encourages future SRL and reading intervention studies to assess and analyze the multiple aspects of treatment integrity.
Full article
(This article belongs to the Special Issue Power of Literacy: Strategies for Effective Reading Instruction)
►
Show Figures
Open AccessArticle
Sparking Intentional and Antiracist Pedagogy: A Narrative Analysis of COVID-Era Interviews with Public Health Faculty
by
Emma K. Tsui, Spring Cooper, Shari J. Jardine, Michelle Dearolf, Christine Whang, Ivonne Quiroz and Ayah Elsayed
Educ. Sci. 2024, 14(7), 777; https://doi.org/10.3390/educsci14070777 (registering DOI) - 17 Jul 2024
Abstract
The COVID-19 pandemic and the racial justice uprisings of 2020–2022 created an altered and challenging landscape for teaching public health. Challenging and direct experiences with these public health issues and their reverberations shaped how some faculty and many students participated in both online
[...] Read more.
The COVID-19 pandemic and the racial justice uprisings of 2020–2022 created an altered and challenging landscape for teaching public health. Challenging and direct experiences with these public health issues and their reverberations shaped how some faculty and many students participated in both online and in-person classrooms. In this project, we conducted a narrative analysis of oral history interviews with eight faculty members at a public university in New York City to understand how they reacted to these events and reconsidered their public health teaching during this period. We map what propelled faculty along paths of change and where these paths led. We learn that participating faculty shifted in varied ways toward more intentional and sometimes more antiracist teaching practices. Two experiences were foundational to these shifts: (1) faculty attunement to student realities during this time, and (2) faculty reflection on their own social positionings (i.e., race, gender identity, sexual orientation, class, age, immigration status, etc.) and their development of critical consciousness. These findings provide insights into how faculty conceptualize, support, and change their teaching approaches during periods of upheaval, particularly in the context of limited institutional support for faculty development. Finally, we discuss key issues for institutions seeking to formalize and enhance shifts like those described.
Full article
(This article belongs to the Special Issue Teacher Narratives and Narratives of Teaching: Inquiry into Lived Experiences)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00777/article_deploy/html/images/education-14-00777-g001-550.jpg?1721200779)
Figure 1
Open AccessArticle
‘No One Is Left Behind?’: A Mixed-Methods Case Study of Equity and Inclusion in Physical Education Teacher Education
by
Eugénio Paiva Pereira Ribeiro, Isabel Maria Ribeiro Mesquita and Cláudio Filipe Guerreiro Farias
Educ. Sci. 2024, 14(7), 776; https://doi.org/10.3390/educsci14070776 (registering DOI) - 17 Jul 2024
Abstract
►▼
Show Figures
Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education’s (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current
[...] Read more.
Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education’s (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current research fails to provide a holistic perspective of the practical manifestations of equity and inclusion in PE. This study fills this void with novel insights offered by a mixed-methods case study examining the following: (i) the process-oriented teaching strategies employed by a PST trained to deliver inclusive pedagogies, alongside student voices on lived experiences; and (ii) the outcome-oriented gameplay patterns across two teaching units (Basketball and Volleyball). Participants included one PST and 26 students. Extensive observations and focus groups mapped the applied teaching strategies and student responses. Video-based social network analysis captured equity and inclusion in students’ gameplay patterns, using metrics such as degree prestige. Findings indicate the PETE impact in inducing PSTs’ inclusive manipulation of learning activities and the fostering of inclusive team membership and positive collaboration. SNA metrics evidenced equitable and inclusive gameplay patterns. Despite pedagogical efforts, content-specific factors may influence students’ gameplay inclusion. Hence, a reflection on the multifaceted and non-linear nature of promoting inclusive participation is prompted.
Full article
![](https://pub.mdpi-res.com/education/education-14-00776/article_deploy/html/images/education-14-00776-g001-550.jpg?1721199249)
Figure 1
Open AccessArticle
Student Translations of the Symbolic Level of Chemistry
by
Gunilla Akesson-Nilsson and Karina Adbo
Educ. Sci. 2024, 14(7), 775; https://doi.org/10.3390/educsci14070775 (registering DOI) - 16 Jul 2024
Abstract
The aim of the study was to explore students’ own translation of the symbolic level of a chemical reaction, including the information provided with the use of coefficients, indices, and signs, as well as the preservation of atoms. Students were asked to translate
[...] Read more.
