Pub Date : 2024-07-02DOI: 10.1016/j.stueduc.2024.101378
Yoonhee Lee, Bora Lee
In the future world of work, problem-solving skills will continue to be important assets for youths. The present study tested the effectiveness of a 16-week and an additional 5-week project-based learning program designed for improving problem-solving skills. Data were collected from 97 youth (Mage = 23.03), who participated in the program, using three different sources of assessment (i.e., self, peer, rater) and two methods of measurement (i.e., survey questionnaires, task performance). A two-level hierarchical linear model was applied to data. Results from self-reports showed that problem-solving skills increased after 16-week participation, but no extra improvement was found by participating in an additional 5-week booster program. When using peers’ and raters’ reports, the participants’ skills also significantly improved throughout the 16-week program. The implications of the findings on theory are discussed.
{"title":"Developing career-related skills through project-based learning","authors":"Yoonhee Lee, Bora Lee","doi":"10.1016/j.stueduc.2024.101378","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101378","url":null,"abstract":"<div><p>In the future world of work, problem-solving skills will continue to be important assets for youths. The present study tested the effectiveness of a 16-week and an additional 5-week project-based learning program designed for improving problem-solving skills. Data were collected from 97 youth (<em>M</em><sub>age</sub> = 23.03), who participated in the program, using three different sources of assessment (i.e., self, peer, rater) and two methods of measurement (i.e., survey questionnaires, task performance). A two-level hierarchical linear model was applied to data. Results from self-reports showed that problem-solving skills increased after 16-week participation, but no extra improvement was found by participating in an additional 5-week booster program. When using peers’ and raters’ reports, the participants’ skills also significantly improved throughout the 16-week program. The implications of the findings on theory are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-02DOI: 10.1097/ACM.0000000000005796
Eva H Visser, Berdien Oosterveld, Irene A Slootweg, Hedwig M M Vos, Marieke A Adriaanse, Jan W Schoones, Evelyn A Brakema
Purpose: Climate change, biodiversity loss, and other ecological crises threaten human health globally. The interrelation between human health and ecosystems is addressed in the emerging field of planetary health. Ecological crises have created an urgency to integrate planetary health, including sustainable health care, into medical education. To facilitate integration and guide future research, this review aims to provide an overview of the existing literature about planetary health in medical education.
Method: The authors conducted a scoping review using the conventional methodological framework for scoping studies. They performed a comprehensive search in 7 databases without language restrictions in March 2022. Two researchers independently extracted data. The team analyzed the data using data-driven thematic analysis, content analysis, and qualitative summarizing. Data were structured according to the Curriculum Development for Medical Education: A Six-Step Approach.
Results: The authors identified 3,703 unique publications, of which 127 were included. Articles predominantly (71%, n = 90) covered the call to integrate planetary health in medical education (step 1: general needs assessment). Many publications (24%, n = 31) proposed learning objectives (step 3); these mainly concerned raising awareness while few concerned action perspectives. Publications limitedly reported on the final steps of curriculum development. Only 2 covered a full cycle of curriculum development. Most were published recently, with first authors mainly from Europe and North America.
Conclusions: Planetary health in medical education is an urgent and hot topic. Literature focused predominantly on why planetary health should be integrated in medical education and what should be covered. The authors recommend future research and education development to shift to how to do so, especially in evaluation and feedback. Research and education development needs to be conducted and reported on systematically and underpinned by educational principles. Lastly, it would benefit from perspectives beyond 'Western-based' ones.
