Luisa Estriga, João Freitas, Guilherme Vieira, Amândio Graça, Paula Batista
This paper addresses the challenge of assessing relatedness and functional interdependence through connecting passes within invasion games, which may offer valuable pedagogical insights into gameplay for accessibility and inclusiveness. Hence, the purpose of this paper is twofold. Firstly, it presents preliminary work on the methodology for computing open passing lanes and derived metrics, integrating spatiotemporal data analysis with event data. Secondly, using a within-subject design, it investigates how modified handball games influence game play opportunities. Data were collected during handball matches in a pre-teens Physical Education (PE) class with mixed-skill-level teams. Game actions (e.g., passes, receptions, and shots) were manually recorded through systematic observation of video footage, while players’ positional data were captured with ultra-wideband technology. Findings provide evidence that employing a numerical advantage (one player up) enhances overall opportunities for individual attacking actions (i.e., more passing, catching actions, and goal-scoring opportunities) and relational actions (i.e., more open passing lanes) compared to equal numbers. Conversely, equal numbers with individual marking appeared more challenging, as fewer secure passing lanes were observed, and the ball possessor spent more time with the ball before releasing it. The developed approach holds promise for studying designed games to enhance inclusion and learning opportunities for all.
{"title":"Modified Handball in Physical Education: Investigating Opportunities for Inclusion and Relatedness","authors":"Luisa Estriga, João Freitas, Guilherme Vieira, Amândio Graça, Paula Batista","doi":"10.3390/educsci14090985","DOIUrl":"https://doi.org/10.3390/educsci14090985","url":null,"abstract":"This paper addresses the challenge of assessing relatedness and functional interdependence through connecting passes within invasion games, which may offer valuable pedagogical insights into gameplay for accessibility and inclusiveness. Hence, the purpose of this paper is twofold. Firstly, it presents preliminary work on the methodology for computing open passing lanes and derived metrics, integrating spatiotemporal data analysis with event data. Secondly, using a within-subject design, it investigates how modified handball games influence game play opportunities. Data were collected during handball matches in a pre-teens Physical Education (PE) class with mixed-skill-level teams. Game actions (e.g., passes, receptions, and shots) were manually recorded through systematic observation of video footage, while players’ positional data were captured with ultra-wideband technology. Findings provide evidence that employing a numerical advantage (one player up) enhances overall opportunities for individual attacking actions (i.e., more passing, catching actions, and goal-scoring opportunities) and relational actions (i.e., more open passing lanes) compared to equal numbers. Conversely, equal numbers with individual marking appeared more challenging, as fewer secure passing lanes were observed, and the ball possessor spent more time with the ball before releasing it. The developed approach holds promise for studying designed games to enhance inclusion and learning opportunities for all.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Veronica L. Fematt, Mayra Puente, Katherine Arias Garcia, Rebeca Mireles-Rios
As the Latinx student population grows in the United States, more public research-intensive institutions are becoming Hispanic-Serving Research Institutions (HSRIs). This exploratory qualitative study examines the experiences of Latinx students at an HSRI, particularly in STEM fields where they face underrepresentation and are pushed out. The objectives for this study were two-fold: (1) investigate the institutional factors contributing to Latinx student pushout in STEM at an HSRI and (2) develop recommendations for enhancing Latinx student retention in STEM at HSRIs. Through an investigation at a public four-year HSRI in California, three key themes emerged regarding institutional factors contributing to STEM pushout: (1) a disconnect in theory-based STEM courses, (2) unsupportive and busy research-focused environments, and (3) the psychological toll of a stripped STEM identity. The authors offer recommendations for targeted interventions to genuinely “serve” Latinx students in STEM fields at HSRIs.