The aim of the study was to explore students’ own translation of the symbolic level of a chemical reaction, including the information provided with the use of coefficients, indices, and signs, as well as the preservation of atoms. Students were asked to translate the symbolic level of the combustion of methane with the use of clay modelling. The students had to make active choices regarding the size, shape, two- or three-dimensional structure, and the number of atoms in the molecules included in the reaction using modelling clay. The analysis followed the three levels of analysis as presented by Hedegaard. The results highlight the variations in students’ answers and show the importance of investigating unrestricted translations of the symbolic level of chemistry. Including clay modelling in the educational process is helpful for both educators and students, as it fosters comprehension of underlying processes and enhances awareness of substance structure and atom redistribution across various substances.
Full article
(This article belongs to the Section Teacher Education)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00775/article_deploy/html/images/education-14-00775-g001-550.jpg?1721208010)
Figure 1
Open AccessArticle
Intelligent Agents at School—Child–Robot Interactions as an Educational Path
by
Margherita Di Stasio and Beatrice Miotti
Educ. Sci. 2024, 14(7), 774; https://doi.org/10.3390/educsci14070774 (registering DOI) - 16 Jul 2024
Abstract
The pervasiveness of technologies leads us to talk about a code society. From an educational point of view, coding, computational thinking, and educational robotics are an open possibility. Nevertheless, new elements such as artificial intelligence are rapidly changing educational technology perspectives. In this
[...] Read more.
The pervasiveness of technologies leads us to talk about a code society. From an educational point of view, coding, computational thinking, and educational robotics are an open possibility. Nevertheless, new elements such as artificial intelligence are rapidly changing educational technology perspectives. In this work, we will analyze school policies and theoretical bases in order to understand if, and under what kind of, condition coding, computational thinking, and educational robotics still represent the qualifying elements of a framework for digital literacy and digital citizenship.
Full article
(This article belongs to the Special Issue The "Gentle Push" of Technologies to Change the School)
Open AccessArticle
Learn with M.E.—Let Us Boost Personalized Learning in K-12 Math Education!
by
Norbert Annuš and Tibor Kmeť
Educ. Sci. 2024, 14(7), 773; https://doi.org/10.3390/educsci14070773 (registering DOI) - 16 Jul 2024
Abstract
The traditional educational system, in certain aspects, limits personalized learning. This is mainly evident in the fact that average students, who do not have any learning difficulties, are required to solve the same tasks from the same textbook in the same order. Artificial
[...] Read more.
The traditional educational system, in certain aspects, limits personalized learning. This is mainly evident in the fact that average students, who do not have any learning difficulties, are required to solve the same tasks from the same textbook in the same order. Artificial intelligence and other smart learning tools present great opportunities for implementing a personalized learning system. Our previous surveys and literature reviews also show that educators see the greatest potential in personalized education for the assimilation of artificial intelligence into education. In this context, we have developed educational software called “Learn with M.E. as Math Educator”, which facilitates more personalized teaching of basic mathematical operations. This study presents the structure and operation of this application. We tested the usability of the software in several institutions. Our research target group consists of elementary school students, specifically those aged 11–15. This article provides a detailed overview of the accuracy and educational outcomes of the completed application. We evaluated the application and its effectiveness using both qualitative and quantitative methods. Our research design combined elements of educational technology development and effectiveness assessment. To evaluate student performance, we employed a control group methodology. Data were analyzed by comparing test results between students using the software and those receiving traditional instruction. We examined user satisfaction through survey questionnaires. Teachers’ opinions were gathered through structured interviews, and their responses were categorized using a SWOT analysis. The findings indicated that the use of the software significantly improved students’ mathematics performance compared to the control group. Students provided positive feedback on the software’s user interface, describing it as user-friendly and motivating. Teachers regarded the software as an effective educational tool, facilitating differentiated instruction and enhancing student engagement. The results suggest that digital educational tools, such as the developed software, can provide substantial added value in education.
Full article
(This article belongs to the Special Issue Application of AI Technologies in STEM Education)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00773/article_deploy/html/images/education-14-00773-g001-550.jpg?1721133192)
Figure 1
Open AccessArticle
Alleviating Barriers Facing Students on the Boundaries of STEM Makerspaces
by
Madison E. Andrews and Audrey Boklage
Educ. Sci. 2024, 14(7), 772; https://doi.org/10.3390/educsci14070772 - 16 Jul 2024
Abstract
Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class
[...] Read more.
Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class pursuit. Despite calls to broaden student participation in makerspaces due to the benefits of participation, there has been no examination of why some students choose not to visit these spaces. We surveyed (n = 151) and interviewed (n = 17) undergraduate STEM students to understand the barriers facing students before and during their initial participation. Using the lens of Social Boundary Spaces, we identified six barriers to successfully crossing the boundary into the makerspace, including: (1) not having enough time, (2) not feeling you have a purpose for visiting, and (3) not knowing how to obtain the proper certifications. Further, students find approaching makerspaces to be intimidating because of (4) the design of the space and (5) the perceived technical skillset of the students there. Notably, non-dominant students face a multitude of (6) barriers corresponding with their social identities. We conclude with recommendations relevant to educators, makerspace administrators, and engineering leadership for alleviating barriers and supporting students’ involvement in STEM makerspaces.
Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
Open AccessArticle
Young Children’s Play and the Role of Grandparents as Play Partners during the COVID-19 Pandemic
by
Anne Keary, Susanne Garvis, Yvette Slaughter and Lucas Walsh
Educ. Sci. 2024, 14(7), 771; https://doi.org/10.3390/educsci14070771 - 16 Jul 2024
Abstract
Play involves diverse meaning-making for young children and grandparents. This paper derives from a larger intergenerational family practices project conducted in Australia during 2021–2022 against the backdrop of the COVID-19 pandemic. The research team undertook intergenerational group interviews and filmed family play activities
[...] Read more.
Play involves diverse meaning-making for young children and grandparents. This paper derives from a larger intergenerational family practices project conducted in Australia during 2021–2022 against the backdrop of the COVID-19 pandemic. The research team undertook intergenerational group interviews and filmed family play activities in addition to collecting videoclips and photos of young children’s play from six families. In this paper, vignettes from two families are described and given meaning. Rogoff’s social learning three planes theory involving the intertwined and interdependent—‘personal’, ‘interpersonal’, and ‘community’—planes is used to analyse the data. Our findings show the important role that grandparents play in facilitating children’s learning including through the creation of linguistic and cultural heritage play spaces. We argue that intergenerational play practices can offer a means to integrate linguistic and cultural experiences in young children’s lives by providing a space and time for social interaction and learning.
Full article
(This article belongs to the Special Issue Transformative Pedagogies: Fostering Motivation, Enhancing Attractiveness, and Cultivating Commitment in Early Childhood Education through Teacher Education)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00771/article_deploy/html/images/education-14-00771-g001-550.jpg?1721119906)
Figure 1
Open AccessArticle
Framework for Implementing Improvement Science in a School District to Support Institutionalized Improvement
by
Erin Anderson, Katheleen M. W. Cunningham and Jayson Richardson
Educ. Sci. 2024, 14(7), 770; https://doi.org/10.3390/educsci14070770 - 16 Jul 2024
Abstract
This paper presents a framework for implementing improvement science in a district or educational organization. Findings from interviews with 17 experienced educational improvers indicate critical elements for a school district to effectively support and build the capacity of individuals and teams situated at
[...] Read more.
This paper presents a framework for implementing improvement science in a district or educational organization. Findings from interviews with 17 experienced educational improvers indicate critical elements for a school district to effectively support and build the capacity of individuals and teams situated at multiple levels in the district in organizing, implementing, and sustaining improvement science methods. Utilizing a systems-thinking approach, this study conceptualizes how to institutionalize improvement science across an educational organization. To institutionalize the use of improvement science, district leaders must center schools and integrate the work in existing structures, offer support, and create coaching, growth management, and knowledge management plans.
Full article
(This article belongs to the Special Issue School Leadership and School Improvement)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00770/article_deploy/html/images/education-14-00770-g001-550.jpg?1721110571)
Figure 1
Open AccessArticle
Professional Support in Teaching Mathematics through Guided Discovery: The Role of Agency on Multiple Levels
by
Péter Juhász, Réka Szász, Gábor Szűcs and Eszter Varga
Educ. Sci. 2024, 14(7), 769; https://doi.org/10.3390/educsci14070769 - 15 Jul 2024
Abstract
The paper describes a case study of mentoring support provided to a novice mathematics teacher in using Guided Discovery in her classroom. The study used qualitative methods: thematic analysis of interviews and discussions. A central theme that emerged in the results was agency,
[...] Read more.
