Mariángela Soto-Correia, Gustavo Plaza-Manzano, Juan Antonio Valera-Calero
Gross anatomy provides essential knowledge about the structure and function of the human body. Understanding human anatomy requires specific skills from physiotherapy students to comprehend and memorize the location and relationships of anatomical structures. This review aims to summarize the current evidence on teaching methodologies in anatomy education for undergraduate physiotherapy students. A scoping review was conducted consulting the PubMed, EBSCO, SCOPUS, and Web of Science databases. By analyzing ten studies involving over 1380 students, we identified four primary pedagogical approaches: the use of technological tools, combined traditional methods (such as dissections and radiological imaging), interprofessional education, and the innovative use of animal dissections. The findings highlight that hands-on, practical activities, especially those integrating technology (e.g., virtual reality and interactive quizzes), significantly enhance student engagement and knowledge retention. Collaborative learning through interprofessional education was found to foster a deeper understanding of anatomical concepts and improve teamwork skills, which are crucial for clinical practice. Additionally, the inclusion of traditional methods like dissections and radiological imaging, when paired with modern tools, offers a comprehensive approach that bridges theoretical knowledge with practical application. The use of animal dissections also emerged as an innovative strategy to enhance anatomical comprehension. In conclusion, the literature underscores the importance of adopting diverse and innovative teaching strategies in gross anatomy education for physiotherapy students. Such approaches not only enrich the learning experience but also ensure that students are well prepared for the demands of professional practice.
大体解剖学提供了有关人体结构和功能的基本知识。理解人体解剖学需要物理治疗专业学生掌握特定的技能，以理解和记忆解剖结构的位置和关系。本综述旨在总结物理治疗本科生解剖学教育教学方法的现有证据。我们查阅了 PubMed、EBSCO、SCOPUS 和 Web of Science 数据库，进行了范围界定综述。通过分析涉及 1380 多名学生的十项研究，我们确定了四种主要的教学方法：使用技术工具、结合传统方法（如解剖和放射成像）、跨专业教育以及创新性地使用动物解剖。研究结果突出表明，动手实践活动，尤其是结合技术的活动（如虚拟现实和互动测验），能显著提高学生的参与度和知识保留率。研究发现，通过跨专业教育进行协作学习，可以加深对解剖学概念的理解，提高团队合作技能，这对临床实践至关重要。此外，将解剖和放射成像等传统方法与现代工具相结合，提供了一种将理论知识与实际应用相结合的综合方法。使用动物解剖也是提高解剖理解能力的一种创新策略。总之，文献强调了在物理治疗学生的大体解剖学教育中采用多样化和创新性教学策略的重要性。这些方法不仅丰富了学生的学习体验，还确保学生为专业实践的要求做好充分准备。
{"title":"Teaching Methodologies of Gross Anatomy Education for Undergraduate Physiotherapy Students: An Updated Scoping Review","authors":"Mariángela Soto-Correia, Gustavo Plaza-Manzano, Juan Antonio Valera-Calero","doi":"10.3390/educsci14090940","DOIUrl":"https://doi.org/10.3390/educsci14090940","url":null,"abstract":"Gross anatomy provides essential knowledge about the structure and function of the human body. Understanding human anatomy requires specific skills from physiotherapy students to comprehend and memorize the location and relationships of anatomical structures. This review aims to summarize the current evidence on teaching methodologies in anatomy education for undergraduate physiotherapy students. A scoping review was conducted consulting the PubMed, EBSCO, SCOPUS, and Web of Science databases. By analyzing ten studies involving over 1380 students, we identified four primary pedagogical approaches: the use of technological tools, combined traditional methods (such as dissections and radiological imaging), interprofessional education, and the innovative use of animal dissections. The findings highlight that hands-on, practical activities, especially those integrating technology (e.g., virtual reality and interactive quizzes), significantly enhance student engagement and knowledge retention. Collaborative learning through interprofessional education was found to foster a deeper understanding of anatomical concepts and improve teamwork skills, which are crucial for clinical practice. Additionally, the inclusion of traditional methods like dissections and radiological imaging, when paired with modern tools, offers a comprehensive approach that bridges theoretical knowledge with practical application. The use of animal dissections also emerged as an innovative strategy to enhance anatomical comprehension. In conclusion, the literature underscores the importance of adopting diverse and innovative teaching strategies in gross anatomy education for physiotherapy students. Such approaches not only enrich the learning experience but also ensure that students are well prepared for the demands of professional practice.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"58 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208708","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}