{"title":"“You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution","authors":"Veronica L. Fematt, Mayra Puente, Katherine Arias Garcia, Rebeca Mireles-Rios","doi":"10.3390/educsci14090979","DOIUrl":"https://doi.org/10.3390/educsci14090979","url":null,"abstract":"As the Latinx student population grows in the United States, more public research-intensive institutions are becoming Hispanic-Serving Research Institutions (HSRIs). This exploratory qualitative study examines the experiences of Latinx students at an HSRI, particularly in STEM fields where they face underrepresentation and are pushed out. The objectives for this study were two-fold: (1) investigate the institutional factors contributing to Latinx student pushout in STEM at an HSRI and (2) develop recommendations for enhancing Latinx student retention in STEM at HSRIs. Through an investigation at a public four-year HSRI in California, three key themes emerged regarding institutional factors contributing to STEM pushout: (1) a disconnect in theory-based STEM courses, (2) unsupportive and busy research-focused environments, and (3) the psychological toll of a stripped STEM identity. The authors offer recommendations for targeted interventions to genuinely “serve” Latinx students in STEM fields at HSRIs.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"31 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This quasi-experimental study investigated the impact of computational learning activities on high school students’ computational thinking (CT) and computational modeling (CM) skills. High school students (n = 90) aged 16 to 19 engaged in activities using computer models versus textbook-based models in mathematics and social science. The results indicated that students using computer models showed significant improvements in CT and CM skills compared to their peers in conventional learning settings. However, a potential ceiling effect in the CT assessments suggests that the test may not fully capture the extent of skill development. These findings highlight the importance of integrating computational learning activities in education, as they enhance students’ abilities to apply these skills beyond the classroom.
{"title":"Computational Thinking and Modeling: A Quasi-Experimental Study of Learning Transfer","authors":"Line Have Musaeus, Peter Musaeus","doi":"10.3390/educsci14090980","DOIUrl":"https://doi.org/10.3390/educsci14090980","url":null,"abstract":"This quasi-experimental study investigated the impact of computational learning activities on high school students’ computational thinking (CT) and computational modeling (CM) skills. High school students (n = 90) aged 16 to 19 engaged in activities using computer models versus textbook-based models in mathematics and social science. The results indicated that students using computer models showed significant improvements in CT and CM skills compared to their peers in conventional learning settings. However, a potential ceiling effect in the CT assessments suggests that the test may not fully capture the extent of skill development. These findings highlight the importance of integrating computational learning activities in education, as they enhance students’ abilities to apply these skills beyond the classroom.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"71 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research on the effect of student work on academic achievement has produced inconsistent results, and Hungarian domestic research on the subject is scarce. Our research aims to contribute to the discussion. We hypothesize that student work has a beneficial effect on students’ academic achievement. The target group is the full-time, working students at the regional Hungarian university (n = 538). By clustering students based on three variables (motivation, alignment of work with studies, and working hours), we separated three distinct student groups: disadvantaged/income-oriented, ambitious, and utilitarian/leisure-oriented. Disadvantaged/income-oriented students work for financial reasons and work a large number of hours. Ambitious students work fewer hours, and they work to fulfil their professional aspirations. The utilitarian/leisure-oriented cluster is the only group whose members work because it is a useful way of spending leisure time as well as an opportunity to obtain money for other free-time activities. With the help of the achievement index, we detected further differences between the student clusters. Students in the disadvantaged/income-oriented cluster do not have high academic scores and do not take part in extracurricular activities. They are more likely to interrupt their studies, mainly for financial reasons and because of work. The achievement was not affected by students’ social status indicators such as parents’ educational attainment or labor market position; it is contact with faculty and performing work related to studies that have the most explanatory power.