The paper describes a case study of mentoring support provided to a novice mathematics teacher in using Guided Discovery in her classroom. The study used qualitative methods: thematic analysis of interviews and discussions. A central theme that emerged in the results was agency, and we observed that the high level of student and teacher agency in Guided Discovery results in the importance of teacher agency within and over the mentoring framework. We conclude that when supporting teachers in using Guided Discovery in their mathematics classrooms, teacher educators need to put an increased focus on teacher agency within and over the mentoring process.
Full article
(This article belongs to the Special Issue Fostering Mathematics Teachers for a New Era)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00769/article_deploy/html/images/education-14-00769-g001-550.jpg?1721038311)
Figure 1
Open AccessArticle
The Journey to Graduate School: An Exploration of First-Generation Latine Students’ Transmission of Knowledge to Capital
by
Amanda Carrasco
Educ. Sci. 2024, 14(7), 768; https://doi.org/10.3390/educsci14070768 - 15 Jul 2024
Abstract
Graduate education often serves as an opportunity for Latine students to leverage their social, familial, and cultural capital as an avenue for increased economic prosperity. However, the journey to pursue a graduate education can be challenging as students often have to navigate multiple
[...] Read more.
Graduate education often serves as an opportunity for Latine students to leverage their social, familial, and cultural capital as an avenue for increased economic prosperity. However, the journey to pursue a graduate education can be challenging as students often have to navigate multiple roles and identities that lead to feelings of guilt, separation, and stress. Therefore, this study expands our understanding of the familial role in Latine students’ development of graduate school aspirations through the following research question: how do first-generation Latine students (FGLSs) activate funds of knowledge within familial contexts and transmit them into capital as tools to develop their graduate school aspirations? Utilizing plática methodology and educational journey mapping, I explore how five FGLSs draw upon their funds of knowledge from familial contexts and activate it into linguistic, aspirational, and familial capital on their journey to graduate school. The findings highlight FGLSs’ motivations to attend graduate school with a focus on the activation of funds of knowledge from familial contexts to capital as primary contributors in their development of graduate school aspirations.
Full article
(This article belongs to the Special Issue Familial and Relational Influences on College Outcomes among Minoritized Students)
Open AccessEditorial
From Early Interest to Career Persistence: Understanding and Supporting STEM Pathways
by
Manuela Paechter, Silke Luttenberger, Christine R. Starr, Erin Mackenzie and Bernhard Ertl
Educ. Sci. 2024, 14(7), 767; https://doi.org/10.3390/educsci14070767 - 14 Jul 2024
Abstract
Knowledge, competencies, and reflective attitudes regarding STEM (science, technology, engineering, and mathematics) are essential for navigating global and societal changes in the economy and workforce [...]
Full article
(This article belongs to the Special Issue Sticking with STEM: Who Comes, Who Stays, Who Goes, and Why?)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00767/article_deploy/html/images/education-14-00767-g001-550.jpg?1720954792)
Figure 1
Open AccessArticle
Navigating Schools through the Pandemic Crisis: A Study on the Determinants Influencing the Well-Being of Secondary Students in Northeast Thailand
by
Nattapon Meekaew, Pattaraporn Weeranakin, Thanapauge Chamaratana, Buapun Promphakping and Siribhong Bhiasiri
Educ. Sci. 2024, 14(7), 766; https://doi.org/10.3390/educsci14070766 - 13 Jul 2024
Abstract
The COVID-19 pandemic has disrupted education systems worldwide, with students facing challenges related to online learning, social isolation, and mental well-being. This study explores the determinants of well-being in education among secondary school students in northeast Thailand during the post-pandemic recovery phase. Employing
[...] Read more.