Previous research has linked working for pay while attending university with negative academic and health outcomes; yet, working students are often resilient when experiencing such adverse circumstances. This makes it crucial to explore potential psychological mechanisms that transform adverse experiences into sources of motivation and persistence for working students. We explore one mechanism—social identification—and its different foci—identifying as a student, employee, working student, or a student of one’s discipline of study—as potential predictors of important academic (academic self-efficacy, approaches to learning, and academic achievement) and social (status in society) outcomes in three cross-sectional studies. In Study 1, part-time working hours (but not identification processes) were associated with academic self-efficacy. In Study 2, discipline identification and part-time working hours were associated with using deep approaches to learning. In Study 3, student identification was associated with increased status in society. Overall, discipline identification may be solely linked to academic outcomes, but student identification should be explored further as a potential enhancer of social and graduate outcomes. We discuss additional mechanisms that can help to transform working students’ experiences through their social identities and suggest boundary conditions that can affect the link between these identities and important outcomes.
{"title":"Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons from Three Studies","authors":"Vladislav H. Grozev, Matthew J. Easterbrook","doi":"10.3390/educsci14090939","DOIUrl":"https://doi.org/10.3390/educsci14090939","url":null,"abstract":"Previous research has linked working for pay while attending university with negative academic and health outcomes; yet, working students are often resilient when experiencing such adverse circumstances. This makes it crucial to explore potential psychological mechanisms that transform adverse experiences into sources of motivation and persistence for working students. We explore one mechanism—social identification—and its different foci—identifying as a student, employee, working student, or a student of one’s discipline of study—as potential predictors of important academic (academic self-efficacy, approaches to learning, and academic achievement) and social (status in society) outcomes in three cross-sectional studies. In Study 1, part-time working hours (but not identification processes) were associated with academic self-efficacy. In Study 2, discipline identification and part-time working hours were associated with using deep approaches to learning. In Study 3, student identification was associated with increased status in society. Overall, discipline identification may be solely linked to academic outcomes, but student identification should be explored further as a potential enhancer of social and graduate outcomes. We discuss additional mechanisms that can help to transform working students’ experiences through their social identities and suggest boundary conditions that can affect the link between these identities and important outcomes.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208688","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 essay explores research on teacher and middle leadership. It begins by considering the definitions and the conceptual overlap between teacher and middle leaders and briefly considers the volume and sources of research information. Six areas in which trustworthy claims can be made about the roles are then explored: teacher and middle leader definitions, impact, interventions, leadership focus, identification, and supports/hindrances. The essay concludes by considering policy recommendations, practice recommendations and future research directions.
{"title":"Teacher and Middle Leader Research: Considerations and Possibilities","authors":"David Gurr","doi":"10.3390/educsci14080875","DOIUrl":"https://doi.org/10.3390/educsci14080875","url":null,"abstract":"This essay explores research on teacher and middle leadership. It begins by considering the definitions and the conceptual overlap between teacher and middle leaders and briefly considers the volume and sources of research information. Six areas in which trustworthy claims can be made about the roles are then explored: teacher and middle leader definitions, impact, interventions, leadership focus, identification, and supports/hindrances. The essay concludes by considering policy recommendations, practice recommendations and future research directions.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"3 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946511","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}
In this paper two Women of Color academics employ and blend Chicana Feminist Pláticas and Kitchen Table Talk methodologies to engage in a culturally rooted dialogue about the power of love in education. They explore their journeys towards studying love, love in praxis, and ultimately, argue that love is a practice for cultivating and sustaining our collective well-being.
