教育学最新文献

Scientific reasoning competencies (SRC) are an area of competence emphasized in science education and are considered essential in the world of 21^st Century skills. Developing these competencies is important for all levels of education, from primary school to university. However, to accurately measure them, measurement tools with validity and reliable evidence are needed. The current study was conducted with two different sample groups. In Study-1 (n = 155), the SRC test consisting of 21 items was adapted into Turkish, and evidence of its validity and reliability was presented. To this end, the Turkish adaptation of the SRC test, which was previously developed and tested for validity in different languages, was conducted in a sample of primary school teacher candidates. In Study-2 (n = 483), the relationship between SRC and epistemological beliefs and analytic thinking skills was examined. Regression analysis showed that epistemological beliefs and analytic thinking were significant predictors of SRC. The study and discussion offer implications for future research on the relationship between SRC and other thinking skills not examined in this research.

The available classifications of self-regulated learners may not be applicable to second or foreign language writing due to the contextual nature of self-regulated learning. This study intended to fill the gap by exploring the profiles of English as a foreign language (EFL) learners’ writing self-regulation and their association with writing-relevant individual differences. A total of 391 tertiary students from Southwest China were recruited to participate in the current study, including freshmen, sophomores, and juniors. Their writing self-regulation was measured by the Writing Strategies for Self-Regulated Learning Questionnaire. Latent profile analyses discovered two profiles of self-regulated learners in EFL writing: “highly self-regulated group” and “moderately self-regulated group”. Moreover, ANOVA and Welch’s Test showed that the participants assigned to the two profiles differed significantly in L2 grit, writing achievement goals, and writing self-efficacy rather than language aptitude and working memory. Perseverance of effort, mastery goals, and self-regulatory self-efficacy are found to predict profile membership significantly. Additionally, the results of path analyses revealed that the profiles varied in the predictive effect of individual differences on EFL learners’ writing regulation. These findings contributed to furthering our understanding of classification of self-regulated learners and the role of individual differences in the classification.

This study assesses the acceptability, appropriateness, feasibility, and efficacy of a novel asynchronous video-based intervention for teaching respiratory physiology and anatomy to medical students in resource-limited settings. A series of short video lectures on pleural anatomy, pulmonary physiology, and pathophysiology was created using Lightboard and screen capture technology. These were uploaded to YouTube and Google Drive and made available to 1st-3rd year medical students at two Latin American universities for 1 week. Employing a parallel-convergent mixed methods design, we conducted surveys, focus groups, interviews, and pre/post testing for qualitative and quantitative data. Thematic Analysis was used to analyze qualitative data and McNemar's test for quantitative analysis. Seventy-six students participated. The videos' short format, interactivity, and Lightboard style were highly valued for their flexibility, time efficiency, and educational impact. Students recognized their clinical relevance and trusted their content, suggesting potential applicability in similar settings. Despite infrastructure and connectivity challenges, the use of flexible streaming and downloadable options facilitated learning. Survey results indicated high levels of feasibility (99%), appropriateness (95%), and acceptability (95%), with significant knowledge gains observed (37% correct pre-test answers vs. 56% post-test, p < 0.0001). Our findings demonstrate high acceptability, appropriateness, feasibility, and efficacy of a targeted asynchronous education centered on short-format videos in resource-limited settings, enabling robust learning despite local barriers. Flexible access is key for overcoming localized barriers. Taking an adaptive, learner-centered approach to content creation and delivery to address constraints was pivotal to success. Our modular videos could serve as versatile models for flexible education in resource-constrained settings.

The focus on history of science (HOS) in physics education has been advocated for a long time. However, what are the actual implications of proposals with this focus and the recent advancements in this research field? What are the possible connections between HOS and emergent topics, such as decoloniality, social justice, and post-truth? With those inquiries in mind, a systematic review of empirical research on the use of HOS in physics classes was conducted for the period from 2012 to 2022. The goal was to investigate recent researches objectives in this area, their recurring research methods, the conceptions of nature of science (NOS) employed, the underlying theoretical frameworks of instructional approaches, the main methodologies used in implementations, and the key findings of these studies. The same selection and exclusion criteria as Teixeira et al. (Science & Education 21:771–796, 2012) were applied, resulting in a raw sample of 1296 articles and a final sample of 32 articles for the review. A reinterpretation of the categorization by Seroglou and Koumaras (2001) was also conducted to assess the research objectives and outcomes. It is concluded that research on the use of HOS in physics classes remains primarily theoretical, with limited studies on concrete implementations. Qualitative methods dominate empirical research in this context. We did not find articles empirically evaluating the use of HOS in physics classes related to emergent topics in Science Education, although there are arguments in the literature supporting the use of HOS, specifically focusing on historical episodes about silenced or omitted individuals and cultures in history, as an alternative to problematize a ‘white Eurocentric science’. Regarding teaching and learning, the following conclusions can be drawn: (1) there is consensus that HOS fosters students’ interest and the development of NOS-related knowledge; (2) there is a research gap regarding the connection between HOS and procedural knowledge; and (3) HOS promotes conceptual learning, although the specific elements that facilitate this learning are not investigated in the studies.

