Pub Date : 2023-06-05DOI: 10.1186/s41239-023-00401-w
Robin Henrikson, Nalline S. Baliram
{"title":"Examining voice and choice in online learning","authors":"Robin Henrikson, Nalline S. Baliram","doi":"10.1186/s41239-023-00401-w","DOIUrl":"https://doi.org/10.1186/s41239-023-00401-w","url":null,"abstract":"","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":" ","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43992097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1186/s41239-023-00400-x
Xiaona Xia, Wanxue Qi
{"title":"Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs","authors":"Xiaona Xia, Wanxue Qi","doi":"10.1186/s41239-023-00400-x","DOIUrl":"https://doi.org/10.1186/s41239-023-00400-x","url":null,"abstract":"","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":" ","pages":"1-25"},"PeriodicalIF":8.6,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42444374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1186/s41239-023-00396-4
Julie Buhl-Wiggers, L. L. la Cour, Mette Suder Franck, Annemette Kjærgaard
{"title":"Investigating effects of teachers in flipped classroom: a randomized controlled trial study of classroom level heterogeneity","authors":"Julie Buhl-Wiggers, L. L. la Cour, Mette Suder Franck, Annemette Kjærgaard","doi":"10.1186/s41239-023-00396-4","DOIUrl":"https://doi.org/10.1186/s41239-023-00396-4","url":null,"abstract":"","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":" ","pages":"1-21"},"PeriodicalIF":8.6,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47510788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Soft skills development, such as communication, teamwork, and problem-solving, is critical for computer students as they enter the profession. Students may be able to practice these skills in a virtual setting through an online task-based course. In this study, we investigated how successfully an online task-based course encouraged the development of soft skills among computing students. The course was designed to give students real-world challenges that required them to work in groups and communicate effectively with their classmates and instructors. The inquiry was based on a qualitative examination of the students' final reports. It gave data from two semesters (Fall 2020 and Spring 2021) of students who studied a course named Technical Communication. In total, 216 students' final reports were ready for investigation. A sample of 97 reports, representing 45%, was selected based on certain criteria to ensure a high-quality investigation. According to the findings of our study, the online task-based course helped boost the development of certain soft skills among students. Students noted an improvement in their ability to communicate effectively, cooperate successfully with team members, and identify professional responsibilities, as well as a rise in their self-confidence. Overall, this study emphasizes the necessity of introducing online task-based courses into computing students' curricula, giving them a valuable opportunity to develop critical soft skills. The present design of the Technical Communication Course is believed to be efficient regardless of the education delivery method (traditional/online).
{"title":"Development of Soft Skills among Computing Students in Online Task-Based Learning: Insights from Technical Communication Course","authors":"Rayed Alghamdi","doi":"10.46328/ijte.394","DOIUrl":"https://doi.org/10.46328/ijte.394","url":null,"abstract":"Soft skills development, such as communication, teamwork, and problem-solving, is critical for computer students as they enter the profession. Students may be able to practice these skills in a virtual setting through an online task-based course. In this study, we investigated how successfully an online task-based course encouraged the development of soft skills among computing students. The course was designed to give students real-world challenges that required them to work in groups and communicate effectively with their classmates and instructors. The inquiry was based on a qualitative examination of the students' final reports. It gave data from two semesters (Fall 2020 and Spring 2021) of students who studied a course named Technical Communication. In total, 216 students' final reports were ready for investigation. A sample of 97 reports, representing 45%, was selected based on certain criteria to ensure a high-quality investigation. According to the findings of our study, the online task-based course helped boost the development of certain soft skills among students. Students noted an improvement in their ability to communicate effectively, cooperate successfully with team members, and identify professional responsibilities, as well as a rise in their self-confidence. Overall, this study emphasizes the necessity of introducing online task-based courses into computing students' curricula, giving them a valuable opportunity to develop critical soft skills. The present design of the Technical Communication Course is believed to be efficient regardless of the education delivery method (traditional/online).","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"2 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79189711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the changes in the educational landscape, holding students’ attention has become an even more crucial point. Educators are having to find creative ways and means to engage students and make learning ‘fun’. There have been numerous research studies to show that gamification can be used to drive student engagement, achievement, and reinforce expectations of classroom behavior. These three areas have been important in the International Baccalaureate (IB) world. The need for the reinforcement of expected behaviors has been a noted area in the most recent executive summary; teachers are struggling to implement Approaches to Learning (ATL) in their daily curriculum. ATL skills include communication, self-management, and organization. Classcraft, a gamification system, can help to reinforce these skills daily driving academic success and student engagement. Gamification is not being adopted by teachers and college-level professors. The concerns and resistance are connected to time, beliefs surrounding gamification, and lack of training/knowledge. This research project set out to shine more light on gamification and its implementation into the classroom. By measuring the experiences of teachers through a mixed-methods process, the importance of professional learning and implementation was shown to be important for teacher adoption.