{"title":"The Development and Characteristics of Planetary Health in Medical Education: A Scoping Review.","authors":"Eva H Visser, Berdien Oosterveld, Irene A Slootweg, Hedwig M M Vos, Marieke A Adriaanse, Jan W Schoones, Evelyn A Brakema","doi":"10.1097/ACM.0000000000005796","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005796","url":null,"abstract":"<p><strong>Purpose: </strong>Climate change, biodiversity loss, and other ecological crises threaten human health globally. The interrelation between human health and ecosystems is addressed in the emerging field of planetary health. Ecological crises have created an urgency to integrate planetary health, including sustainable health care, into medical education. To facilitate integration and guide future research, this review aims to provide an overview of the existing literature about planetary health in medical education.</p><p><strong>Method: </strong>The authors conducted a scoping review using the conventional methodological framework for scoping studies. They performed a comprehensive search in 7 databases without language restrictions in March 2022. Two researchers independently extracted data. The team analyzed the data using data-driven thematic analysis, content analysis, and qualitative summarizing. Data were structured according to the Curriculum Development for Medical Education: A Six-Step Approach.</p><p><strong>Results: </strong>The authors identified 3,703 unique publications, of which 127 were included. Articles predominantly (71%, n = 90) covered the call to integrate planetary health in medical education (step 1: general needs assessment). Many publications (24%, n = 31) proposed learning objectives (step 3); these mainly concerned raising awareness while few concerned action perspectives. Publications limitedly reported on the final steps of curriculum development. Only 2 covered a full cycle of curriculum development. Most were published recently, with first authors mainly from Europe and North America.</p><p><strong>Conclusions: </strong>Planetary health in medical education is an urgent and hot topic. Literature focused predominantly on why planetary health should be integrated in medical education and what should be covered. The authors recommend future research and education development to shift to how to do so, especially in evaluation and feedback. Research and education development needs to be conducted and reported on systematically and underpinned by educational principles. Lastly, it would benefit from perspectives beyond 'Western-based' ones.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141494178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-02DOI: 10.1007/s10734-024-01252-8
Justin Patrick
In the twenty-first century, the growing decline and collapse of democratic student governments in higher education around the world has been paralleled by the spread of the student partnerships approach to student leadership. While attempting to foster collaboration between students and other education relevant parties, if the student partnerships approach is not implemented in a way that is cognizant of the inherent power disparities between student and non-student relevant parties, it can run the risk of supplanting student democracy with undemocratic structures in which students have no structural power to effect educational change. This article responds to attempts to deterritorialize student partnerships and student voice approaches in Cornelius-Bell, Bell, and Dollinger’s (Higher Education, 2023) article in Higher Education by adding a student power lens to demonstrate how student leadership approaches that integrate student partnerships and student voice can be implemented in ways that contribute to student empowerment and mitigate the risk of students being manipulated to serve non-students’ micropolitical goals. Political philosophy scholarship is applied to such student leadership contexts to illustrate the power imbalances between students and non-students. Two examples of healthy integrations, a liberal democratic student government and an open participation student partnership, are theorized as ways forward that can equitably and effectively garner both structural student power and mutually beneficial collaborations between relevant parties.
{"title":"Promoting student empowerment in student partnership-student representation integrations","authors":"Justin Patrick","doi":"10.1007/s10734-024-01252-8","DOIUrl":"https://doi.org/10.1007/s10734-024-01252-8","url":null,"abstract":"<p>In the twenty-first century, the growing decline and collapse of democratic student governments in higher education around the world has been paralleled by the spread of the student partnerships approach to student leadership. While attempting to foster collaboration between students and other education relevant parties, if the student partnerships approach is not implemented in a way that is cognizant of the inherent power disparities between student and non-student relevant parties, it can run the risk of supplanting student democracy with undemocratic structures in which students have no structural power to effect educational change. This article responds to attempts to deterritorialize student partnerships and student voice approaches in Cornelius-Bell, Bell, and Dollinger’s (Higher Education, 2023) article in <i>Higher Education</i> by adding a student power lens to demonstrate how student leadership approaches that integrate student partnerships and student voice can be implemented in ways that contribute to student empowerment and mitigate the risk of students being manipulated to serve non-students’ micropolitical goals. Political philosophy scholarship is applied to such student leadership contexts to illustrate the power imbalances between students and non-students. Two examples of healthy integrations, a liberal democratic student government and an open participation student partnership, are theorized as ways forward that can equitably and effectively garner both structural student power and mutually beneficial collaborations between relevant parties.</p>","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141513619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-02DOI: 10.1016/j.ajpe.2024.100750
Jared M Repas, Maria C Pruchnicki Coyle, Fadwa Constandinidis Revelos, Marjorie M Winhoven, Junan Li, Julie E Legg
Objective: Medication reconciliation (MedRec) is an essential healthcare function particularly relevant to pharmacists' expertise and a learning opportunity for pharmacy students. Our objective was to assess change across clinical competence, confidence, and communication skills after completion of a medication reconciliation (MedRec) rotation by second year pharmacy students.
