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}
László Bognár, György Ágoston, Anetta Bacsa-Bán, Tibor Fauszt, Gyula Gubán, Antal Joós, Levente Zsolt Juhász, Edina Kocsó, Endre Kovács, Edit Maczó, Anita Irén Mihálovicsné Kollár, Györgyi Strauber
The primary goal of this research was to empirically identify and validate the factors influencing student engagement in a learning environment where AI-based chat tools, such as ChatGPT or other large language models (LLMs), are intensively integrated into the curriculum and teaching–learning process. Traditional educational theories provide a robust framework for understanding diverse dimensions of student engagement, but the integration of AI-based tools offers new personalized learning experiences, immediate feedback, and resource accessibility that necessitate a contemporary exploration of these foundational concepts. Exploratory Factor Analysis (EFA) was utilized to uncover the underlying factor structure within a large set of variables, and Confirmatory Factor Analysis (CFA) was employed to verify the factor structure identified by EFA. Four new factors have been identified: “Academic Self-Efficacy and Preparedness”, “Autonomy and Resource Utilization”, “Interest and Engagement”, and “Self-Regulation and Goal Setting.” Based on these factors, a new engagement measuring scale has been developed to comprehensively assess student engagement in AI-enhanced learning environments.
{"title":"Re-Evaluating Components of Classical Educational Theories in AI-Enhanced Learning: An Empirical Study on Student Engagement","authors":"László Bognár, György Ágoston, Anetta Bacsa-Bán, Tibor Fauszt, Gyula Gubán, Antal Joós, Levente Zsolt Juhász, Edina Kocsó, Endre Kovács, Edit Maczó, Anita Irén Mihálovicsné Kollár, Györgyi Strauber","doi":"10.3390/educsci14090974","DOIUrl":"https://doi.org/10.3390/educsci14090974","url":null,"abstract":"The primary goal of this research was to empirically identify and validate the factors influencing student engagement in a learning environment where AI-based chat tools, such as ChatGPT or other large language models (LLMs), are intensively integrated into the curriculum and teaching–learning process. Traditional educational theories provide a robust framework for understanding diverse dimensions of student engagement, but the integration of AI-based tools offers new personalized learning experiences, immediate feedback, and resource accessibility that necessitate a contemporary exploration of these foundational concepts. Exploratory Factor Analysis (EFA) was utilized to uncover the underlying factor structure within a large set of variables, and Confirmatory Factor Analysis (CFA) was employed to verify the factor structure identified by EFA. Four new factors have been identified: “Academic Self-Efficacy and Preparedness”, “Autonomy and Resource Utilization”, “Interest and Engagement”, and “Self-Regulation and Goal Setting.” Based on these factors, a new engagement measuring scale has been developed to comprehensively assess student engagement in AI-enhanced learning environments.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"28 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208638","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 research project examines the experiences of four individuals working in refugee resettlement and their perspectives on the educational needs of refugee students, given their role as boundary spanners. They also discuss the need for teachers to encourage students to use the Funds of Knowledge in the classroom. Participants discuss their varied experience as professionals in refugee resettlement, with two being refugees and one being an immigrant. This paper (1) explores the stress associated with relocation, (2) delves into the mental health issues faced by individuals from refugee backgrounds, emphasizing trauma, (3) analyzes how inefficiencies and lack of support within the public school system contribute to a stressful and ineffective experience for all parties involved, and (4) highlights the importance of human connection. The implications for future research are also discussed with particular attention paid to the need to actively work with other stakeholders.
{"title":"“Home Is the Mouth of a Shark”: Trauma and the Needs of Students from Refugee Backgrounds from the Perspective of Boundary Spanning Refugee Resettlement Workers","authors":"Shyla González-Doğan, Gonca Soyer, Siddika Asik Bayhan, Mualla Yazici, Meryem Akçay, Jordan Harb, Awad Mekkawi Ramadan, Adnan Turan","doi":"10.3390/educsci14090970","DOIUrl":"https://doi.org/10.3390/educsci14090970","url":null,"abstract":"This research project examines the experiences of four individuals working in refugee resettlement and their perspectives on the educational needs of refugee students, given their role as boundary spanners. They also discuss the need for teachers to encourage students to use the Funds of Knowledge in the classroom. Participants discuss their varied experience as professionals in refugee resettlement, with two being refugees and one being an immigrant. This paper (1) explores the stress associated with relocation, (2) delves into the mental health issues faced by individuals from refugee backgrounds, emphasizing trauma, (3) analyzes how inefficiencies and lack of support within the public school system contribute to a stressful and ineffective experience for all parties involved, and (4) highlights the importance of human connection. The implications for future research are also discussed with particular attention paid to the need to actively work with other stakeholders.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208658","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}
Young people aged 11 to 17 often fail to meet global recommendations for weekly physical activity and sports (PAS), despite its numerous benefits. In Spain, challenges such as excessive technology use and disinterest in PAS are prominent among youths. This study aimed to analyse the interest in PAS during leisure time and identify the factors influencing young people in a Spanish municipality towards this practice, as well as establish differences according to age and gender. Involving 891 adolescents (429 girls, 432 boys, and 30 other genders), this study found a significant association between gender and PAS participation. Boys are mainly motivated by fun and fitness, girls by health and fun, and other genders by perceived sports competence and health, with these motivations increasing with age. Deterring factors include fatigue, laziness, and lack of enthusiasm across all groups. Lack of free time is the most cited reason for quitting PAS, particularly for girls and other genders. For boys, disinterest, especially between ages 13 and 15, is a primary reason. These findings suggest that promoting PAS with a focus on health and leisure, and tailoring programmes to gender and age-specific needs, are essential to maintain motivation and ensure a healthier, more active population.