{"title":"Gamification: The Experiences of International Baccalaureate (IB) Teachers shared","authors":"Scott M Sandoval, J. Lamb","doi":"10.46328/ijte.375","DOIUrl":"https://doi.org/10.46328/ijte.375","url":null,"abstract":"With the changes in the educational landscape, holding students’ attention has become an even more crucial point. Educators are having to find creative ways and means to engage students and make learning ‘fun’. There have been numerous research studies to show that gamification can be used to drive student engagement, achievement, and reinforce expectations of classroom behavior. These three areas have been important in the International Baccalaureate (IB) world. The need for the reinforcement of expected behaviors has been a noted area in the most recent executive summary; teachers are struggling to implement Approaches to Learning (ATL) in their daily curriculum. ATL skills include communication, self-management, and organization. Classcraft, a gamification system, can help to reinforce these skills daily driving academic success and student engagement. Gamification is not being adopted by teachers and college-level professors. The concerns and resistance are connected to time, beliefs surrounding gamification, and lack of training/knowledge. This research project set out to shine more light on gamification and its implementation into the classroom. By measuring the experiences of teachers through a mixed-methods process, the importance of professional learning and implementation was shown to be important for teacher adoption. ","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"102 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75850446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to investigate the effect of online, flipped, and in-class critical thinking teaching on critical thinking skills and dispositions of university students. Pretest-posttest control group quasi-experimental design was employed in this study that has three experimental groups and one control group. In the first experimental group, critical thinking teaching was conducted fully online. In the second experimental group, flipped classroom approach was employed while teaching critical thinking. In the third experimental group, critical thinking teaching was conducted in face-to-face classes. Watson-Glaser Critical Thinking Test and Sosu Critical Thinking Dispositions Scale were used to collect the data. Online, flipped, and in-class explicit critical thinking instructions enhanced university students’ critical thinking skills and dispositions with a large effect. Also, the most effective learning environment to promote critical thinking skills and dispositions was flipped, online, and in-class, respectively.