Methods: A retrospective post-then-pre survey including 29 questions was developed/delivered to students following the completion of required MedRec hours. The primary endpoint was the change in three domains via summed scores from individual questions. Cohen's difference (d) was used to determine group-effect size change. Secondary endpoints included individual question change, perceived patient impact, and subgroup analyses.
Results: Of 115 P2 students, 81.7% (n=94) participated in the study. Students self-reported increases on the Likert Scale (0-10) of 2.49±1.90 in clinical competency domain (p<.001, d=1.52), 3.57±2.13 in confidence domain (p<.001, d=1.13), and 3.12±2.15 in communication skills domain (p<.001, d=1.57), representing large group-effect changes across all three. Twenty-one of the 22 individual questions had large group-effect changes; one question (nursing communications) had a moderate group-effect change. Student perception of MedRec impact on patient care (Likert Scale 0-10) was positive: post-rotation score 7.39±1.57.
Conclusion: To our knowledge, this is the first larger-scale study that examines student-evaluated outcomes of a MedRec-based rotation. Students self-reported high levels of post-rotation competency across all domains; students from ethnic minorities and with less work/MedRec experience increased their lower pre-rotation scores to statistically similar post-rotation scores, compared to non-minority and more experienced peers. Further study of the model and outcomes is advised.
{"title":"Improving Self-Perceived Competencies of Second Year Pharmacy Students through an Introductory Medication Reconciliation Rotation.","authors":"Jared M Repas, Maria C Pruchnicki Coyle, Fadwa Constandinidis Revelos, Marjorie M Winhoven, Junan Li, Julie E Legg","doi":"10.1016/j.ajpe.2024.100750","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.100750","url":null,"abstract":"<p><strong>Objective: </strong>Medication reconciliation (MedRec) is an essential healthcare function particularly relevant to pharmacists' expertise and a learning opportunity for pharmacy students. Our objective was to assess change across clinical competence, confidence, and communication skills after completion of a medication reconciliation (MedRec) rotation by second year pharmacy students.</p><p><strong>Methods: </strong>A retrospective post-then-pre survey including 29 questions was developed/delivered to students following the completion of required MedRec hours. The primary endpoint was the change in three domains via summed scores from individual questions. Cohen's difference (d) was used to determine group-effect size change. Secondary endpoints included individual question change, perceived patient impact, and subgroup analyses.</p><p><strong>Results: </strong>Of 115 P2 students, 81.7% (n=94) participated in the study. Students self-reported increases on the Likert Scale (0-10) of 2.49±1.90 in clinical competency domain (p<.001, d=1.52), 3.57±2.13 in confidence domain (p<.001, d=1.13), and 3.12±2.15 in communication skills domain (p<.001, d=1.57), representing large group-effect changes across all three. Twenty-one of the 22 individual questions had large group-effect changes; one question (nursing communications) had a moderate group-effect change. Student perception of MedRec impact on patient care (Likert Scale 0-10) was positive: post-rotation score 7.39±1.57.</p><p><strong>Conclusion: </strong>To our knowledge, this is the first larger-scale study that examines student-evaluated outcomes of a MedRec-based rotation. Students self-reported high levels of post-rotation competency across all domains; students from ethnic minorities and with less work/MedRec experience increased their lower pre-rotation scores to statistically similar post-rotation scores, compared to non-minority and more experienced peers. Further study of the model and outcomes is advised.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141536000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-02DOI: 10.1007/s10639-024-12861-2
Nagwa Babiker Abdalla Yousif, ShadiaAbdelrahim Mohammed Daoud