Contemporary sciences, including the didactics of science, employ computational simulations as tools in their academic endeavors. The construction and application of these simulations are of interest to didactics as they contribute to shaping new perspectives on scientific activity. Consequently, they warrant special attention in conceptualizations of the nature of science. This article presents a specific characterization of Computational Simulations of Science Education (CSSE) at both the didactic and metatheoretical levels. On the didactic front, we highlight the primary scopes and limitations that arise from its implementation in the classroom. Additionally, we explore the distinctions between CSSE and Computational Simulations of the Sciences (CSS) in terms of design and structure. At the metatheoretical level, we argue, drawing mainly from van Fraassen’s insights, that CSSE, capable of yielding quantitative data, are accompanied by data models derived from measurement procedures. These models are interconnected and, in turn, intricately linked to the phenomena under investigation. These structures are subsumed within the empirical substructures of theoretical models. We posit that CSSE serve as bridges facilitating the transition toward an understanding of theoretical models and real-world phenomena through their integration into educational activities. In conclusion, this contribution expands, and updates didactic and philosophical conceptions related to the production of contemporary scientific knowledge. This, in turn, offers novel insights into the nature of science for science education.

Reduced hours of instruction are reported within the gross anatomy education literature. Anatomy instruction continues to be challenged with motivating and inspiring learners to value the contribution of gross anatomy knowledge to their career development alongside increased organizational demands for efficiency and effectiveness. To address these demands, this retrospective study sought to understand how the relative timing and amount of gross anatomy instruction were related to examination performance. Undergraduate and graduate students between 2018 and 2022 were assigned to three cohorts determined by enrollment in prosection-based anatomy only (n = 334), concurrent enrollment in prosection- and dissection-based anatomy in the same semester (n = 67), or consecutive enrollment in the courses one year apart (n = 43). Concurrent students had higher prosection-based anatomy examination scores than prosection-only and consecutive students. Consecutively, enrolled students outperformed concurrently enrolled students on the first two dissection examinations but showed no performance differences on the third and fourth dissection examinations. While the results on the timing and presentation of anatomical instruction were inconclusive, the results do support increased instructional time using both prosection and dissection modalities concurrently to improve performance on identification-based gross anatomy examinations.

Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging frameworks of communities of practice (CoP) and critical pedagogy of place (CPP), this critical ethnographic study investigates how urban elementary teachers engage in discourse about critical issues of place. Additionally, the investigation seeks to understand how a CoP supports such discourse. The primary data for this study were multiple sets of researcher field notes collected from participant teachers during virtual spring and in-person summer PD. Over the course of the PD, participants shifted from viewing their outdoor teaching spaces with a deficit perspective to an asset-focused one. As they visited one another’s teaching sites, the CoP the teachers were a part of created opportunity for discourse about social justice linked to issues of place within their particular school neighborhoods. The ability of urban elementary teachers to connect social justice to issues of place and to the teaching of science has implications for countering the injustice that characterizes many urban communities in the USA and elsewhere.

This study evaluated the impact of sustainable assistive technology (SAT) on the employment opportunities (EOs) of university graduates with disabilities (GwDs) in the Kingdom of Saudi Arabia (KSA) and examined whether government support (GS) acts as a mediating factor on said impact. A sample of 205 GwDs from five universities in the KSA completed questionnaires online. Covariance-based structural equation modeling (CB-SEM) of the resultant data revealed that assistive technology type (ATT), AT accessibility and usability (AU), and AT long-term viability (LV) have significant influences on the EOs of GwDs in KSA. GS was found to have an indirect positive effect on SAT effectiveness for improving EOs. The present findings support the supposition that SAT can be critical to empowering GwDs, particularly with respect to enhancing their EOs in the KSA. Additionally, the findings indicate that it is worthwhile for governments and other stakeholders to assess workplace SAT utilization regularly and to work to improve SAT accessibility, affordability, and usability. These findings support increased investment in and attention to SAT by researchers, funders, and non-profit organizations.

This paper presents and discusses the inclusive inquiry-based alternate reality game (IB-ARGI) approach, a pedagogical gamified approach supporting inclusive contemporary educational contexts. The IB-ARGI approach comprises Inquiry-based Learning, Alternate Reality Games, Universal Design for Learning and Augmented Reality technology in order to shape an inclusive inquiry-based learning environment for all students. The aspects of the IB-ARGI approach are illustrated and discussed by focusing on an IB-ARGI implementation on the topic of Magnets and Magnetism for 65 preschool student teachers in the context of a laboratory course in Science. The study aims to explore preschool student teachers’ perception of the IB-ARGI approach as learners and future teachers using a mixed method approach and assess the intervention’s learning outcomes through pre- and post-tests. The results revealed fruitful insights into how the IB-ARGI approach motivated the student teachers to actively participate in the inquiry through an immersive experience involving multiple means of engagement, representation, and action and expression. Findings concerning the learning outcomes also indicated significant learning gains for the participants. Despite this work’s suggestive and exploratory nature, the study offers new perspectives and findings to the literature regarding the formation of more inclusive inquiry practices. Additionally, it contributes to opening a route in the current literature concerning the formation of more inclusive approaches and practices in science education.