{"title":"Comparing the Effectiveness of Online, Flipped, and In-Class Critical Thinking Instruction on Critical Thinking Skills and Dispositions in Higher Education: Flipped Classroom Produces the Greatest Gains","authors":"Ali Orhan","doi":"10.46328/ijte.376","DOIUrl":"https://doi.org/10.46328/ijte.376","url":null,"abstract":"This study aimed to investigate the effect of online, flipped, and in-class critical thinking teaching on critical thinking skills and dispositions of university students. Pretest-posttest control group quasi-experimental design was employed in this study that has three experimental groups and one control group. In the first experimental group, critical thinking teaching was conducted fully online. In the second experimental group, flipped classroom approach was employed while teaching critical thinking. In the third experimental group, critical thinking teaching was conducted in face-to-face classes. Watson-Glaser Critical Thinking Test and Sosu Critical Thinking Dispositions Scale were used to collect the data. Online, flipped, and in-class explicit critical thinking instructions enhanced university students’ critical thinking skills and dispositions with a large effect. Also, the most effective learning environment to promote critical thinking skills and dispositions was flipped, online, and in-class, respectively. ","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73586150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is an attempt to develop a reliable and valid measurement tool to measure secondary school students' attitudes towards metaverse use. Therefore, the study reported the analyses related to metaverse attitude scale (MVAS). The content validity of the scale was ensured by an expert’s view, and Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) designed according to the Technology Adaptation Model (TAM) were employed to ensure its construct validity. . The structural equation model was used to reveal the relationship across the variables. EFA was carried out with the data obtained from 251 5th, 6th, 7th, and 8th-grade secondary school students enrolled in public schools in a city in northwest Turkey. The results of EFA confirmed a 22-item three-factor model. Then, the three-factor model obtained from EFA was cross-validated through the use of CFA that proposed a 21-item 3-factor model. The fit indices for CFA were found as .05 for RMSEA, .049 for SRMR, .889 for GFI, .871 for AGFI, .9146 for NFI, .965 for CFI, and .916 for RFI. Besides, the results affirmed the proposed 21-item three-factor model theoretically and statistically. Structural equation modeling was used to determine the relationship across variables. Accordingly, secondary school students were identified to have positive responses towards cognitive and affective fields related to the metaverse. However, they could not transform these responses into behavioral field. As a result, the metaverse may be used in education since it is likely to observe the independent variables such as perceived usefulness, perceived ease of use and attitude towards use regarding the metaverse in secondary school students.
{"title":"Modeling Development and Validation of Metaverse Attitude Scale","authors":"Omer Kirbas, F. Doğan","doi":"10.46328/ijte.363","DOIUrl":"https://doi.org/10.46328/ijte.363","url":null,"abstract":"This study is an attempt to develop a reliable and valid measurement tool to measure secondary school students' attitudes towards metaverse use. Therefore, the study reported the analyses related to metaverse attitude scale (MVAS). The content validity of the scale was ensured by an expert’s view, and Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) designed according to the Technology Adaptation Model (TAM) were employed to ensure its construct validity. . The structural equation model was used to reveal the relationship across the variables. EFA was carried out with the data obtained from 251 5th, 6th, 7th, and 8th-grade secondary school students enrolled in public schools in a city in northwest Turkey. The results of EFA confirmed a 22-item three-factor model. Then, the three-factor model obtained from EFA was cross-validated through the use of CFA that proposed a 21-item 3-factor model. The fit indices for CFA were found as .05 for RMSEA, .049 for SRMR, .889 for GFI, .871 for AGFI, .9146 for NFI, .965 for CFI, and .916 for RFI. Besides, the results affirmed the proposed 21-item three-factor model theoretically and statistically. Structural equation modeling was used to determine the relationship across variables. Accordingly, secondary school students were identified to have positive responses towards cognitive and affective fields related to the metaverse. However, they could not transform these responses into behavioral field. As a result, the metaverse may be used in education since it is likely to observe the independent variables such as perceived usefulness, perceived ease of use and attitude towards use regarding the metaverse in secondary school students.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84709598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Changing developments in the 21st century have also affected technology and the epistemological beliefs of teachers. For this purpose, the epistemological beliefs and Technological, Pedagogical, and Content Knowledge (TPACK) levels of primary school teachers and social studies teachers, gender, age, professional seniority, educational status, branch variables, and the relationship between epistemological belief and TPACK were examined in this study. The study group of the research consists of primary school teachers working in public primary school and social studies teachers working in public secondary schools in the provinces and districts of Istanbul, Antalya and Isparta. The selection of the study was made with the appropriate sampling method, which is one of the non-accidental sampling methods. 178 primary school teachers and 48 social studies teachers participated in the research. Independent sample t-test, Kruskal-Wallis test and Pearson Correlation Analysis were used in data analysis. According to the results obtained from the research, both primary school and social studies teachers have a high level of belief in the sub-dimension of effort. It was observed that both primary school teachers and social studies teachers had high TPACK levels. Considering the epistemological belief scale, no significant difference was observed according to the age, education level and professional seniority of the primary school teachers. There was no significant difference in social studies teachers according to the gender variable. According to the results obtained from the TPACK scale and its sub-dimensions, a significant difference was observed in terms of gender and professional seniority of primary school and social studies teachers. A low level of positive correlation was found between the effort scores of the primary school teachers and TK, CT, TPK, TCK and TPACK total scores.