{"title":"Learning/Earning: Characteristics of Student Work and Its Impact on Academic Careers at a Regional Hungarian University","authors":"Zsófia Kocsis, Gabriella Pusztai","doi":"10.3390/educsci14090981","DOIUrl":"https://doi.org/10.3390/educsci14090981","url":null,"abstract":"Research on the effect of student work on academic achievement has produced inconsistent results, and Hungarian domestic research on the subject is scarce. Our research aims to contribute to the discussion. We hypothesize that student work has a beneficial effect on students’ academic achievement. The target group is the full-time, working students at the regional Hungarian university (n = 538). By clustering students based on three variables (motivation, alignment of work with studies, and working hours), we separated three distinct student groups: disadvantaged/income-oriented, ambitious, and utilitarian/leisure-oriented. Disadvantaged/income-oriented students work for financial reasons and work a large number of hours. Ambitious students work fewer hours, and they work to fulfil their professional aspirations. The utilitarian/leisure-oriented cluster is the only group whose members work because it is a useful way of spending leisure time as well as an opportunity to obtain money for other free-time activities. With the help of the achievement index, we detected further differences between the student clusters. Students in the disadvantaged/income-oriented cluster do not have high academic scores and do not take part in extracurricular activities. They are more likely to interrupt their studies, mainly for financial reasons and because of work. The achievement was not affected by students’ social status indicators such as parents’ educational attainment or labor market position; it is contact with faculty and performing work related to studies that have the most explanatory power.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the mediating role of intellectual curiosity (IC) in the relationship between teacher–student relationship quality (TSR) and science achievement among Emirati early adolescents. The objectives were to assess TSR’s predictive power on science achievement, evaluate IC’s impact on science achievement, examine the combined effect of TSR and IC, and investigate IC’s mediating role. Data from 17,475 valid cases in the PISA dataset were analyzed using Jeremy Hayes’ PROCESS macro, multiple regression models, and bootstrapping with 5000 resamples. The results indicated that TSR significantly and directly affects IC, which in turn positively influences science achievement. TSR’s direct effects on science achievement varied across cases, but IC consistently showed strong positive effects on science achievement, underscoring its critical role as a predictor of academic success. IC was found to significantly mediate the relationship between TSR and student performance. The findings suggest that enhancing both TSR and IC is essential for student success in science. The study’s implications for educational practices and policies include developing teacher training programs focused on building strong relationships with students and fostering intellectual curiosity through questioning and problem-solving. Specifically, educators should focus on skills and strategies for interacting with students, showing empathy, and forming strong relationships. Implementing ongoing practices that emphasize the intellectual aspects of learning can help students build curiosity, thereby improving their academic performance. The study provides valuable insights into the interactions between TSR and IC and their impact on students’ academic outcomes.
本研究调查了求知欲（IC）在阿联酋青少年师生关系质量（TSR）和科学成就之间的中介作用。研究目的是评估 TSR 对科学成绩的预测能力，评估 IC 对科学成绩的影响，考察 TSR 和 IC 的综合效应，以及 IC 的中介作用。我们使用杰里米-海耶斯的 PROCESS 宏、多元回归模型和 5000 个重样的引导法对 PISA 数据集中 17475 个有效案例的数据进行了分析。结果表明，TSR 对 IC 有明显的直接影响，而 IC 又对科学成绩有积极影响。TSR 对科学成绩的直接影响在不同情况下各不相同，但 IC 始终对科学成绩表现出强烈的正向影响，突出了其作为学业成功预测因子的关键作用。研究发现，集成电路对 TSR 和学生成绩之间的关系起着重要的中介作用。研究结果表明，提高 TSR 和 IC 对学生在科学领域取得成功至关重要。该研究对教育实践和政策的启示包括：制定教师培训计划，重点是与学生建立牢固的关系，并通过提问和解决问题培养学生的求知欲。具体来说，教育工作者应重点关注与学生互动、表达同理心和建立牢固关系的技能和策略。持续开展强调学习智力方面的实践活动可以帮助学生培养好奇心，从而提高他们的学习成绩。本研究就 TSR 和 IC 之间的相互作用及其对学生学业成绩的影响提供了宝贵的见解。
{"title":"Intellectual Curiosity as a Mediator between Teacher–Student Relationship Quality and Emirati Science Achievement in PISA 2022","authors":"Nagla Ali, Othman Abu Khurma, Adeeb Jarrah","doi":"10.3390/educsci14090977","DOIUrl":"https://doi.org/10.3390/educsci14090977","url":null,"abstract":"This study investigates the mediating role of intellectual curiosity (IC) in the relationship between teacher–student relationship quality (TSR) and science achievement among Emirati early adolescents. The objectives were to assess TSR’s predictive power on science achievement, evaluate IC’s impact on science achievement, examine the combined effect of TSR and IC, and investigate IC’s mediating role. Data from 17,475 valid cases in the PISA dataset were analyzed using Jeremy Hayes’ PROCESS macro, multiple regression models, and bootstrapping with 5000 resamples. The results indicated that TSR significantly and directly affects IC, which in turn positively influences science achievement. TSR’s direct effects on science achievement varied across cases, but IC consistently showed strong positive effects on science achievement, underscoring its critical role as a predictor of academic success. IC was found to significantly mediate the relationship between TSR and student performance. The findings suggest that enhancing both TSR and IC is essential for student success in science. The study’s implications for educational practices and policies include developing teacher training programs focused on building strong relationships with students and fostering intellectual curiosity through questioning and problem-solving. Specifically, educators should focus on skills and strategies for interacting with students, showing empathy, and forming strong relationships. Implementing ongoing practices that emphasize the intellectual aspects of learning can help students build curiosity, thereby improving their academic performance. The study provides valuable insights into the interactions between TSR and IC and their impact on students’ academic outcomes.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"254 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Changzhao Wang, Stephen J. Aguilar, Jennifer S. Bankard, Eric Bui, Benjamin Nye