{"title":"Pláticando about Love at the Kitchen Table","authors":"Sharim Hannegan-Martinez, Autumn A. Griffin","doi":"10.3390/educsci14080879","DOIUrl":"https://doi.org/10.3390/educsci14080879","url":null,"abstract":"In this paper two Women of Color academics employ and blend Chicana Feminist Pláticas and Kitchen Table Talk methodologies to engage in a culturally rooted dialogue about the power of love in education. They explore their journeys towards studying love, love in praxis, and ultimately, argue that love is a practice for cultivating and sustaining our collective well-being.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"13 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946599","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 resurgence of the Taliban in Afghanistan has significantly exacerbated educational challenges for marginalized women and girls, deepening gender disparities and impeding socio-economic development. Addressing these issues, this article introduces the Blockchain and Artificial Intelligence Non-Formal Education System (BANFES), an innovative educational solution specifically designed for Afghan girls deprived of formal schooling. BANFES leverages advanced artificial intelligence technologies, including personalized data analysis, to provide customized learning experiences. Additionally, blockchain technology ensures secure record management and data integrity, facilitating a decentralized educational ecosystem where various nodes offer hybrid learning methodologies without intermediaries. This system not only adapts to individual learning speeds and styles to enhance engagement and outcomes but also employs an independent assessment mechanism to evaluate learners. Such evaluations promote transparency and maintain the quality and reputation of educational contributions within the network. The BANFES initiative also addresses implementation challenges, including local distrust and integration with existing educational structures, providing a robust model to overcome barriers to education. Furthermore, the paper explores the scalability of BANFES, proposing its application as a global strategy for non-formal education systems facing similar geopolitical and infrastructural challenges. By creating a secure, flexible, and learner-focused environment, BANFES aims to empower Afghan women and girls with essential skills for personal and professional growth, thus fostering socioeconomic advancement within their communities and setting a new standard for informal education worldwide.
{"title":"Blockchain and Artificial Intelligence Non-Formal Education System (BANFES)","authors":"Zahra Nazari, Abdul Razaq Vahidi, Petr Musilek","doi":"10.3390/educsci14080881","DOIUrl":"https://doi.org/10.3390/educsci14080881","url":null,"abstract":"The resurgence of the Taliban in Afghanistan has significantly exacerbated educational challenges for marginalized women and girls, deepening gender disparities and impeding socio-economic development. Addressing these issues, this article introduces the Blockchain and Artificial Intelligence Non-Formal Education System (BANFES), an innovative educational solution specifically designed for Afghan girls deprived of formal schooling. BANFES leverages advanced artificial intelligence technologies, including personalized data analysis, to provide customized learning experiences. Additionally, blockchain technology ensures secure record management and data integrity, facilitating a decentralized educational ecosystem where various nodes offer hybrid learning methodologies without intermediaries. This system not only adapts to individual learning speeds and styles to enhance engagement and outcomes but also employs an independent assessment mechanism to evaluate learners. Such evaluations promote transparency and maintain the quality and reputation of educational contributions within the network. The BANFES initiative also addresses implementation challenges, including local distrust and integration with existing educational structures, providing a robust model to overcome barriers to education. Furthermore, the paper explores the scalability of BANFES, proposing its application as a global strategy for non-formal education systems facing similar geopolitical and infrastructural challenges. By creating a secure, flexible, and learner-focused environment, BANFES aims to empower Afghan women and girls with essential skills for personal and professional growth, thus fostering socioeconomic advancement within their communities and setting a new standard for informal education worldwide.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"76 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946601","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 early childhood period (from birth to age 8) is critical in developing children’s foundational educational and academic skills (e [...]
幼儿期（从出生到 8 岁）对于培养儿童的基础教育和学术技能至关重要（如 [...]