This research aims to establish the effectiveness of the online training course on the ability of women to resist psychological, physical, sexual, and other forms of violence against women. It enrolled 108 women aged 18 to 48 years old, who applied for help from a voluntary online relief organization in Sudan and attended online training for a year. The tools were the Rogers Empowerment Scale (ESR) and the Post-Traumatic Growth Inventory (PTGI). There was an increase in all three ESR subscales: in Group A (psychological violence), Group B (physical violence), and Group C (sexual violence), the increase was 1.84 to 3.99, 1.74 to 3.08, and 0.48 to 2.31, respectively. In Group A and Group B, the differences were significant for all subscales; in Group C, all but Power-Powerlessness and Optimism and Control over the Future were significant. The PTGI subscales also showed an increase in Relating to Others, New Possibilities, Personal Strength, Spiritual Change, and Appreciation of Life. The findings substantiate the efficacy of an online training course within the context of psychological and physical violence, and to some extent, sexual violence. The study underscores the universality and adaptability of online education programs in addressing the intricate and multifaceted nature of violence against women, by eliminating geographical barriers and ensuring resource accessibility for women in remote areas. Significant improvements in self-esteem, personal empowerment, and overall enhancement of rights and opportunities among participants emphasize the transformative potential of educational initiatives, which aid in halting violence and restoring women’s autonomy. The practical implications are profound, as the findings can be utilized for the implementation and expansion of online education programs adaptable to diverse contexts, emphasizing the imperative of investing in digital solutions.
本研究旨在确定在线培训课程对妇女抵制心理、身体、性及其他形式暴力侵害妇女行为的能力的有效性。研究共招募了 108 名年龄在 18 至 48 岁之间的妇女,她们向苏丹的一个志愿在线救助组织申请帮助,并参加了为期一年的在线培训。使用的工具是罗杰斯赋权量表(ESR)和创伤后成长量表(PTGI)。所有三个 ESR 分量表都有所提高:A 组(心理暴力)、B 组(身体暴力)和 C 组(性暴力)的 ESR 分量表分别提高了 1.84 至 3.99、1.74 至 3.08 和 0.48 至 2.31。在 A 组和 B 组中,所有分量表的差异都很显著;在 C 组中,除了 "权力-无权 "和 "乐观 "以及 "对未来的控制 "外,其他分量表的差异都很显著。PTGI 分量表还显示,"与他人的关系"、"新的可能性"、"个人力量"、"精神变化 "和 "对生活的欣赏 "都有所提高。研究结果证明了在线培训课程在心理和身体暴力(在一定程度上也包括性暴力)方面的有效性。这项研究强调了在线教育课程的普遍性和适应性,通过消除地理障碍,确保偏远地区的妇女能够获得资源,从而解决针对妇女的暴力问题的复杂性和多面性。参与者在自尊心、个人能力以及权利和机会的全面提升方面的显著改善,强调了教育举措的变革潜力,有助于制止暴力和恢复妇女的自主权。这些研究成果具有深远的现实意义,可用于实施和推广适应不同环境的在线教育计划,强调了投资数字解决方案的必要性。
{"title":"Online voluntary organizations: Training women to resist various types of violence through online training","authors":"Nagwa Babiker Abdalla Yousif, ShadiaAbdelrahim Mohammed Daoud","doi":"10.1007/s10639-024-12861-2","DOIUrl":"https://doi.org/10.1007/s10639-024-12861-2","url":null,"abstract":"<p>This research aims to establish the effectiveness of the online training course on the ability of women to resist psychological, physical, sexual, and other forms of violence against women. It enrolled 108 women aged 18 to 48 years old, who applied for help from a voluntary online relief organization in Sudan and attended online training for a year. The tools were the Rogers Empowerment Scale (ESR) and the Post-Traumatic Growth Inventory (PTGI). There was an increase in all three ESR subscales: in Group A (psychological violence), Group B (physical violence), and Group C (sexual violence), the increase was 1.84 to 3.99, 1.74 to 3.08, and 0.48 to 2.31, respectively. In Group A and Group B, the differences were significant for all subscales; in Group C, all but Power-Powerlessness and Optimism and Control over the Future were significant. The PTGI subscales also showed an increase in Relating to Others, New Possibilities, Personal Strength, Spiritual Change, and Appreciation of Life. The findings substantiate the efficacy of an online training course within the context of psychological and physical violence, and to some extent, sexual violence. The study underscores the universality and adaptability of online education programs in addressing the intricate and multifaceted nature of violence against women, by eliminating geographical barriers and ensuring resource accessibility for women in remote areas. Significant improvements in self-esteem, personal empowerment, and overall enhancement of rights and opportunities among participants emphasize the transformative potential of educational initiatives, which aid in halting violence and restoring women’s autonomy. The practical implications are profound, as the findings can be utilized for the implementation and expansion of online education programs adaptable to diverse contexts, emphasizing the imperative of investing in digital solutions.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-02DOI: 10.1007/s10857-024-09642-6