The COVID-19 pandemic has disrupted education systems worldwide, with students facing challenges related to online learning, social isolation, and mental well-being. This study explores the determinants of well-being in education among secondary school students in northeast Thailand during the post-pandemic recovery phase. Employing a multistage sampling approach and Cochran’s formula for sample size determination, the research engaged 400 students from 30 schools. Data were collected using an interview schedule based on the OECD’s framework for well-being in education, assessing psychological, social, cognitive, and physical dimensions. Multiple regression analysis revealed that students’ perceptions of the pandemic’s social impact, family relationships, school personnel, and the school’s physical environment significantly influenced their well-being in education, collectively explaining 45.30% of the variance. The findings underscore the importance of fostering supportive family environments, ensuring adequate school staffing, and improving educational infrastructure to enhance students’ well-being in the post-pandemic context. This study offers valuable insights for educators and policymakers in developing targeted interventions and policies that prioritize the holistic well-being of students, ensuring a resilient and inclusive educational environment in the face of global crises.
Full article
(This article belongs to the Special Issue Supporting Wellbeing in Schools in the Post-pandemic Era)
Open AccessEssay
Learning to Read in Hebrew and Arabic: Challenges and Pedagogical Approaches
by
Martin Luther Chan
Educ. Sci. 2024, 14(7), 765; https://doi.org/10.3390/educsci14070765 - 12 Jul 2024
Abstract
Hebrew and Arabic are Semitic languages that use abjad alphabets, a consonant-primary writing system in which vowels are featured as optional diacritics. The relatively predictable morphology of Semitic language renders abjad writing feasible, with literate native speakers relying on grammatical and lexical familiarity
[...] Read more.
Hebrew and Arabic are Semitic languages that use abjad alphabets, a consonant-primary writing system in which vowels are featured as optional diacritics. The relatively predictable morphology of Semitic language renders abjad writing feasible, with literate native speakers relying on grammatical and lexical familiarity to infer vowel sounds from consonantal texts. However, in the context of foreign language acquisition, abjads present unique difficulties in the attainment of literacy. Due to the absence of written vowels, learners of Hebrew and Arabic face manifold challenges, such as phonetic ambiguity, extensive homography, and morphological unpredictability. Therefore, the inherent complexities of abjad alphabets necessitate targeted pedagogical intervention to increase metalinguistic awareness to strengthen learners’ reading skills—specifically, by recreating elements of literacy education for native speakers in the second language context. This article explores the linguistic challenges of abjads for foreign language students and how pedagogical methodologies can be optimized to ameliorate long-term learning outcomes.
Full article
(This article belongs to the Special Issue The Science of Second Language Reading: Ecological, Educational, Neurolinguistic, Psychological, and Sociocultural Perspectives)
Open AccessArticle
Virtual Reality in Fluid Power Education: Impact on Students’ Perceived Learning Experience and Engagement
by
Israa Azzam, Khalil El Breidi, Farid Breidi and Christos Mousas
Educ. Sci. 2024, 14(7), 764; https://doi.org/10.3390/educsci14070764 - 12 Jul 2024
Abstract
The significance of practical experience and visualization in the fluid power discipline, highly tied to students’ success, requires integrating immersive pedagogical tools for enhanced course delivery, offering real-life industry simulation. This study investigates the impact of using virtual reality (VR) technology as an
[...] Read more.
The significance of practical experience and visualization in the fluid power discipline, highly tied to students’ success, requires integrating immersive pedagogical tools for enhanced course delivery, offering real-life industry simulation. This study investigates the impact of using virtual reality (VR) technology as an instructional tool on the learning and engagement of 48 mechanical engineering technology (MET) students registered in the MET: 230 Fluid Power course at Purdue University. An interactive VR module on hydraulic grippers was developed utilizing the constructivist learning theory for MET: 230 labs, enabling MET students to explore light- and heavy-duty gripper designs and operation through assembly, disassembly, and testing in a virtual construction environment. A survey consisting of a Likert scale and short-answer questions was designed based on the study’s objective to evaluate the students’ engagement and perceived attitude toward the module. Statistical and natural language processing (NLP) analyses were conducted on the students’ responses. The statistical analysis results revealed that 97% of the students expressed increased excitement, over 90% reported higher engagement, and 87% found the VR lab realistic and practical. The NLP analysis highlighted positive themes such as “engagement”, “valuable experience”, “hands-on learning”, and “understanding”, with over 80% of students endorsing these sentiments. These findings will contribute to future efforts aimed at improving fluid power learning through immersive digital reality technologies, while also exploring alternative approaches for individuals encountering challenges with such technologies.
