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Integrating STEM in Early Childhood Education: A Cutting-Edge Study on PAUD Development in Indonesia 将 STEM 纳入幼儿教育:印度尼西亚 PAUD 发展的前沿研究
Pub Date : 2024-04-20 DOI: 10.32996/bjtep.2024.3.1.7
Intisari, Mutmainnah, Andi Asrifan
This article examines Indonesian early childhood education (ECE) and STEM integration, focusing on Pendidikan Anak Usia Dini. The study examines the effects, obstacles, and benefits of STEM education in Indonesian preschools using a literature analysis and empirical research. The research uses quantitative analysis and case study design to analyze teacher-student relationships, STEM instruction, and STEM's impact on ECE quality. STEM integration improves children's learning experiences, demonstrating that STEM education might help young children develop critical thinking, creativity, and problem-solving skills. Despite the potential benefits, the report notes that STEM education requires teacher training, professional development, and curriculum adaptation to incorporate STEM principles. This research emphasizes play-based learning in the Indonesian ECE system and the role of stakeholders, including educators and the government, in STEM education integration. The research provides useful insights into early childhood education and suggests STEM-based school reforms to improve quality. This work contributes to STEM education research in Indonesia and has practical implications for Southeast Asian and Pacific educators and policymakers.
本文研究了印度尼西亚幼儿教育(ECE)和 STEM 整合,重点是 Pendidikan Anak Usia Dini。研究通过文献分析和实证研究,探讨了 STEM 教育在印尼学前教育中的效果、障碍和益处。研究采用定量分析和案例研究设计,分析师生关系、STEM 教学以及 STEM 对幼教质量的影响。STEM 整合改善了儿童的学习体验,表明 STEM 教育可帮助幼儿发展批判性思维、创造力和解决问题的能力。尽管有潜在的益处,但报告指出,STEM 教育需要教师培训、专业发展和课程调整,以纳入 STEM 原则。本研究强调了印度尼西亚幼教系统中以游戏为基础的学习,以及包括教育工作者和政府在内的利益相关者在 STEM 教育整合中的作用。研究为幼儿教育提供了有用的见解,并提出了基于 STEM 的学校改革建议,以提高质量。这项工作为印尼的 STEM 教育研究做出了贡献,并对东南亚和太平洋地区的教育工作者和政策制定者具有实际意义。
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引用次数: 0
Academic Performance and Attitudes toward Mathematics Challenge of Junior High School Students 初中生的学习成绩和数学挑战态度
Pub Date : 2024-04-20 DOI: 10.32996/bjtep.2024.3.1.6
Jonathan Etcuban, Marqueen Mendoza, Jusan Catalan, Kenneth Ruiz
The Mathematics Teachers Association of the Philippines, Inc. (MTAP) was organized to serve as an appropriate venue where mathematics teachers can come together, interact with one another, and share each other's expertise in pursuing excellence in mathematics education. This research aimed to determine the mathematics performance of the MTAP attendee and non-MTAP attendee and their attitude towards mathematics as to anxiety, confidence, enjoyment, benefits, and value of Grade 7 in the three identified high schools in Mandaue City, Philippines, as a basis for an action plan. This study used 267 randomly selected Grade 7 students from the selected high schools. A survey questionnaire was used to get the data of the respondents as to their attitude towards mathematics as to anxiety, confidence, enjoyment, benefits, and value, and an MTAP-DepEd Math Challenge and Algebra Test Questionnaire was used to assess their mathematics academic performance. The gathered data were statistically treated using frequency, percentage, weighted mean, standard deviation, and Chi-square test of independence. The results revealed that MTAP participants performed well in terms of their attitudes toward mathematics and written questions. Thus, the MTAP program improves students' academic performance in mathematics. As a result, this study recommends the implementation of the action plan.