Nejla Öztürk-Tavşan, Işıl İşler-Baykal
This study investigated the development of prospective elementary teachers (PETs)’ subject matter and pedagogical content knowledge for teaching early algebra through participation in case discussions. PETs attended five weeks of intervention as part of a method course, which included case discussions. During the intervention, the participants were presented with big ideas of equivalence and equations, generalized arithmetic, and functional thinking as the content of early algebra through text-based classroom cases. Data were collected through one-hour individual interviews before and after the early algebra lessons. The analysis of the pre-interviews indicated that prospective elementary teachers may not be ready to foster algebraic thinking in elementary grades in terms of the required knowledge for teaching. We found that PETs needed more development of required subject matter knowledge to guide algebraic thinking in elementary grades, such as the relational meaning of the equal sign, generalizing, representing, or justifying arithmetic or functional relationships, and reasoning with them. Likewise, PETs were found to lack in pedagogical content knowledge related to students’ conceptions and misconceptions and effective teaching strategies to promote early algebraic thinking. However, we found that specifically designed method courses could help develop PETs’ knowledge of teaching early algebra. Following early algebra lessons centered around case discussions, PETs showed progress in multiple aspects of knowledge across all big ideas, though their improvement in generalized arithmetic was somewhat less pronounced. This progress was observed in their subject matter and pedagogical content knowledge.
本研究调查了未来小学教师(PETs)通过参与案例讨论发展早期代数教学的学科和教学内容知识的情况。准小学教师参加了为期五周的干预活动,这是方法课程的一部分,其中包括案例讨论。在干预过程中,学员们通过基于文本的课堂案例,了解了早期代数教学内容中的等式和方程、广义算术和函数思维等大概念。数据是通过早期代数课前后一小时的个别访谈收集的。对预访谈的分析表明,准小学教师可能还没有准备好在小学阶段培养代数思维所需的教学知识。我们发现,准小学教师需要进一步发展所需的学科知识,以指导小学各年级的代数思维,如等号的关系意义,概括、表示或证明算术或函数关系,以及用它们进行推理。同样,我们发现 PET 也缺乏与学生概念和错误概念有关的教学内容知识,以及促进早期代数思维的有效教学策略。然而,我们发现,专门设计的方法课程有助于发展 PET 的早期代数教学知识。在以案例讨论为中心的早期代数课程之后,PETs 在所有大概念的多方面知识上都取得了进步,尽管他们在概括运算方面的进步并不明显。他们在学科知识和教学内容知识方面都取得了进步。
{"title":"Development of prospective elementary teachers’ knowledge to teach early algebra through case discussions","authors":"Nejla Öztürk-Tavşan, Işıl İşler-Baykal","doi":"10.1007/s10857-024-09642-6","DOIUrl":"https://doi.org/10.1007/s10857-024-09642-6","url":null,"abstract":"<p>This study investigated the development of prospective elementary teachers (PETs)’ subject matter and pedagogical content knowledge for teaching early algebra through participation in case discussions. PETs attended five weeks of intervention as part of a method course, which included case discussions. During the intervention, the participants were presented with big ideas of equivalence and equations, generalized arithmetic, and functional thinking as the content of early algebra through text-based classroom cases. Data were collected through one-hour individual interviews before and after the early algebra lessons. The analysis of the pre-interviews indicated that prospective elementary teachers may not be ready to foster algebraic thinking in elementary grades in terms of the required knowledge for teaching. We found that PETs needed more development of required subject matter knowledge to guide algebraic thinking in elementary grades, such as the relational meaning of the equal sign, generalizing, representing, or justifying arithmetic or functional relationships, and reasoning with them. Likewise, PETs were found to lack in pedagogical content knowledge related to students’ conceptions and misconceptions and effective teaching strategies to promote early algebraic thinking. However, we found that specifically designed method courses could help develop PETs’ knowledge of teaching early algebra. Following early algebra lessons centered around case discussions, PETs showed progress in multiple aspects of knowledge across all big ideas, though their improvement in generalized arithmetic was somewhat less pronounced. This progress was observed in their subject matter and pedagogical content knowledge.</p>","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141523766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-02DOI: 10.1007/s10639-024-12837-2