{"title":"Introduction to Pedagogical Possibilities for Early Childhood Education","authors":"Michele L. Stites, Susan Sonnenschein","doi":"10.3390/educsci14080876","DOIUrl":"https://doi.org/10.3390/educsci14080876","url":null,"abstract":"The early childhood period (from birth to age 8) is critical in developing children’s foundational educational and academic skills (e [...]","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"43 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946597","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}
Although possessing flexibility and accessibility, asynchronous online courses suffer from high attrition and cause unsatisfactory learning performance, leading to a pressing need to understand factors influencing learners’ continuance of learning intention. Based on the expectation confirmation model, this study investigated perceived enjoyment as an extended variable to unpack the mediating effects of perceived usefulness and perceived enjoyment on the relationship between confirmation and continuance intention. Quantitative data from 254 learners enrolled in asynchronous online English courses were obtained for data analysis. Results indicate that confirmation significantly and positively affects learners’ continuance intention to take the asynchronous online English courses. Perceived usefulness and perceived enjoyment significantly mediate the relationship between confirmation and continuance intention. The total indirect effect of confirmation on continuance intention through perceived enjoyment and perceived usefulness and the combination of perceived enjoyment and perceived usefulness was 55.52%. Additionally, interviews with five learners revealed that despite limited real-time interaction, they highly value asynchronous online courses given that they promote self-regulated learning, offer choice freedom, foster a sense of achievement, and reduce anxiety and embarrassment risks that trigger their learning enjoyment. This study provided deep insights into factors influencing EFL learners’ decisions in asynchronous learning. Instructors are suggested to improve the quality of courses, provide timely feedback, and design tasks to improve learners’ perceptions of enjoyment and usefulness to further improve learners’ confirmation of online courses and their continuance intention to engage in online synchronous learning.
{"title":"If I Enjoy, I Continue: The Mediating Effects of Perceived Usefulness and Perceived Enjoyment in Continuance of Asynchronous Online English Learning","authors":"Fang Huang, Shuiyin Liu","doi":"10.3390/educsci14080880","DOIUrl":"https://doi.org/10.3390/educsci14080880","url":null,"abstract":"Although possessing flexibility and accessibility, asynchronous online courses suffer from high attrition and cause unsatisfactory learning performance, leading to a pressing need to understand factors influencing learners’ continuance of learning intention. Based on the expectation confirmation model, this study investigated perceived enjoyment as an extended variable to unpack the mediating effects of perceived usefulness and perceived enjoyment on the relationship between confirmation and continuance intention. Quantitative data from 254 learners enrolled in asynchronous online English courses were obtained for data analysis. Results indicate that confirmation significantly and positively affects learners’ continuance intention to take the asynchronous online English courses. Perceived usefulness and perceived enjoyment significantly mediate the relationship between confirmation and continuance intention. The total indirect effect of confirmation on continuance intention through perceived enjoyment and perceived usefulness and the combination of perceived enjoyment and perceived usefulness was 55.52%. Additionally, interviews with five learners revealed that despite limited real-time interaction, they highly value asynchronous online courses given that they promote self-regulated learning, offer choice freedom, foster a sense of achievement, and reduce anxiety and embarrassment risks that trigger their learning enjoyment. This study provided deep insights into factors influencing EFL learners’ decisions in asynchronous learning. Instructors are suggested to improve the quality of courses, provide timely feedback, and design tasks to improve learners’ perceptions of enjoyment and usefulness to further improve learners’ confirmation of online courses and their continuance intention to engage in online synchronous learning.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946600","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 examines the convergence of sustainability competencies in Spanish university curricula. The objective is to analyse and contrast opinions among university teaching staff and students from different fields of study in relation to the presence of competencies and curricular improvements concerning sustainability. The procedure comprised two surveys applied to professors (n2 = 70) and students (n3 = 698). The instrument employed was the Register for Evaluating Curricular Sustainability at the University (RECSU), which permits the collation of data pertaining to sustainability-related transversal competencies, including sustainability values, the use of sustainable methodology in the classroom, the Sustainable Development Goals, and principles of action. In its entirety, this study’s approach uses a mixed QUAN (qual) QUAL design. The results indicate which sustainability-aligned competencies and teaching practices are the most and least utilised by teaching staff, as well as which competencies present the greatest opportunity for improvement from the perspective of teaching staff. The findings highlight the relevance of empowering new generations through the development of transversal competencies in university studies. Sustainability competencies should be a priority to ensure that students are prepared to face future eco-social challenges.