{"title":"The Relationship between Epistemological Beliefs and Technological, Pedagogical, and Content Knowledge (TPACK)","authors":"Bedriye Acikgoz, O. Akman","doi":"10.46328/ijte.425","DOIUrl":"https://doi.org/10.46328/ijte.425","url":null,"abstract":"Changing developments in the 21st century have also affected technology and the epistemological beliefs of teachers. For this purpose, the epistemological beliefs and Technological, Pedagogical, and Content Knowledge (TPACK) levels of primary school teachers and social studies teachers, gender, age, professional seniority, educational status, branch variables, and the relationship between epistemological belief and TPACK were examined in this study. The study group of the research consists of primary school teachers working in public primary school and social studies teachers working in public secondary schools in the provinces and districts of Istanbul, Antalya and Isparta. The selection of the study was made with the appropriate sampling method, which is one of the non-accidental sampling methods. 178 primary school teachers and 48 social studies teachers participated in the research. Independent sample t-test, Kruskal-Wallis test and Pearson Correlation Analysis were used in data analysis. According to the results obtained from the research, both primary school and social studies teachers have a high level of belief in the sub-dimension of effort. It was observed that both primary school teachers and social studies teachers had high TPACK levels. Considering the epistemological belief scale, no significant difference was observed according to the age, education level and professional seniority of the primary school teachers. There was no significant difference in social studies teachers according to the gender variable. According to the results obtained from the TPACK scale and its sub-dimensions, a significant difference was observed in terms of gender and professional seniority of primary school and social studies teachers. A low level of positive correlation was found between the effort scores of the primary school teachers and TK, CT, TPK, TCK and TPACK total scores.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"83 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81074615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The growing integration of technology into education, particularly in the STEM fields, has tended to focus on its objective advantages, ignoring its affective potential. To explore this potential, based on some principles of Kansei/Affective Engineering, an initial analysis was conducted considering 501 interventions in a conversation among six students about a previous e-learning experience. The analysis revealed the need for personalized feedback, a self-adapted pace, and the possibility to express. Based on the identified needs, three activities (applets based on dynamic reasoning and contextualized in the movement of the Sun) were designed to explore the affective value of the tool through the feedback it provided. Thirteen engineering students at a Japanese university participated in the experiment and the results were analyzed considering the type (task-focus/constructivist, self-focus/motivational) and purpose of the feedback, as well as some indicators based on the Instructional Feedback Orientation Scale. The model constructed for each student revealed that those who attributed a higher value to feedback showed a greater relation between the purpose of the feedback received and the reaction selected (completion-positive, correction-negative). Furthermore, it was found that the proposed model can inform future designs based on the potential of the feedback to promote positive reactions.