Tommy Tanu Wijaya, Mingyu Su, Yiming Cao, Robert Weinhandl, Tony Houghton
Integrating AI Chatbots into teaching and learning activities is a growing trend, and understanding the readiness of preservice mathematics teachers to use AI Chatbots is crucial for successful implementation in educational settings. This study examines the factors influencing the adoption of AI Chatbots by preservice mathematics teachers in China, employing the UTAUT2 model and Structural Equation Modeling (SEM) to analyze data from 322 participants. This study’s findings reveal that preservice mathematics teachers have unique characteristics where performance expectancy (PE) is the single factor that significantly influences their behavioral intention (BI) to use AI Chatbots. This underscores the importance of fostering a high-performance expectancy, which, in turn, influences their likelihood to utilize AI Chatbots with enthusiasm, thereby translating into positive usage behavior. These insights bear significant implications for educators, highlighting the need to underscore the practical benefits of AI Chatbots and conduct workshops on effective utilization strategies to enhance teaching and learning performance in mathematics, thereby fostering personalized and engaging learning experiences.
{"title":"Examining Chinese preservice mathematics teachers’ adoption of AI chatbots for learning: Unpacking perspectives through the UTAUT2 model","authors":"Tommy Tanu Wijaya, Mingyu Su, Yiming Cao, Robert Weinhandl, Tony Houghton","doi":"10.1007/s10639-024-12837-2","DOIUrl":"https://doi.org/10.1007/s10639-024-12837-2","url":null,"abstract":"<p>Integrating AI Chatbots into teaching and learning activities is a growing trend, and understanding the readiness of preservice mathematics teachers to use AI Chatbots is crucial for successful implementation in educational settings. This study examines the factors influencing the adoption of AI Chatbots by preservice mathematics teachers in China, employing the UTAUT2 model and Structural Equation Modeling (SEM) to analyze data from 322 participants. This study’s findings reveal that preservice mathematics teachers have unique characteristics where performance expectancy (PE) is the single factor that significantly influences their behavioral intention (BI) to use AI Chatbots. This underscores the importance of fostering a high-performance expectancy, which, in turn, influences their likelihood to utilize AI Chatbots with enthusiasm, thereby translating into positive usage behavior. These insights bear significant implications for educators, highlighting the need to underscore the practical benefits of AI Chatbots and conduct workshops on effective utilization strategies to enhance teaching and learning performance in mathematics, thereby fostering personalized and engaging learning experiences.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study uses CiteSpace to map the scientometric analysis of dynamic assessment (DA) research in the Web of Science core collection from 1990 to 2022 in the areas of psychology, education and language learning. Firstly, the study found that DA was initially employed in the fields of psychology and special education, and has been gaining attention from second language acquisition researchers in recent years. And Vygotsky, the representative figure of sociolcultural theory, has the highest influence, and Budoff has the greatest degree as a bridge. Secondly, five research topics are found through keyword clustering, which are early identification, group dynamic assessment, short-term progress monitoring, computerized dynamic assessment and teacher education. At the same time, the analysis of burst reference shows that the computerized dynamic assessment will be the trend in the future, and dynamic assessment of second language tends to use mixed research method. Through a review of previous studies, this paper explores the paradigms and methods of empirical research in DA, hoping to provide new alternatives for future research.
