Margaret Ann Bolick, Malena Thomassen, Jennifer Apland, Olivia Spencer, Fantasi Nicole, Sonja Tran, Matthew Voigt, Kelly Best Lazar
The research described in this case study features a cohort of five exchange students from post-secondary institutions in Norway and the United States who collaboratively engaged in a project-based learning experience infused with aspects of place-based education, lesson study, and the pedagogical technique “students as partners”. The students were tasked with crafting an interdisciplinary lesson combining mathematics and environmental science to address a localized problem in the Southeastern United States. This study reflects on how the students participated in project-based learning as well as the instructional practices that supported student engagement. Students identified an increase in understanding of interdisciplinary and multicultural Science, Technology, Engineering, and Mathematics (STEM) education, a broader understanding of instructional practices, and exposure to educational research. Data were collected throughout the study using a variety of techniques, including discussion posts, collaborative documents, and reflections to gauge student experience and project progress. The results provide evidence to support the use of project-based learning in postsecondary STEM classrooms and emphasize the benefits of engaging students in curriculum development.
{"title":"Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States","authors":"Margaret Ann Bolick, Malena Thomassen, Jennifer Apland, Olivia Spencer, Fantasi Nicole, Sonja Tran, Matthew Voigt, Kelly Best Lazar","doi":"10.3390/educsci14080866","DOIUrl":"https://doi.org/10.3390/educsci14080866","url":null,"abstract":"The research described in this case study features a cohort of five exchange students from post-secondary institutions in Norway and the United States who collaboratively engaged in a project-based learning experience infused with aspects of place-based education, lesson study, and the pedagogical technique “students as partners”. The students were tasked with crafting an interdisciplinary lesson combining mathematics and environmental science to address a localized problem in the Southeastern United States. This study reflects on how the students participated in project-based learning as well as the instructional practices that supported student engagement. Students identified an increase in understanding of interdisciplinary and multicultural Science, Technology, Engineering, and Mathematics (STEM) education, a broader understanding of instructional practices, and exposure to educational research. Data were collected throughout the study using a variety of techniques, including discussion posts, collaborative documents, and reflections to gauge student experience and project progress. The results provide evidence to support the use of project-based learning in postsecondary STEM classrooms and emphasize the benefits of engaging students in curriculum development.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"30 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969634","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 explores how receiving identical information from different sources affects learning and cognitive load, focusing on two types of redundancy: modal redundancy, where redundant information comes from two visual sources (images and written text), and codal redundancy, where redundant information comes from two sources of different modalities which utilize the same symbol system (spoken and written text). Using a 2 × 2 between-subjects design involving modal (yes/no) and codal (yes/no) redundancy, 158 participants completed twenty learning tasks, consisting of ten construction and ten recall tasks. Additionally, they rated their cognitive load by indicating their perceived task difficulty and mental load. Overall, results indicate positive main effects of modal redundancy and negative effects of codal redundancy on learning and cognitive load. Furthermore, significant interaction effects suggest that modal redundancy may counterbalance the negative effects of codal redundancy, implying a compensatory mechanism in cognitive processing for construction tasks. These results highlight the importance of considering both modal and codal redundancy and their interaction in instructional design.
{"title":"The More, the Better? Exploring the Effects of Modal and Codal Redundancy on Learning and Cognitive Load: An Experimental Study","authors":"Melanie Trypke, Ferdinand Stebner, Joachim Wirth","doi":"10.3390/educsci14080872","DOIUrl":"https://doi.org/10.3390/educsci14080872","url":null,"abstract":"This study explores how receiving identical information from different sources affects learning and cognitive load, focusing on two types of redundancy: modal redundancy, where redundant information comes from two visual sources (images and written text), and codal redundancy, where redundant information comes from two sources of different modalities which utilize the same symbol system (spoken and written text). Using a 2 × 2 between-subjects design involving modal (yes/no) and codal (yes/no) redundancy, 158 participants completed twenty learning tasks, consisting of ten construction and ten recall tasks. Additionally, they rated their cognitive load by indicating their perceived task difficulty and mental load. Overall, results indicate positive main effects of modal redundancy and negative effects of codal redundancy on learning and cognitive load. Furthermore, significant interaction effects suggest that modal redundancy may counterbalance the negative effects of codal redundancy, implying a compensatory mechanism in cognitive processing for construction tasks. These results highlight the importance of considering both modal and codal redundancy and their interaction in instructional design.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"2013 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946603","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 the United States, teachers are often expected to use student assessment data to inform their instructional decisions. This study explores how teachers’ collective reflections on students’ mathematical thinking are influenced by the specific contexts of their classroom, school, and current events like the COVID-19 pandemic. The study uses audio recordings of a group of elementary teachers’ reflections on student thinking through Cognitive Interview Reports. The results highlight how teachers’ reflections on student data are heavily influenced by the shifting contexts of what is important in the world of teaching due to the COVID-19 pandemic. This ultimately shaped what the teachers were able to pay attention to in student data and what they identified as possible in their future practice.