{"title":"Evaluating and Developing Transversal and Sustainability Competencies in University Classrooms to Empower New Generations","authors":"Juan-Carlos Tójar-Hurtado, Clotilde Lechuga-Jiménez, Macarena Esteban-Ibáñez","doi":"10.3390/educsci14080877","DOIUrl":"https://doi.org/10.3390/educsci14080877","url":null,"abstract":"This study examines the convergence of sustainability competencies in Spanish university curricula. The objective is to analyse and contrast opinions among university teaching staff and students from different fields of study in relation to the presence of competencies and curricular improvements concerning sustainability. The procedure comprised two surveys applied to professors (n2 = 70) and students (n3 = 698). The instrument employed was the Register for Evaluating Curricular Sustainability at the University (RECSU), which permits the collation of data pertaining to sustainability-related transversal competencies, including sustainability values, the use of sustainable methodology in the classroom, the Sustainable Development Goals, and principles of action. In its entirety, this study’s approach uses a mixed QUAN (qual) QUAL design. The results indicate which sustainability-aligned competencies and teaching practices are the most and least utilised by teaching staff, as well as which competencies present the greatest opportunity for improvement from the perspective of teaching staff. The findings highlight the relevance of empowering new generations through the development of transversal competencies in university studies. Sustainability competencies should be a priority to ensure that students are prepared to face future eco-social challenges.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969910","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}
Antonia M. Caleya, Andrea Martín-Vacas, Gonzalo Feijóo, Maria Rosa Mourelle-Martínez, Manuel Joaquín de Nova-Garcia, Nuria E. Gallardo-López
Collaborative learning (CL) is the instructional use of small groups in such a way that students work together to maximize their own and others’ learning. In this study, the aim was to implement online collaborative learning (OCL) using the Microsoft Teams (MT) platform and to analyze the students’ preferences regarding presential or online learning. Material and Methods: A descriptive and analytical cross-sectional study was conducted with 79 students from the Degree in Dentistry. Four groups were created with MT and clinical cases or problems were uploaded for online discussion with each group. Additionally, as part of the course program, the students were divided into the same groups for to carry out Problem-Based Learning (PBL) in person. Afterwards, students completed a project assessment and satisfaction survey. Results: The survey revealed that the students found participation in this project to be useful or very useful. Their experiences with MT were rated as positive or very positive. However, a significant portion of the students (42.6%) preferred conventional face-to-face (FF) problem-solving, while 27.9% preferred using online tools. Based on the execution of this project and the open feedback on the use of MT, we have outlined a series of recommendations to enhance the use of this platform. Conclusions: MT is a highly useful platform for online teaching, offering multiple tools to promote learning in a virtual and asynchronous manner. However, when comparing CL through PBL conducted FF versus online, students still prefer in-person teaching to virtual methods.