To support the integration of AI in education, this empirical study investigated what lessons college students learned from using Generative AI for writing. We recruited 47 students in the United States from a university writing course. Students completed an assignment in which they used Generative AI tools (e.g., ChatGPT) to draft an application letter or personal statement. Data were collected using a survey of five open-ended questions about their writing process, what worked, what did not work, how to better write with AI, and general lessons learned. We applied thematic analysis and sentiment analysis methods to analyze students’ responses. Results show that (1) students went through multiple rounds of prompting; (2) students identified strengths of AI, such as connection to topic, template generation, and sentence quality; (3) the weaknesses of AI included general language, robotic tone and lacking emotion, lacking personal voice, and lacking critical thinking; (4) students wished to improve AI-generated writing by adding personal stories, connections to posting, feelings and thoughts, and deleting repetitive language; and (5) their overall attitudes toward AI tool were positive. We believe our findings can help relieve some concerns about cheating with AI. We also suggested strategies to regulate the use of AI.
{"title":"Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment","authors":"Changzhao Wang, Stephen J. Aguilar, Jennifer S. Bankard, Eric Bui, Benjamin Nye","doi":"10.3390/educsci14090976","DOIUrl":"https://doi.org/10.3390/educsci14090976","url":null,"abstract":"To support the integration of AI in education, this empirical study investigated what lessons college students learned from using Generative AI for writing. We recruited 47 students in the United States from a university writing course. Students completed an assignment in which they used Generative AI tools (e.g., ChatGPT) to draft an application letter or personal statement. Data were collected using a survey of five open-ended questions about their writing process, what worked, what did not work, how to better write with AI, and general lessons learned. We applied thematic analysis and sentiment analysis methods to analyze students’ responses. Results show that (1) students went through multiple rounds of prompting; (2) students identified strengths of AI, such as connection to topic, template generation, and sentence quality; (3) the weaknesses of AI included general language, robotic tone and lacking emotion, lacking personal voice, and lacking critical thinking; (4) students wished to improve AI-generated writing by adding personal stories, connections to posting, feelings and thoughts, and deleting repetitive language; and (5) their overall attitudes toward AI tool were positive. We believe our findings can help relieve some concerns about cheating with AI. We also suggested strategies to regulate the use of AI.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"11 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tefera Tadesse, Hashim Ware, Aregu Asmare, Robyn M. Gillies
Based on social interdependence and social constructivism theories, the authors of this study examined the effects of a cooperative learning (CL) pedagogical model on the engagement and outcomes of undergraduate students in an Ethiopian university’s classrooms. We did this by using a quasi-experimental post-test control group design. The study participants included undergraduate students enrolled in the courses “Risk Management and Insurance” (n = 99) and “Foundation Engineering I” (n = 94). The control groups received regular lecture-based teaching, while the experimental group received CL instruction over two weeks in six to eight sessions. The results from the Management sample, which demonstrated that the CL intervention group reported significantly higher learning outcomes and more engagement than the control groups, are sufficient evidence for the study to validate the hypothesis. The effect sizes were moderate and ranged from 0.52 to 0.78 Cohen’s d. In the Engineering course, the results demonstrate the smallest difference between the mean scores reported by the CL group and those of the regular lecture group, with the CL group showing slightly higher student engagement and outcomes across the three categories assessed. The Engineering sample’s results, however, did not show any significant differences between the CL and control groups. This study provides evidence that course reform utilizing a CL pedagogical design could improve student engagement and learning outcomes as compared to the regular lecture-based method. By incorporating CL pedagogies, higher educators and institutions can create more engaging and effective learning environments for students.