{"title":"The Context and Development of Teachers’ Collective Reflections on Student Data","authors":"Sam Prough, Amber Webster, Lynsey K. Gibbons","doi":"10.3390/educsci14080859","DOIUrl":"https://doi.org/10.3390/educsci14080859","url":null,"abstract":"In the United States, teachers are often expected to use student assessment data to inform their instructional decisions. This study explores how teachers’ collective reflections on students’ mathematical thinking are influenced by the specific contexts of their classroom, school, and current events like the COVID-19 pandemic. The study uses audio recordings of a group of elementary teachers’ reflections on student thinking through Cognitive Interview Reports. The results highlight how teachers’ reflections on student data are heavily influenced by the shifting contexts of what is important in the world of teaching due to the COVID-19 pandemic. This ultimately shaped what the teachers were able to pay attention to in student data and what they identified as possible in their future practice.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946604","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}
Stephanie L. Day, Nilsu Atilgan, Amy E. Giroux, Ben D. Sawyer
Background: Format readability, including font and spacing, impacts reading metrics in adults, but will the research generalize to children? We examined how eight fonts (four serif and four sans serif) and three-character spacing variations influenced children’s reading comprehension and reading speed. Methods: Fifty-one students in third–fifth grade read 11 narrative text passages on a computer and answered comprehension questions. Passages were randomized in terms of order. First, the font in which the text of each passage was presented was manipulated. Then passages were presented in three spacing manipulations (narrow, normal, and wide). Results: A linear mixed effects model demonstrated that, on a group-level, passages presented in Roboto and Arial font were read significantly faster (words-per-minute) than other fonts. On the individual level, students experienced significant boosts in reading speed (words-per-minute) between their best and worst fitting font, and spacing. A chi-square test showed no one font or spacing setting that was most likely to be a students’ font fit or clash. For reading comprehension, no speed–comprehension tradeoff was observed. Conclusions: Changes to text format at the group and individual level may yield boosts in reading speed for students, without negatively impacting reading comprehension.
{"title":"The Influence of Format Readability on Children’s Reading Speed and Comprehension","authors":"Stephanie L. Day, Nilsu Atilgan, Amy E. Giroux, Ben D. Sawyer","doi":"10.3390/educsci14080854","DOIUrl":"https://doi.org/10.3390/educsci14080854","url":null,"abstract":"Background: Format readability, including font and spacing, impacts reading metrics in adults, but will the research generalize to children? We examined how eight fonts (four serif and four sans serif) and three-character spacing variations influenced children’s reading comprehension and reading speed. Methods: Fifty-one students in third–fifth grade read 11 narrative text passages on a computer and answered comprehension questions. Passages were randomized in terms of order. First, the font in which the text of each passage was presented was manipulated. Then passages were presented in three spacing manipulations (narrow, normal, and wide). Results: A linear mixed effects model demonstrated that, on a group-level, passages presented in Roboto and Arial font were read significantly faster (words-per-minute) than other fonts. On the individual level, students experienced significant boosts in reading speed (words-per-minute) between their best and worst fitting font, and spacing. A chi-square test showed no one font or spacing setting that was most likely to be a students’ font fit or clash. For reading comprehension, no speed–comprehension tradeoff was observed. Conclusions: Changes to text format at the group and individual level may yield boosts in reading speed for students, without negatively impacting reading comprehension.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969558","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 potential of a voice-controlled collaborative robot to promote computational thinking (CT) skills in preschoolers aged 4 to 6 in Southern Chile. During a week-long workshop, 34 children engaged in activities designed to develop several CT components while interacting with a robotic arm. Pre- and post-workshop assessments utilizing the TechCheck-K tool revealed significant improvements in CT skills. The findings of this preliminary study demonstrate the effectiveness of voice-controlled robots as innovative tools in early education, significantly enhancing young learners’ understanding of CT concepts, practices, and perspectives. This research advocates for further exploration of robotic integration in educational settings, highlighting their potential to improve or extend preschool learning environments and foster CT skill development.