Full article
(This article belongs to the Special Issue Extended Reality in Education)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00764/article_deploy/html/images/education-14-00764-g001-550.jpg?1721209644)
Figure 1
Open AccessArticle
Mapping the Landscape of Data Science Education in Higher General Education in Taiwan: A Comprehensive Syllabi Analysis
by
Yu-Chia Hsu
Educ. Sci. 2024, 14(7), 763; https://doi.org/10.3390/educsci14070763 - 12 Jul 2024
Abstract
►▼
Show Figures
The evolving landscape of data science education poses challenges for instructors in general education classes. With the expansion of higher education dedicated to cultivating data scientists, integrating data science education into university curricula has become imperative. However, addressing diverse student backgrounds underscores the
[...] Read more.
The evolving landscape of data science education poses challenges for instructors in general education classes. With the expansion of higher education dedicated to cultivating data scientists, integrating data science education into university curricula has become imperative. However, addressing diverse student backgrounds underscores the need for a systematic review of course content and design. This study systematically reviews 60 data science courses syllabi in general education across all universities in Taiwan. Utilizing content analysis, bibliometric, and text-mining methodologies, this study quantifies key metrics found within syllabi, including instructional materials, assessment techniques, learning objectives, and covered topics. The study highlights infrequent textbook sharing, with particular focus on Python programming. Assessment methods primarily involve participation, assignments, and projects. Analysis of Bloom’s Taxonomy suggests a focus on moderate complexity learning objectives. The topics covered prioritize big data competency, analytical techniques, programming competency, and teaching strategies in descending order. This study makes a valuable contribution to the current knowledge by tackling the challenge of delineating the specific content of data science. It also provides valuable references for potentially streamlining the integration of multiple disciplines within introductory courses while ensuring flexibility for students with varying programming and statistical proficiencies in the realm of data science education.
Full article
![](https://pub.mdpi-res.com/education/education-14-00763/article_deploy/html/images/education-14-00763-g001-550.jpg?1720788715)
Figure 1
Open AccessArticle
Impact of Pre-Service Teacher Education Programme on Mathematics Student Teachers’ Teaching Practices during School Experiences
by
Babawande Emmanuel Olawale
Educ. Sci. 2024, 14(7), 762; https://doi.org/10.3390/educsci14070762 - 12 Jul 2024
Abstract
While the pre-service teacher education (PSTE) programme holds global significance, there is a lack of evidence regarding its impact on the teaching practices of mathematics student teachers. Therefore, this study examines the impact of PSTE programmes on mathematics student teachers’ teaching practices during
[...] Read more.
While the pre-service teacher education (PSTE) programme holds global significance, there is a lack of evidence regarding its impact on the teaching practices of mathematics student teachers. Therefore, this study examines the impact of PSTE programmes on mathematics student teachers’ teaching practices during school experiences. Grounded in a post-positivist paradigm, the study employs a mixed-methods research approach and a sequential explanatory mixed-methods design to gather data through questionnaires and semi-structured interviews. The research findings indicate that PSTE programmes have a significant impact on mathematics student teachers’ ability to teach mathematical content that aligns with curriculum standards, enhances their subject knowledge, and increases their confidence. However, the programmes have minimal influence on their ability to implement differentiated instruction during their teaching practices. Based on these findings, the study concludes that although mathematics student teachers may lack the necessary skills to implement differentiated instruction, high-quality teacher education programmes can build their confidence and enable them to effectively manage their classrooms and adapt teaching practices to meet diverse learner needs. Therefore, the study suggests that stakeholders involved in PSTE programmes should provide continuous guidance and constructive feedback to help student teachers overcome challenges and improve their teaching practices. This support system is crucial for the success of the PSTE programme and has a direct impact on the quality of mathematics instruction in schools.
Full article
(This article belongs to the Section Teacher Education)
Open AccessArticle
From the Spherical Earth Model to the Globe: The Effectiveness of a Planetary Model-Building Intervention
by
Jan Amos Jelinek
Educ. Sci. 2024, 14(7), 761; https://doi.org/10.3390/educsci14070761 - 12 Jul 2024
Abstract
The shape of the Earth is a fundamental concept that students need to learn in astronomy education. This paper reports the findings of a study that confirms the effectiveness of an intervention involving the construction of a model of the Earth prior to
[...] Read more.