{"title":"Visual Analysis of Dynamic Assessment Research Based on CiteSpace (1990–2022)","authors":"Yuxiu Nian, Lili Qin","doi":"10.1515/cjal-2024-0104","DOIUrl":"https://doi.org/10.1515/cjal-2024-0104","url":null,"abstract":"This study uses CiteSpace to map the scientometric analysis of dynamic assessment (DA) research in the Web of Science core collection from 1990 to 2022 in the areas of psychology, education and language learning. Firstly, the study found that DA was initially employed in the fields of psychology and special education, and has been gaining attention from second language acquisition researchers in recent years. And Vygotsky, the representative figure of sociolcultural theory, has the highest influence, and Budoff has the greatest degree as a bridge. Secondly, five research topics are found through keyword clustering, which are early identification, group dynamic assessment, short-term progress monitoring, computerized dynamic assessment and teacher education. At the same time, the analysis of burst reference shows that the computerized dynamic assessment will be the trend in the future, and dynamic assessment of second language tends to use mixed research method. Through a review of previous studies, this paper explores the paradigms and methods of empirical research in DA, hoping to provide new alternatives for future research.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141515509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-02DOI: 10.1080/10401334.2024.2369611
Esha Bansal, Timothy Rice
Clinical medicine's complexities and demands often surpass the scope of formal ethics and leadership training that medical schools and residency programs provide. The discrepancy between medical education and the realities of clinical work may contribute to ethical erosion among learners, namely, medical students and residents. Unlike traditional approaches to teaching professional ethics and leadership in medicine, rights-based (aspirational) pedagogies approach trainees as autonomous moral agents, whose work has moral value to themselves and others, who live with the ethical consequences of their professional choices, and whose work shapes their individual moral character. By incorporating teaching strategies that intentionally build learners' rights-based leadership through the development of moral courage, medical educators may counter important aspects of ethical erosion while promoting learner preparedness, outcomes, and well-being. Military teaching approaches offer a valuable example to medical educators seeking to create structured curricula that foster moral courage to promote rights-based leadership, given the high level of moral and managerial complexity present in both medicine and the military. Through a comparative analysis of professional ethics in the medical and military disciplines, this Observation article explores the validity of applying precedents from military ethics and leadership education to medical training. Through arguments rooted in moral philosophy, military history, and military organizational research, we explore the expansion of rights-based teaching methods within the predominantly traditional and rules-based norms of medical education. In relating these findings to real-life clinical scenarios, we offer six specific, rights-based modifications to medical ethics curricula that have potential to promote morally courageous leadership and counteract the ethical erosion medical students and residents face.