{"title":"High-Capacity Robots in Early Education: Developing Computational Thinking with a Voice-Controlled Collaborative Robot","authors":"Angela Castro, Cristhian Aguilera, Weipeng Yang, Brigida Urrutia","doi":"10.3390/educsci14080856","DOIUrl":"https://doi.org/10.3390/educsci14080856","url":null,"abstract":"This study investigates the potential of a voice-controlled collaborative robot to promote computational thinking (CT) skills in preschoolers aged 4 to 6 in Southern Chile. During a week-long workshop, 34 children engaged in activities designed to develop several CT components while interacting with a robotic arm. Pre- and post-workshop assessments utilizing the TechCheck-K tool revealed significant improvements in CT skills. The findings of this preliminary study demonstrate the effectiveness of voice-controlled robots as innovative tools in early education, significantly enhancing young learners’ understanding of CT concepts, practices, and perspectives. This research advocates for further exploration of robotic integration in educational settings, highlighting their potential to improve or extend preschool learning environments and foster CT skill development.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946521","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}
Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers’ (CCSTs’) experiences, so they can be effectively supported to have successful and sustainable teaching careers. This systematic literature review presents and analyzes scholarship, which focuses on the development of secondary sector CCTs’ teacher identity, with a focus on learning from CCSTs and CCTs who are recent ITE graduates. The two research questions were as follows: What theoretical frameworks are used in the literature to explore CCTs’ teacher identity development? What emerging teacher identities do CCTs take on, and what do they need to experience successful teacher identity development? Analysis of theoretical frameworks reveals different perspectives on the nature of teacher identity and identity development processes. The valuable contribution of multiple theoretical frameworks, including career engagement and development theoretical frameworks, from beyond education is highlighted. Four themes illuminate key influences on CCSTs’ teacher identity development: continuity from prior careers, self-efficacy and need for validation, CCTs’ desire for out-of-the-box teacher identities, and CCTs’ views on ITE. Because CCSTs are a distinct group, with different identities and needs, we call for further research, and we call on ITE providers and schools to use insights from research on CCTs to support CCSTs’ distinctive needs, career transition, and emerging teacher identities.
{"title":"Identity Development of Career-Change Secondary Teachers: A Systematic Review of Theoretical Lenses, Emerging Identities, and Implications for Supporting Transition into Teaching","authors":"Linda Mary Hogg, Quincy Elvira, Anne Spiers Yates","doi":"10.3390/educsci14080857","DOIUrl":"https://doi.org/10.3390/educsci14080857","url":null,"abstract":"Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers’ (CCSTs’) experiences, so they can be effectively supported to have successful and sustainable teaching careers. This systematic literature review presents and analyzes scholarship, which focuses on the development of secondary sector CCTs’ teacher identity, with a focus on learning from CCSTs and CCTs who are recent ITE graduates. The two research questions were as follows: What theoretical frameworks are used in the literature to explore CCTs’ teacher identity development? What emerging teacher identities do CCTs take on, and what do they need to experience successful teacher identity development? Analysis of theoretical frameworks reveals different perspectives on the nature of teacher identity and identity development processes. The valuable contribution of multiple theoretical frameworks, including career engagement and development theoretical frameworks, from beyond education is highlighted. Four themes illuminate key influences on CCSTs’ teacher identity development: continuity from prior careers, self-efficacy and need for validation, CCTs’ desire for out-of-the-box teacher identities, and CCTs’ views on ITE. Because CCSTs are a distinct group, with different identities and needs, we call for further research, and we call on ITE providers and schools to use insights from research on CCTs to support CCSTs’ distinctive needs, career transition, and emerging teacher identities.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"28 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946520","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}
Drawing on Martin’s Multilevel Framework for Analyzing Mathematics Socialization and Identity Among African Americans this study explores the mechanisms that influence Black students’ decision-making processes related to math course taking in high school. Three years of student transcript data for 1561 Black seniors in a Southern California school district were analyzed using descriptive statistics and logistic regression analyses in STATA. The findings reveal factors that impact students’ ability and desire to complete a fourth year of math in high school, interconnected with institutional, structural, identity, and parental factors. One such finding is that accelerated 8th-grade math placement significantly increases the likelihood that a student would enroll in upper-level math coursework, such as “Beyond IM3” courses in high school. The researcher also investigated the influence of the concentration of Black math teachers in a school on the likelihood of a Black student enrolling in a Beyond IM3 math course. The results of this study contribute to an understanding of the limited racial diversity in STEM fields, highlighting the role of math as a major deterrent for Black students’ interest and persistence in STEM. The findings suggest the need for policy and curriculum changes to promote equitable access to advanced math coursework for Black students, especially in the 8th grade. This study also emphasizes the need to address the structural and institutional factors that influence Black students’ decision-making processes related to math course taking in high school.