{"title":"Enhancing Student Engagement and Outcomes: The Effects of Cooperative Learning in an Ethiopian University’s Classrooms","authors":"Tefera Tadesse, Hashim Ware, Aregu Asmare, Robyn M. Gillies","doi":"10.3390/educsci14090975","DOIUrl":"https://doi.org/10.3390/educsci14090975","url":null,"abstract":"Based on social interdependence and social constructivism theories, the authors of this study examined the effects of a cooperative learning (CL) pedagogical model on the engagement and outcomes of undergraduate students in an Ethiopian university’s classrooms. We did this by using a quasi-experimental post-test control group design. The study participants included undergraduate students enrolled in the courses “Risk Management and Insurance” (n = 99) and “Foundation Engineering I” (n = 94). The control groups received regular lecture-based teaching, while the experimental group received CL instruction over two weeks in six to eight sessions. The results from the Management sample, which demonstrated that the CL intervention group reported significantly higher learning outcomes and more engagement than the control groups, are sufficient evidence for the study to validate the hypothesis. The effect sizes were moderate and ranged from 0.52 to 0.78 Cohen’s d. In the Engineering course, the results demonstrate the smallest difference between the mean scores reported by the CL group and those of the regular lecture group, with the CL group showing slightly higher student engagement and outcomes across the three categories assessed. The Engineering sample’s results, however, did not show any significant differences between the CL and control groups. This study provides evidence that course reform utilizing a CL pedagogical design could improve student engagement and learning outcomes as compared to the regular lecture-based method. By incorporating CL pedagogies, higher educators and institutions can create more engaging and effective learning environments for students.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research examined how different profiles of emotional intelligence (attention, clarity, and emotional regulation) act as protective or risk factors against cyber-victimization, taking into account individual and behavioral variables such as gender, sexual orientation, self-esteem, social anxiety, Internet risk, and parental control among high school students (11–18 years). A simulated sample was used, which was derived from an experimental sample of 1908 subjects (50.7% girls). Statistical equivalence was ensured between the two samples, and a multilevel analysis was conducted using the emotional intelligence profiles as the grouping variable. The results showed that the variability in emotional intelligence profiles predicted 96.7% of the variability of cyber-victimization. Factors that increase this likelihood include excessive interpersonal attention and low emotional regulation, higher social anxiety, offline victimization, older age, high parental supervision, and low self-esteem. In addition, being male and heterosexual is associated with a lower risk of cyber-victimization than being female and non-heterosexual. In general, it is suggested that protective measures against cyber-victimization should warn about the risk of Internet use, avoid paternalistic behavior by adults, and reduce rumination or excessive attention to the opinions of others.
{"title":"Emotional Intelligence Profiles and Cyber-Victimization in Secondary School Students: A Multilevel Analysis","authors":"Francisco Villegas-Lirola","doi":"10.3390/educsci14090971","DOIUrl":"https://doi.org/10.3390/educsci14090971","url":null,"abstract":"The research examined how different profiles of emotional intelligence (attention, clarity, and emotional regulation) act as protective or risk factors against cyber-victimization, taking into account individual and behavioral variables such as gender, sexual orientation, self-esteem, social anxiety, Internet risk, and parental control among high school students (11–18 years). A simulated sample was used, which was derived from an experimental sample of 1908 subjects (50.7% girls). Statistical equivalence was ensured between the two samples, and a multilevel analysis was conducted using the emotional intelligence profiles as the grouping variable. The results showed that the variability in emotional intelligence profiles predicted 96.7% of the variability of cyber-victimization. Factors that increase this likelihood include excessive interpersonal attention and low emotional regulation, higher social anxiety, offline victimization, older age, high parental supervision, and low self-esteem. In addition, being male and heterosexual is associated with a lower risk of cyber-victimization than being female and non-heterosexual. In general, it is suggested that protective measures against cyber-victimization should warn about the risk of Internet use, avoid paternalistic behavior by adults, and reduce rumination or excessive attention to the opinions of others.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"68 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study delves into the problem-solving approaches of students who attend classes with traditional teaching methods in university physics education with innovative curriculum materials. This research, conducted with university physics and engineering students, focused on applying research-based curriculum materials in solving kinematic problems. The study analyzes the impact of student knowledge and the distinction between rote learning and scientific practices on conceptual understanding. Student responses are categorized based on the depth of knowledge demonstrated, the skill type utilized, and the degree to which responses indicate a logical progression. These, together with demographic data, are analyzed to determine any patterns. Findings reveal that students use intuitive and mathematical skills to solve a graphical question. However, students employ qualitative and mathematical skill types when they are required to design an experiment. Notably, gender disparity appears to influence the approach to graphical questions, but the design-based question shows no significant relationship between males and females. Gender was likely to contribute to knowledge and logical progression levels, but grades might not show a positive relationship with knowledge level. This study aims to contribute to developing physics education at the university level by highlighting the gap between innovative course materials and their enactment.