{"title":"Teaching Moral Courage & Rights-Based Leadership in Medicine: A Cross-Disciplinary Exploration.","authors":"Esha Bansal, Timothy Rice","doi":"10.1080/10401334.2024.2369611","DOIUrl":"https://doi.org/10.1080/10401334.2024.2369611","url":null,"abstract":"<p><p>Clinical medicine's complexities and demands often surpass the scope of formal ethics and leadership training that medical schools and residency programs provide. The discrepancy between medical education and the realities of clinical work may contribute to ethical erosion among learners, namely, medical students and residents. Unlike traditional approaches to teaching professional ethics and leadership in medicine, rights-based (aspirational) pedagogies approach trainees as <i>autonomous moral agents</i>, whose work has moral value to themselves and others, who live with the ethical consequences of their professional choices, and whose work shapes their individual moral character. By incorporating teaching strategies that intentionally build learners' rights-based leadership through the development of moral courage, medical educators may counter important aspects of ethical erosion while promoting learner preparedness, outcomes, and well-being. Military teaching approaches offer a valuable example to medical educators seeking to create structured curricula that foster moral courage to promote rights-based leadership, given the high level of moral and managerial complexity present in both medicine and the military. Through a comparative analysis of professional ethics in the medical and military disciplines, this <i>Observation</i> article explores the validity of applying precedents from military ethics and leadership education to medical training. Through arguments rooted in moral philosophy, military history, and military organizational research, we explore the expansion of rights-based teaching methods within the predominantly traditional and rules-based norms of medical education. In relating these findings to real-life clinical scenarios, we offer six specific, rights-based modifications to medical ethics curricula that have potential to promote morally courageous leadership and counteract the ethical erosion medical students and residents face.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141494192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-02DOI: 10.1007/s11165-024-10182-5
Samuel Jere, Mamotena Mpeta
One of the critical goals of teaching chemistry is to enable learners to gain conceptual understanding. Traditional instruction has often been associated with rote memorisation, resulting in learners failing to explain observed chemical phenomena, make predictions based on acquired concepts, advance convincing arguments, and engage in meaningful problem-solving and critical thinking. Therefore, the study aimed to describe the conceptual understanding of the learners taught Reaction Kinetics using computer simulations supported by the Predict-Observe-Explain strategy. The study was guided by Holme, Luxford, and Brandriet’s five categories of conceptual understanding—transfer, translation, problem-solving, prediction, and depth as the conceptual framework. This was a descriptive study in which a case study research approach was used. Five purposively sampled grade 12 learners participated in the study, representing the range of cognitive abilities from a secondary school class of 53 learners. Semi-structured interviews were used to collect data. The responses of the five participants were analysed using the qualitative content analysis. The findings were that most of the learners’ responses were in the sound understanding sub-category, some were in the partial understanding sub-category, and a few were in the no understanding sub-category, which made us conclude that computer simulations supported by the Predict-Observe-Explain strategy assisted the learners in conceptual understanding. The learners gained an understanding of most concepts, although their responses in the partial understanding sub-category showed difficulties related to depth, transfer, and translation. These findings are expected to assist chemistry teachers, teacher educators, and curriculum planners in improving learners’ conceptual understanding of chemistry.
{"title":"Enhancing Learners’ Conceptual Understanding of Reaction Kinetics Using Computer Simulations – A Case Study Approach","authors":"Samuel Jere, Mamotena Mpeta","doi":"10.1007/s11165-024-10182-5","DOIUrl":"https://doi.org/10.1007/s11165-024-10182-5","url":null,"abstract":"<p>One of the critical goals of teaching chemistry is to enable learners to gain conceptual understanding. Traditional instruction has often been associated with rote memorisation, resulting in learners failing to explain observed chemical phenomena, make predictions based on acquired concepts, advance convincing arguments, and engage in meaningful problem-solving and critical thinking. Therefore, the study aimed to describe the conceptual understanding of the learners taught Reaction Kinetics using computer simulations supported by the Predict-Observe-Explain strategy. The study was guided by Holme, Luxford, and Brandriet’s five categories of conceptual understanding—transfer, translation, problem-solving, prediction, and depth as the conceptual framework. This was a descriptive study in which a case study research approach was used. Five purposively sampled grade 12 learners participated in the study, representing the range of cognitive abilities from a secondary school class of 53 learners. Semi-structured interviews were used to collect data. The responses of the five participants were analysed using the qualitative content analysis. The findings were that most of the learners’ responses were in the sound understanding sub-category, some were in the partial understanding sub-category, and a few were in the no understanding sub-category, which made us conclude that computer simulations supported by the Predict-Observe-Explain strategy assisted the learners in conceptual understanding. The learners gained an understanding of most concepts, although their responses in the partial understanding sub-category showed difficulties related to depth, transfer, and translation. These findings are expected to assist chemistry teachers, teacher educators, and curriculum planners in improving learners’ conceptual understanding of chemistry.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141489561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}