{"title":"Factors Influencing Physical Activity and Sports Practice among Young People by Gender: Challenges and Barriers","authors":"M.ª Alejandra Ávalos-Ramos, Andreea Vidaci, M.ª Teresa Pascual-Galiano, Lilyan Vega-Ramírez","doi":"10.3390/educsci14090967","DOIUrl":"https://doi.org/10.3390/educsci14090967","url":null,"abstract":"Young people aged 11 to 17 often fail to meet global recommendations for weekly physical activity and sports (PAS), despite its numerous benefits. In Spain, challenges such as excessive technology use and disinterest in PAS are prominent among youths. This study aimed to analyse the interest in PAS during leisure time and identify the factors influencing young people in a Spanish municipality towards this practice, as well as establish differences according to age and gender. Involving 891 adolescents (429 girls, 432 boys, and 30 other genders), this study found a significant association between gender and PAS participation. Boys are mainly motivated by fun and fitness, girls by health and fun, and other genders by perceived sports competence and health, with these motivations increasing with age. Deterring factors include fatigue, laziness, and lack of enthusiasm across all groups. Lack of free time is the most cited reason for quitting PAS, particularly for girls and other genders. For boys, disinterest, especially between ages 13 and 15, is a primary reason. These findings suggest that promoting PAS with a focus on health and leisure, and tailoring programmes to gender and age-specific needs, are essential to maintain motivation and ensure a healthier, more active population.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"18 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208641","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}
Irina Rosa Kumschick, Cécile Tschopp, Larissa Maria Troesch, Annette Tettenborn
The conduct of teachers, especially in handling disruptions, significantly impacts the comfort of students. This research investigates the correlation between preservice teachers’ effectiveness in terms of managing disruptions and the emotions experienced by both engaged and disruptive students. In an experimental simulation, we crafted a classroom scenario wherein preservice teachers engaged in handling severe disruptions over a 10-min period. During the simulation, other preservice teachers assumed the roles of either engaged or disruptive students, following specific behaviour guidelines. Afterwards, the student role players completed questionnaires to gauge their perceptions of positive and negative emotions, as well as to assess the effectiveness of the teacher’s management of disruptions. Notably, interaction effects were observed between preservice teachers’ disruption management strategies and the students’ roles (either engaged or disruptive) on their emotional responses. When preservice teachers effectively managed the classroom during the simulation, those acting as engaged students reported higher levels of positive emotions and fewer negative emotions. In contrast, when classroom management was ineffective, participants portraying disruptive students experienced more positive emotions and fewer negative emotions. The educational implications of these results are considered and discussed.