{"title":"“What’s Math Got to Do with It?” Emphasizing Math as an Impediment to STEM Excellence for Black Students","authors":"Kirk D. Rogers","doi":"10.3390/educsci14080855","DOIUrl":"https://doi.org/10.3390/educsci14080855","url":null,"abstract":"Drawing on Martin’s Multilevel Framework for Analyzing Mathematics Socialization and Identity Among African Americans this study explores the mechanisms that influence Black students’ decision-making processes related to math course taking in high school. Three years of student transcript data for 1561 Black seniors in a Southern California school district were analyzed using descriptive statistics and logistic regression analyses in STATA. The findings reveal factors that impact students’ ability and desire to complete a fourth year of math in high school, interconnected with institutional, structural, identity, and parental factors. One such finding is that accelerated 8th-grade math placement significantly increases the likelihood that a student would enroll in upper-level math coursework, such as “Beyond IM3” courses in high school. The researcher also investigated the influence of the concentration of Black math teachers in a school on the likelihood of a Black student enrolling in a Beyond IM3 math course. The results of this study contribute to an understanding of the limited racial diversity in STEM fields, highlighting the role of math as a major deterrent for Black students’ interest and persistence in STEM. The findings suggest the need for policy and curriculum changes to promote equitable access to advanced math coursework for Black students, especially in the 8th grade. This study also emphasizes the need to address the structural and institutional factors that influence Black students’ decision-making processes related to math course taking in high school.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"9 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946518","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}
Despite the linguistic diversity in the United States, English-only norms persist in educational settings, placing culturally and linguistically diverse students at a disadvantage. Translanguaging, as a linguistic application of culturally relevant practice, utilizes students’ first and second languages to enhance understanding and communication. Guided by core questions and thorough qualitative analysis, this case study delves into middle school emergent bilingual students’ engagement and experiences with translanguaging in the science classroom within a monolingual school setting. Findings indicate that translanguaging positively impacts students’ comprehension and engagement in science learning, facilitating access to content and strengthening home–school connections. However, students’ attitudes toward translanguaging are influenced by the lack of institutional support and societal language ideologies, leading to mixed opinions about its effectiveness and preferences. The study emphasizes the importance of listening to students’ voices and advocating professional support to establish multilingual educational environments to maximize the advantages of translanguaging practices.
{"title":"“I Should Only Use One Language”: A Case Study of Spanish-Speaking Emergent Bilingual Students’ Translanguaging Experiences in a Middle School Science Classroom","authors":"So Lim Kim, Deoksoon Kim","doi":"10.3390/educsci14080853","DOIUrl":"https://doi.org/10.3390/educsci14080853","url":null,"abstract":"Despite the linguistic diversity in the United States, English-only norms persist in educational settings, placing culturally and linguistically diverse students at a disadvantage. Translanguaging, as a linguistic application of culturally relevant practice, utilizes students’ first and second languages to enhance understanding and communication. Guided by core questions and thorough qualitative analysis, this case study delves into middle school emergent bilingual students’ engagement and experiences with translanguaging in the science classroom within a monolingual school setting. Findings indicate that translanguaging positively impacts students’ comprehension and engagement in science learning, facilitating access to content and strengthening home–school connections. However, students’ attitudes toward translanguaging are influenced by the lack of institutional support and societal language ideologies, leading to mixed opinions about its effectiveness and preferences. The study emphasizes the importance of listening to students’ voices and advocating professional support to establish multilingual educational environments to maximize the advantages of translanguaging practices.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"19 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946519","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}
Katie Corbitt, Karen Hiltbrand, Madison Coursen, Soren Rodning, W. Brandon Smith, Don Mulvaney
Given the convenience with which information can now be acquired, it is crucial to analyze cases of potential misinformation and disinformation in postsecondary education. Instructor credibility judgments were measured using descriptive survey research, and the main objective was to investigate trends related to misinformation, credibility, trust, bias, and others in graduate students and on a graduate program basis. Participants were surveyed from a land grant institution in the southeast United States where 186 graduate students completed an electronic survey on the detection of misinformation and similar experiences. Graduate students were divided based on graduate program into STEM (sciences, technology, engineering, and mathematics) and non-STEM groups. Quantitative methodologies included validated questionnaires developed by researchers containing Likert-type scale questions. Chi-square tests of independence and frequencies served as primary analyses. Participants in both STEM and non-STEM groups detected the following: misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. There were significant differences between the type of student for trust in claims (p < 0.05), while the perception of potential consequences tended to be different between the types of graduate students (0.05 < p < 0.10). Participants in both STEM and non-STEM groups reported perception bias in science material presentation, with STEM students reporting less bias. Qualitative methodologies included optional open response boxes to provide supporting details or narratives. Reliable and validated thematic coding following served as the primary analysis. Students disciplined in STEM and non-STEM faced misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. Graduate students reported consistent instances of misinformation and bias about science and agriculture topics in both science and non-science-focused classrooms.