The shape of the Earth is a fundamental concept that students need to learn in astronomy education. This paper reports the findings of a study that confirms the effectiveness of an intervention involving the construction of a model of the Earth prior to the introduction of the globe as a codified artefact. The educational intervention had been preceded by the EARTH2 test, which was used to check how well students participating in the study mastered the concept of the Earth’s shape. The study included forty-seven primary school students (grades I and II). Effectiveness was measured by comparing the answers chosen by Polish children in a test as mental models. The study confirmed (A) that the intervention was effective: 49% of progressive changes, 30% of regressive changes, and 21% of changes within the same mental model were observed; (B) that there was an increase in the children’s interest in space, revealed by an increased number of questions going far beyond the school astronomy curriculum; and (C) that students’ concerns about the dangers of space were revealed. Key findings include the following: (a) Educational effectiveness regarding the concept of the shape of the Earth is achieved in activities that involve building a spherical Earth model before introducing a globe as a ready-made model. (b) The topics addressed in astronomy classes must be far broader than what the current curricula provide. They should take into account current issues reported by the media and deal with astronomical discoveries and space technology. (c) When organising activities, children’s concerns about the dangers of space should be borne in mind.
Full article
(This article belongs to the Special Issue Empowerment of Science Education for Young Children: Current Research and Implications for Learning)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00761/article_deploy/html/images/education-14-00761-g001-550.jpg?1720767014)
Figure 1
Open AccessReview
Impact and Classification of Augmented Reality in Science Experiments in Teaching—A Review
by
Sabrina Syskowski, Sandra Wilfinger and Johannes Huwer
Educ. Sci. 2024, 14(7), 760; https://doi.org/10.3390/educsci14070760 - 12 Jul 2024
Abstract
Augmented reality (AR) improves science education by facilitating teaching and experiments in schools and universities. Studies show positive effects, like increased motivation and improved concept connections, but there is a lack of consistency in the implementation and investigation of AR in science experiments.
[...] Read more.
Augmented reality (AR) improves science education by facilitating teaching and experiments in schools and universities. Studies show positive effects, like increased motivation and improved concept connections, but there is a lack of consistency in the implementation and investigation of AR in science experiments. This review examines AR usage, criteria, design parameters for the development of AR applications and the validation methods, taking into account the PRISMA guidelines. A Web of Science database search using “Publish or Perish” software (version 23.4.0) identified 247 potentially relevant articles from 2000 to March 2024 in international, peer-reviewed journals. After removing duplicates, inaccessible abstracts, and applying inclusion and exclusion criteria, 40 studies were selected for in-depth analysis. Physics had the most AR applications, primarily for visualizing invisible properties. Most studies used quantitative or qualitative methods, only a few used both or did not conduct empirical research. Research questions varied, but common drawbacks included small sample sizes and low use of AR design parameters such as interactivity, adaptivity, realistic representation and use of game elements. This review identifies opportunities for improvement in the implementation and investigation of AR in science education experiments and emphasizes consistent and rigorous approaches to fully exploit the benefits of AR in science education.
Full article
(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00760/article_deploy/html/images/education-14-00760-g001-550.jpg?1720770255)
Figure 1
Open AccessSystematic Review
Writing Strategies for Elementary Multilingual Writers: A Systematic Review
by
Bethany P. Lewis
Educ. Sci. 2024, 14(7), 759; https://doi.org/10.3390/educsci14070759 - 11 Jul 2024
Abstract
Because of the Common Core State Standards (2010), all elementary students across the United States, including multilingual learners, must learn to compose written texts in opinion, informational, and narrative genres. By nature, writing also plays many diverse roles in educational settings, and advanced
[...] Read more.