{"title":"Online Collaborative Learning in Pediatric Dentistry Using Microsoft Teams: A Pilot Study","authors":"Antonia M. Caleya, Andrea Martín-Vacas, Gonzalo Feijóo, Maria Rosa Mourelle-Martínez, Manuel Joaquín de Nova-Garcia, Nuria E. Gallardo-López","doi":"10.3390/educsci14080874","DOIUrl":"https://doi.org/10.3390/educsci14080874","url":null,"abstract":"Collaborative learning (CL) is the instructional use of small groups in such a way that students work together to maximize their own and others’ learning. In this study, the aim was to implement online collaborative learning (OCL) using the Microsoft Teams (MT) platform and to analyze the students’ preferences regarding presential or online learning. Material and Methods: A descriptive and analytical cross-sectional study was conducted with 79 students from the Degree in Dentistry. Four groups were created with MT and clinical cases or problems were uploaded for online discussion with each group. Additionally, as part of the course program, the students were divided into the same groups for to carry out Problem-Based Learning (PBL) in person. Afterwards, students completed a project assessment and satisfaction survey. Results: The survey revealed that the students found participation in this project to be useful or very useful. Their experiences with MT were rated as positive or very positive. However, a significant portion of the students (42.6%) preferred conventional face-to-face (FF) problem-solving, while 27.9% preferred using online tools. Based on the execution of this project and the open feedback on the use of MT, we have outlined a series of recommendations to enhance the use of this platform. Conclusions: MT is a highly useful platform for online teaching, offering multiple tools to promote learning in a virtual and asynchronous manner. However, when comparing CL through PBL conducted FF versus online, students still prefer in-person teaching to virtual methods.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"9 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946602","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}
Researchers have emphasized how the high school STEM-themed career academy model benefits ethnically and racially diverse learners by promoting positive STEM identities and raising the interest of students to pursue STEM college and career pathways. The purpose of this study was to examine the reasons why Black boys participated in a high school academy of engineering. We were also interested in identifying academy features that helped promote (or inhibit) positive STEM identities among Black male students. In this qualitative study, we used data from 17 Black male high school academy of engineering students. We analyzed the interview transcripts using a constant comparative method. Using an embedded case study approach, we compared our findings to the community cultural wealth (CCW) factors and the factors that researchers have found to influence students’ STEM identities. We found that the participants brought six forms of capital with them that served as sources of motivation to participate in the program. The forms of capital that were related to the CCW framework included aspirational, familial, navigational, resistance, and social. While we did not uncover linguistic capital in our data analysis, we did find an additional source of capital that was not reflected in the CCW framework. We found that the Black boys had natural STEM talent based on the formation of STEM identities. The students had high aptitudes in STEM-related subjects, and they were engaged by participating in hands-on activities. We recommend that schools integrate STEM curricula for Black boys and provide Black men to serve as STEM role models through guest speaking opportunities, job shadowing, mentoring, internships, and other work-based learning experiences.
{"title":"Community Cultural Wealth and Science, Technology, Engineering, and Mathematics (STEM) Identities as Motivators for Black Boys to Participate in a High School Academy of Engineering","authors":"Edward C. Fletcher, Turhan K. Carroll","doi":"10.3390/educsci14080873","DOIUrl":"https://doi.org/10.3390/educsci14080873","url":null,"abstract":"Researchers have emphasized how the high school STEM-themed career academy model benefits ethnically and racially diverse learners by promoting positive STEM identities and raising the interest of students to pursue STEM college and career pathways. The purpose of this study was to examine the reasons why Black boys participated in a high school academy of engineering. We were also interested in identifying academy features that helped promote (or inhibit) positive STEM identities among Black male students. In this qualitative study, we used data from 17 Black male high school academy of engineering students. We analyzed the interview transcripts using a constant comparative method. Using an embedded case study approach, we compared our findings to the community cultural wealth (CCW) factors and the factors that researchers have found to influence students’ STEM identities. We found that the participants brought six forms of capital with them that served as sources of motivation to participate in the program. The forms of capital that were related to the CCW framework included aspirational, familial, navigational, resistance, and social. While we did not uncover linguistic capital in our data analysis, we did find an additional source of capital that was not reflected in the CCW framework. We found that the Black boys had natural STEM talent based on the formation of STEM identities. The students had high aptitudes in STEM-related subjects, and they were engaged by participating in hands-on activities. We recommend that schools integrate STEM curricula for Black boys and provide Black men to serve as STEM role models through guest speaking opportunities, job shadowing, mentoring, internships, and other work-based learning experiences.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"64 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969552","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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