{"title":"Credibility Judgments in Higher Education: A Mixed-Methods Approach to Detecting Misinformation from University Instructors","authors":"Katie Corbitt, Karen Hiltbrand, Madison Coursen, Soren Rodning, W. Brandon Smith, Don Mulvaney","doi":"10.3390/educsci14080852","DOIUrl":"https://doi.org/10.3390/educsci14080852","url":null,"abstract":"Given the convenience with which information can now be acquired, it is crucial to analyze cases of potential misinformation and disinformation in postsecondary education. Instructor credibility judgments were measured using descriptive survey research, and the main objective was to investigate trends related to misinformation, credibility, trust, bias, and others in graduate students and on a graduate program basis. Participants were surveyed from a land grant institution in the southeast United States where 186 graduate students completed an electronic survey on the detection of misinformation and similar experiences. Graduate students were divided based on graduate program into STEM (sciences, technology, engineering, and mathematics) and non-STEM groups. Quantitative methodologies included validated questionnaires developed by researchers containing Likert-type scale questions. Chi-square tests of independence and frequencies served as primary analyses. Participants in both STEM and non-STEM groups detected the following: misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. There were significant differences between the type of student for trust in claims (p < 0.05), while the perception of potential consequences tended to be different between the types of graduate students (0.05 < p < 0.10). Participants in both STEM and non-STEM groups reported perception bias in science material presentation, with STEM students reporting less bias. Qualitative methodologies included optional open response boxes to provide supporting details or narratives. Reliable and validated thematic coding following served as the primary analysis. Students disciplined in STEM and non-STEM faced misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. Graduate students reported consistent instances of misinformation and bias about science and agriculture topics in both science and non-science-focused classrooms.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"41 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946516","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 addresses concerns surrounding the assessment of competence through various fitness tests in physical education, specifically assessments misaligning with the conceptualization of physical literacy. The study aimed to deductively analyze student assessment experiences with principles of self-determination theory, focusing on the role of competence in supporting autonomy. Particular instruments, such as the vertical jump and 30 m sprint tests, observed high levels of student preference and perceived significance. Interestingly, while the multistage fitness test was identified by students as a reliable indicator of physical fitness, it garnered limited student selection. While specific movement recommendations are not outlined, the findings underscore several noteworthy considerations. Notably, various factors influence student choices in student-selected fitness assessments, and purpose-driven fitness assessments can contribute to student motivation. The study’s insights provide valuable guidance for structuring physical education programs to foster engagement and autonomy among students.
{"title":"Fostering Competence and Autonomy in High School Physical Education Classes: An Exploration of Intricate Relationships","authors":"Matt Alexander Taylor, Kevin John MacLeod","doi":"10.3390/educsci14080850","DOIUrl":"https://doi.org/10.3390/educsci14080850","url":null,"abstract":"This study addresses concerns surrounding the assessment of competence through various fitness tests in physical education, specifically assessments misaligning with the conceptualization of physical literacy. The study aimed to deductively analyze student assessment experiences with principles of self-determination theory, focusing on the role of competence in supporting autonomy. Particular instruments, such as the vertical jump and 30 m sprint tests, observed high levels of student preference and perceived significance. Interestingly, while the multistage fitness test was identified by students as a reliable indicator of physical fitness, it garnered limited student selection. While specific movement recommendations are not outlined, the findings underscore several noteworthy considerations. Notably, various factors influence student choices in student-selected fitness assessments, and purpose-driven fitness assessments can contribute to student motivation. The study’s insights provide valuable guidance for structuring physical education programs to foster engagement and autonomy among students.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946515","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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