Because of the Common Core State Standards (2010), all elementary students across the United States, including multilingual learners, must learn to compose written texts in opinion, informational, and narrative genres. By nature, writing also plays many diverse roles in educational settings, and advanced writing skills are needed for students to reach interdisciplinary success. Specifically, writing can be incorporated into content-area learning in subjects such as science, social studies, and math to support genre-based writing development. While advanced writing can be challenging for any student to master, multilingual students may need additional support to develop these crucial composition skills because of the complexities of learning two languages simultaneously. Furthermore, while many educators understand that multilingual students have distinct literacy needs, not all teachers are prepared to meet these specific writing instructional demands. This article presents the results of a systematic review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. This study investigated literacy-based empirical research used to support multilingual learners since the inception of the Common Core (2010–2023) genre-based writing standards. In characterizing effective writing supports, seven themes emerged: (a) the role of the teacher, (b) writing mentor texts, (c) the creation of multimodal texts, (d) writing scaffolds, (e) authenticity, (f) specific teacher instruction, and (g) multilingual language approaches. While this body of research is literacy-focused, these findings provide elementary teachers with specific strategies to support developing multilingual writers when implemented into traditional literacy spaces or content-area instruction.
Full article
(This article belongs to the Special Issue Integration of Content and Language/Literacy Learning for Multilingual Students)
►▼
Show Figures
![](https://pub.mdpi-res.com/education/education-14-00759/article_deploy/html/images/education-14-00759-g001-550.jpg?1720710568)
Figure 1
![Education Sciences education-logo](https://pub.mdpi-res.com/img/journals/education-logo.png?8600e93ff98dbf14)
Journal Menu
► ▼ Journal Menu-
- Education Sciences Home
- Aims & Scope
- Editorial Board
- Topical Advisory Panel
- Instructions for Authors
- Special Issues
- Topics
- Sections & Collections
- Article Processing Charge
- Indexing & Archiving
- Editor’s Choice Articles
- Most Cited & Viewed
- Journal Statistics
- Journal History
- Journal Awards
- Society Collaborations
- Editorial Office
Journal Browser
► ▼ Journal BrowserHighly Accessed Articles
Latest Books
E-Mail Alert
News
Topics
Topic in
Education Sciences, Administrative Sciences, Economies, Sustainability, ASI
Effectiveness and Sustainable Application on Educational Technology
Topic Editors: Jian-Hong Ye, Yung-Wei Hao, Yu-Feng Wu, Savvas A. ChatzichristofisDeadline: 31 August 2024
Topic in
Administrative Sciences, Education Sciences, Societies, Sustainability
Embedding Sustainability in Organizations through Climate, Culture and Leadership
Topic Editors: Sandro Serpa, Maria José SáDeadline: 31 December 2024
Topic in
Education Sciences, Land, Remote Sensing, Smart Cities, Social Sciences
Global Education Science and Environmental Management for Rural Revitalization and Dual Carbon Strategy
Topic Editors: Pingping Luo, Guangwei Huang, Binaya Kumar Mishra, Mohd Remy Rozainy Bin Mohd Arif ZainolDeadline: 31 January 2025
Topic in
Education Sciences, Healthcare, Merits, Sustainability, Trends in Higher Education
Establishing Professional Competency and Talent Cultivation Strategies in the Post-Pandemic Generation Based on the Sustainability Education Development
Topic Editors: Chia-Li Lin, Chi-Yo Huang, Chihhung ChenDeadline: 1 March 2025
![loading...](https://pub.mdpi-res.com/img/loading_circle.gif?9a82694213036313?1720776611)
Conferences
Special Issues
Special Issue in
Education Sciences
Towards an Entrepreneurial Education and Global Citizenship
Guest Editors: Alain Fayolle, Jacinto Jardim, Luke PittawayDeadline: 31 July 2024
Special Issue in
Education Sciences
Teacher Education for Islamic Education and Schooling
Guest Editors: Nadeem Memon, Mohamad AbdallaDeadline: 15 August 2024
Special Issue in
Education Sciences
Challenges and Trends for Modern Higher Education
Guest Editors: Maria Odinokaya, Elena Krylova, Evgenia TsimermanDeadline: 31 August 2024
Special Issue in
Education Sciences
Technology-Enhanced Nursing and Health Education
Guest Editors: Gilson de Vasconcelos Torres, Samia Valeria Ozorio Dutra, Donna-Marie PalakikoDeadline: 1 September 2024
Topical Collections
Topical Collection in
Education Sciences
Massive Open Online Courses
Collection Editor: Ebba Ossiannilsson
Topical Collection in
Education Sciences
Artificial Intelligence (AI) and Education
Collection Editors: Gary K. W. Wong, Ho-Yin Cheung
Topical Collection in
Education Sciences
Trends and Challenges in Higher Education
Collection Editors: Paul Barach, Donald A. Donahue