{"title":"Disruption Management Interacts with Positive and Negative Emotions in the Classroom: Results from a Simulation-Based Study","authors":"Irina Rosa Kumschick, Cécile Tschopp, Larissa Maria Troesch, Annette Tettenborn","doi":"10.3390/educsci14090966","DOIUrl":"https://doi.org/10.3390/educsci14090966","url":null,"abstract":"The conduct of teachers, especially in handling disruptions, significantly impacts the comfort of students. This research investigates the correlation between preservice teachers’ effectiveness in terms of managing disruptions and the emotions experienced by both engaged and disruptive students. In an experimental simulation, we crafted a classroom scenario wherein preservice teachers engaged in handling severe disruptions over a 10-min period. During the simulation, other preservice teachers assumed the roles of either engaged or disruptive students, following specific behaviour guidelines. Afterwards, the student role players completed questionnaires to gauge their perceptions of positive and negative emotions, as well as to assess the effectiveness of the teacher’s management of disruptions. Notably, interaction effects were observed between preservice teachers’ disruption management strategies and the students’ roles (either engaged or disruptive) on their emotional responses. When preservice teachers effectively managed the classroom during the simulation, those acting as engaged students reported higher levels of positive emotions and fewer negative emotions. In contrast, when classroom management was ineffective, participants portraying disruptive students experienced more positive emotions and fewer negative emotions. The educational implications of these results are considered and discussed.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208640","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 is a case study of a science professional development workshop in Nepal with 17 teacher participants from four public schools. These schools mainly served Indigenous students in elementary, middle, and high school (Grades 9 and 10). The workshop focused on educating and building science teacher leaders for culturally relevant teaching and antiracist pedagogy by valuing and integrating Indigenous leadership practices and local knowledge. The teachers participated in a 2-day workshop co-organized by the local district education office and the local high school and led by the high school principal and a U.S.-based university faculty. Data were collected during and after the workshop through field notes, audio/video recordings of some sections of the workshop, and focus group interviews with a select group of participating teachers. The analysis of the data showed (a) struggles and opportunities to prioritize Indigenous science knowledge and Tharu sociocultural connections, (b) teachers seeking affirmation from principals to be science teacher leaders modeled on Indigenous leadership values, and (c) greater willingness for culturally relevant pedagogy among female and Indigenous teachers. The hope is that this paper will contribute to the value of a science teacher leadership professional development program (PD) in building awareness among science teachers about the value of culturally appropriate antiracist pedagogy in science teacher leaders. In addition, the PD also shows that science teacher leaders in Indigenous schools would benefit from the Indigenous relational model of leadership in leading their peers and students in antiracist and culturally relevant science teaching and learning. Finally, the study seems to indicate that a successful science teacher leader always incorporates local Indigenous community values, knowledge, and practices.
{"title":"Building Science Teacher Leaders for Indigenous Schools: Lessons from a Science Professional Development Workshop in Nepal","authors":"Bhaskar Upadhyay, Saule Sadykova","doi":"10.3390/educsci14090964","DOIUrl":"https://doi.org/10.3390/educsci14090964","url":null,"abstract":"This is a case study of a science professional development workshop in Nepal with 17 teacher participants from four public schools. These schools mainly served Indigenous students in elementary, middle, and high school (Grades 9 and 10). The workshop focused on educating and building science teacher leaders for culturally relevant teaching and antiracist pedagogy by valuing and integrating Indigenous leadership practices and local knowledge. The teachers participated in a 2-day workshop co-organized by the local district education office and the local high school and led by the high school principal and a U.S.-based university faculty. Data were collected during and after the workshop through field notes, audio/video recordings of some sections of the workshop, and focus group interviews with a select group of participating teachers. The analysis of the data showed (a) struggles and opportunities to prioritize Indigenous science knowledge and Tharu sociocultural connections, (b) teachers seeking affirmation from principals to be science teacher leaders modeled on Indigenous leadership values, and (c) greater willingness for culturally relevant pedagogy among female and Indigenous teachers. The hope is that this paper will contribute to the value of a science teacher leadership professional development program (PD) in building awareness among science teachers about the value of culturally appropriate antiracist pedagogy in science teacher leaders. In addition, the PD also shows that science teacher leaders in Indigenous schools would benefit from the Indigenous relational model of leadership in leading their peers and students in antiracist and culturally relevant science teaching and learning. Finally, the study seems to indicate that a successful science teacher leader always incorporates local Indigenous community values, knowledge, and practices.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"38 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208637","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 manuscript presents a comprehensive exploration of an innovative active learning approach implemented in a Master’s Degree in Construction Engineering program. The pedagogical intervention involved a series of competitive battles among student teams, wherein each team formulated and presented multiple-choice questions to their peers. The study aims to provide a detailed account of the implementation process, assess the effectiveness of this approach, and evaluate its impact on students’ learning and motivation. The assessment was conducted through triangulation of experiences, surveys, and interviews. The results provide key insights into how Team-Based Questioning Battles can foster highly competitive environments, enhancing the learning experience, understanding, and retention of concepts, all while motivating and engaging students.
{"title":"Team-Based Questioning Battles in Construction and Building Engineering Educational Environments: A Useful Tool for Engaging Active Learning in the Classroom","authors":"Pablo Pujadas, Stanislav Aidarov","doi":"10.3390/educsci14090969","DOIUrl":"https://doi.org/10.3390/educsci14090969","url":null,"abstract":"This manuscript presents a comprehensive exploration of an innovative active learning approach implemented in a Master’s Degree in Construction Engineering program. The pedagogical intervention involved a series of competitive battles among student teams, wherein each team formulated and presented multiple-choice questions to their peers. The study aims to provide a detailed account of the implementation process, assess the effectiveness of this approach, and evaluate its impact on students’ learning and motivation. The assessment was conducted through triangulation of experiences, surveys, and interviews. The results provide key insights into how Team-Based Questioning Battles can foster highly competitive environments, enhancing the learning experience, understanding, and retention of concepts, all while motivating and engaging students.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"51 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208642","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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