{"title":"Linking Traditional Teaching to Innovative Approaches: Student Conceptions in Kinematics","authors":"Ozden Sengul","doi":"10.3390/educsci14090973","DOIUrl":"https://doi.org/10.3390/educsci14090973","url":null,"abstract":"This study delves into the problem-solving approaches of students who attend classes with traditional teaching methods in university physics education with innovative curriculum materials. This research, conducted with university physics and engineering students, focused on applying research-based curriculum materials in solving kinematic problems. The study analyzes the impact of student knowledge and the distinction between rote learning and scientific practices on conceptual understanding. Student responses are categorized based on the depth of knowledge demonstrated, the skill type utilized, and the degree to which responses indicate a logical progression. These, together with demographic data, are analyzed to determine any patterns. Findings reveal that students use intuitive and mathematical skills to solve a graphical question. However, students employ qualitative and mathematical skill types when they are required to design an experiment. Notably, gender disparity appears to influence the approach to graphical questions, but the design-based question shows no significant relationship between males and females. Gender was likely to contribute to knowledge and logical progression levels, but grades might not show a positive relationship with knowledge level. This study aims to contribute to developing physics education at the university level by highlighting the gap between innovative course materials and their enactment.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"16 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher educators struggle to balance heavy teaching loads, research, writing, and institutional service. This qualitative study uses institutional ethnography to question how college leadership understand the significance of academic scholarship in the professional lives of college-based teacher educators in Israel. Data from interviews with eight college position holders shed light on the working lives of college-based teacher educators and how they are positioned as researcher-writers in an institution where scholarship expectations are blurry. Findings reveal three themes: the importance of academic activity for institutional prosperity, the difficulties in academic scholarship experienced by teacher educators, and the support the institution provides to encourage and maintain academic activity. The discussion contemplates the tensions between institutional and individual teacher educator advancement. The complexity of the institutional structure deserves attention to achieve institutional aims and attend to individual faculty’s professional needs and desires. The implications of this study are significant for leadership in teacher education and higher education around the world, prompting leaders to rethink ways of supporting faculty involved in research and writing alongside teaching and additional roles. Balancing conflicting roles, providing clear expectations, and maintaining an ongoing dialogue between teacher educators and leadership regarding professional development needs can lead to institutional prosperity alongside individual professional advancement.
{"title":"‘If You Do Not Write, You Dry Up’: Tensions in Teacher Educator Research and Academic Writing","authors":"Nikki Aharonian, Orna Schatz Oppenheimer","doi":"10.3390/educsci14090972","DOIUrl":"https://doi.org/10.3390/educsci14090972","url":null,"abstract":"Teacher educators struggle to balance heavy teaching loads, research, writing, and institutional service. This qualitative study uses institutional ethnography to question how college leadership understand the significance of academic scholarship in the professional lives of college-based teacher educators in Israel. Data from interviews with eight college position holders shed light on the working lives of college-based teacher educators and how they are positioned as researcher-writers in an institution where scholarship expectations are blurry. Findings reveal three themes: the importance of academic activity for institutional prosperity, the difficulties in academic scholarship experienced by teacher educators, and the support the institution provides to encourage and maintain academic activity. The discussion contemplates the tensions between institutional and individual teacher educator advancement. The complexity of the institutional structure deserves attention to achieve institutional aims and attend to individual faculty’s professional needs and desires. The implications of this study are significant for leadership in teacher education and higher education around the world, prompting leaders to rethink ways of supporting faculty involved in research and writing alongside teaching and additional roles. Balancing conflicting roles, providing clear expectations, and maintaining an ongoing dialogue between teacher educators and leadership regarding professional development needs can lead to institutional prosperity alongside individual professional advancement.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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