{"title":"Modeling Affective Response to Interactive Feedback in STEM Education E-learning Activities","authors":"Brenda Carranza Rogerio, Yu Yan, E. Cooper","doi":"10.46328/ijte.366","DOIUrl":"https://doi.org/10.46328/ijte.366","url":null,"abstract":"The growing integration of technology into education, particularly in the STEM fields, has tended to focus on its objective advantages, ignoring its affective potential. To explore this potential, based on some principles of Kansei/Affective Engineering, an initial analysis was conducted considering 501 interventions in a conversation among six students about a previous e-learning experience. The analysis revealed the need for personalized feedback, a self-adapted pace, and the possibility to express. Based on the identified needs, three activities (applets based on dynamic reasoning and contextualized in the movement of the Sun) were designed to explore the affective value of the tool through the feedback it provided. Thirteen engineering students at a Japanese university participated in the experiment and the results were analyzed considering the type (task-focus/constructivist, self-focus/motivational) and purpose of the feedback, as well as some indicators based on the Instructional Feedback Orientation Scale. The model constructed for each student revealed that those who attributed a higher value to feedback showed a greater relation between the purpose of the feedback received and the reaction selected (completion-positive, correction-negative). Furthermore, it was found that the proposed model can inform future designs based on the potential of the feedback to promote positive reactions.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"12 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89900035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Noris, S. Saputro, A. Ulimaz, Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, Kongju Mun
Integrasi pendekatan STEM (Science, Technology, Engineering and Mathematics) ke dalam pembelajaran terus menarik perhatian para peneliti dan akademisi. Guru memainkan peran kunci dalam keberhasilan dan dukungan pembelajaran ketika menerapkan pembelajaran berbasis STEM. Studi ini bertujuan untuk memberikan gambaran yang komprehensif, membangun literatur sebelumnya, dan untuk memberikan arah masa depan untuk penelitian STEM lebih lanjut oleh para peneliti dan pendidik. Ada 193 dokumen yang berisi STEM-nya di database Taylor Francis, yang disintesis. Pertanyaan penelitian mencakup frekuensi publikasi tahunan. Distribusi mencakup judul STEM, distribusi metode dan topik, jumlah yang paling banyak dikutip, sebagian besar negara yang berkontribusi, dan jurnal yang sering diterbitkan di bidang STEM. Dari 193 pasal, hanya 21 yang memuat kata STEM pada judulnya, dan 64 dokumen melihat peningkatan yang signifikan dalam frekuensi publikasi pada tahun 2022. Sebagian besar penelitian yang diterbitkan di bidang STEM berfokus pada pengajaran dan pembelajaran serta penguasaan konsep. Diurutkan berdasarkan negara, Amerika Serikat, Inggris, dan Swedia memberikan kontribusi terbesar di bidang ini dibandingkan negara lain, diikuti oleh Belanda, Jerman, Finlandia, dan Norwegia. Penulis yang paling banyak dikutip adalah Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, dan Kongju Mun, yang telah dikutip sebanyak 110 kali. Berdasarkan jumlah artikelnya, International Journal of Science Education merupakan jurnal yang paling banyak berkontribusi pada STEM antara tahun 2013 hingga 2022. Amerika Serikat, Inggris Raya, dan Swedia memberikan kontribusi terbesar di bidang ini dibandingkan dengan negara lain, diikuti oleh Belanda, Jerman, Finlandia, dan Norwegia. Penulis yang paling banyak dikutip adalah Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, dan Kongju Mun, yang telah dikutip sebanyak 110 kali. Berdasarkan jumlah artikelnya, International Journal of Science Education merupakan jurnal yang paling banyak berkontribusi pada STEM antara tahun 2013 hingga 2022. Amerika Serikat, Inggris Raya, dan Swedia memberikan kontribusi terbesar di bidang ini dibandingkan dengan negara lain, diikuti oleh Belanda, Jerman, Finlandia, dan Norwegia. Penulis yang paling banyak dikutip adalah Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, dan Kongju Mun, yang telah dikutip sebanyak 110 kali. Berdasarkan jumlah artikelnya, International Journal of Science Education merupakan jurnal yang paling banyak berkontribusi pada STEM antara tahun 2013 hingga 2022.
将STEM方法(科学、技术、工程与数学)融入学习过程继续吸引学者和学者。教师在应用基于STEM的学习过程中，在成功和支持学习方面发挥了关键作用。本研究旨在为研究人员和教育工作者对STEM研究提供一个全面的概述，构建前面的文献，并为未来的研究目标提供更多的指导方针。泰勒·弗朗西斯的数据库中有193份文件是合成的。研究问题包括年度出版物的频率。分发包括STEM标题、方法和主题的分发、被引用最多的数字、主要贡献国家和经常在STEM领域发表的期刊。在193章中，只有21章包含了STEM这个标题，而在2022年，64个文档的出版物频率有了显著增加。在STEM领域发表的大多数研究集中在教学和学习和掌握概念上。按照国家的划分，美国、英国和瑞典在这方面比其他国家做出的贡献最多，然后是荷兰、德国、芬兰和挪威。最常被引用的作者是Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer和孔子门，他们被引用了110次。根据其文章的数量，《国际科学教育杂志》是2013年至2022年对STEM贡献最大的期刊。与其他国家相比，美国、英国和瑞典在这方面做出了最大的贡献，然后是荷兰、德国、芬兰和挪威。最常被引用的作者是Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer和孔子门，他们被引用了110次。根据其文章的数量，《国际科学教育杂志》是2013年至2022年对STEM贡献最大的期刊。与其他国家相比，美国、英国和瑞典在这方面做出了最大的贡献，然后是荷兰、德国、芬兰和挪威。最常被引用的作者是Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer和孔子门，他们被引用了110次。根据其文章的数量，《国际科学教育杂志》是2013年至2022年对STEM贡献最大的期刊。
{"title":"STEM Research Trends From 2013 to 2022: A Systematic Literature Review","authors":"M. Noris, S. Saputro, A. Ulimaz, Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, Kongju Mun","doi":"10.46328/ijte.390","DOIUrl":"https://doi.org/10.46328/ijte.390","url":null,"abstract":"Integrasi pendekatan STEM (Science, Technology, Engineering and Mathematics) ke dalam pembelajaran terus menarik perhatian para peneliti dan akademisi. Guru memainkan peran kunci dalam keberhasilan dan dukungan pembelajaran ketika menerapkan pembelajaran berbasis STEM. Studi ini bertujuan untuk memberikan gambaran yang komprehensif, membangun literatur sebelumnya, dan untuk memberikan arah masa depan untuk penelitian STEM lebih lanjut oleh para peneliti dan pendidik. Ada 193 dokumen yang berisi STEM-nya di database Taylor Francis, yang disintesis. Pertanyaan penelitian mencakup frekuensi publikasi tahunan. Distribusi mencakup judul STEM, distribusi metode dan topik, jumlah yang paling banyak dikutip, sebagian besar negara yang berkontribusi, dan jurnal yang sering diterbitkan di bidang STEM. Dari 193 pasal, hanya 21 yang memuat kata STEM pada judulnya, dan 64 dokumen melihat peningkatan yang signifikan dalam frekuensi publikasi pada tahun 2022. Sebagian besar penelitian yang diterbitkan di bidang STEM berfokus pada pengajaran dan pembelajaran serta penguasaan konsep. Diurutkan berdasarkan negara, Amerika Serikat, Inggris, dan Swedia memberikan kontribusi terbesar di bidang ini dibandingkan negara lain, diikuti oleh Belanda, Jerman, Finlandia, dan Norwegia. Penulis yang paling banyak dikutip adalah Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, dan Kongju Mun, yang telah dikutip sebanyak 110 kali. Berdasarkan jumlah artikelnya, International Journal of Science Education merupakan jurnal yang paling banyak berkontribusi pada STEM antara tahun 2013 hingga 2022. Amerika Serikat, Inggris Raya, dan Swedia memberikan kontribusi terbesar di bidang ini dibandingkan dengan negara lain, diikuti oleh Belanda, Jerman, Finlandia, dan Norwegia. Penulis yang paling banyak dikutip adalah Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, dan Kongju Mun, yang telah dikutip sebanyak 110 kali. Berdasarkan jumlah artikelnya, International Journal of Science Education merupakan jurnal yang paling banyak berkontribusi pada STEM antara tahun 2013 hingga 2022. Amerika Serikat, Inggris Raya, dan Swedia memberikan kontribusi terbesar di bidang ini dibandingkan dengan negara lain, diikuti oleh Belanda, Jerman, Finlandia, dan Norwegia. Penulis yang paling banyak dikutip adalah Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, dan Kongju Mun, yang telah dikutip sebanyak 110 kali. Berdasarkan jumlah artikelnya, International Journal of Science Education merupakan jurnal yang paling banyak berkontribusi pada STEM antara tahun 2013 hingga 2022.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"26 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84837840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：