菲律宾数学教师协会(MTAP)的成立旨在为数学教师提供一个合适的交流场所,让他们能够聚集在一起,相互交流,分享彼此的专业知识,共同追求卓越的数学教育。本研究旨在确定参加 MTAP 和未参加 MTAP 的学生的数学成绩,以及他们对菲律宾曼达韦市三所指定高中七年级数学课程的焦虑、信心、乐趣、益处和价值的态度,以此作为制定行动计划的基础。本研究从所选高中随机抽取了 267 名七年级学生。调查问卷用于获取受访者在焦虑、自信、乐趣、益处和价值等方面对数学的态度数据,MTAP-DepEd 数学挑战和代数测试问卷用于评估受访者的数学学习成绩。收集到的数据使用频率、百分比、加权平均值、标准差和独立的卡方检验进行统计处理。结果显示,MTAP 的参与者在数学态度和书面问题方面表现良好。因此,MTAP 项目提高了学生的数学学习成绩。因此,本研究建议实施该行动计划。
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引用次数: 0
Theorizing Filipino Pedagogical Beliefs: Narratives of Preservice Elementary Teachers’ Before and After Teaching Immersion 菲律宾教学信念的理论化:职前小学教师浸入式教学前后的叙述
Pub Date : 2024-03-17 DOI: 10.32996/bjtep.2024.3.1.5
Maria Talitha Estrella L. Borines, Arlyn C. Marasigan
The purpose of this paper is to examine selected preservice elementary teachers' pedagogical beliefs before and after the teaching immersion program using Calderhead's Five Aspects of Pedagogical Beliefs. It aims to uncover meaningful experiences, challenges, and factors that contributed to the change in preservice teachers' pedagogical beliefs. This study employed a qualitative narrative research design with six preservice elementary teachers. The data revealed that the preservice teachers' beliefs significantly changed after the teaching immersion program. The factors contributing to their changes were time constraints, classroom management, and pedagogical responsibilities. However, two factors transcended Calderhead’s framework. Thus, the development of an enhanced framework, Seven Aspects of Pedagogical Beliefs, to include the participants’ beliefs on school culture and mentoring practices. The results of the study provide the pedagogical beliefs, meaningful experiences, challenges, and changes in pedagogical beliefs of pre-service teachers. However, the study is limited to Bachelor of Elementary Education. The study reveals that quality education in teacher education could be furthered through curriculum changes; therefore, it is critical to investigate how pedagogical beliefs influence preservice teachers' classroom decisions. This study uses a qualitative approach to provide a comprehensive picture of preservice teachers' pedagogical beliefs. Given that their beliefs differed before and after their teaching immersion, it is vital to provide new insights into the factors causing this difference.
本文旨在利用考尔德海德(Calderhead)的 "教学信念的五个方面"(Five Aspects of Pedagogical Beliefs),研究选定的小学职前教师在沉浸式教学项目前后的教学信念。本文旨在揭示有意义的经历、挑战以及促使职前教师教学信念发生变化的因素。本研究采用定性叙事研究设计,对六名小学职前教师进行了研究。数据显示,在沉浸式教学项目之后,职前教师的教学信念发生了显著变化。导致他们改变的因素包括时间限制、课堂管理和教学责任。然而,有两个因素超越了考尔德海德的框架。因此,开发了一个增强型框架,即教学信念的七个方面,将参与者对学校文化和指导实践的信念纳入其中。研究结果提供了职前教师的教学信念、有意义的经历、挑战和教学信念的变化。不过,这项研究仅限于初等教育学士。研究揭示,师范教育中的素质教育可以通过课程改革来推进;因此,调查教学信念如何影响职前教师的课堂决策至关重要。本研究采用定性方法,全面了解职前教师的教学信念。鉴于他们在浸入式教学前后的教学信念存在差异,因此对造成这种差异的因素提供新的见解至关重要。
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引用次数: 0
Refinement and Validation of Research Instrument for Assessing Executive Functioning Skills in the Post-Pandemic Education: The MEASURE Approach 大流行后教育执行功能技能评估研究工具的完善与验证:MEASURE 方法
Pub Date : 2024-03-02 DOI: 10.32996/bjtep.2024.3.1.4
Marlon Villaver
This paper describes the development and validation of an instrument for measuring and assessing the executive functioning skills of learners with special educational needs towards academic achievement. Based on the comprehensive review of related literature and thorough study of the researcher, the instrument was carefully constructed and examined among learners with special educational needs (N=26). The data was randomly divided into 5 variables (organization, planning, time-management, self-control, and metacognition). A preliminary study of the 26 non-respondents in the questionnaire produced a Cronbach alpha value of 0.820 (Organization), 0.852 (Planning), 0.896 (Time-Management), 0.885 (Self-Control), 0.814 (Metacognition) to test the internal consistency and reliability of the questionnaire. The results show that 5 variables could be distinguished as reliable and have a credible construct with a dependability score of at least 0.80. Thus, the results regarding the validity of the instrument were acceptable.
本文介绍了一种用于测量和评估有特殊教育需要的学习者学习成绩的执行功能技能的工具的开发和验证情况。基于对相关文献的全面回顾和研究人员的深入研究,该工具经过精心设计,并在有特殊教育需求的学习者(N=26)中进行了测试。数据被随机分为 5 个变量(组织、计划、时间管理、自我控制和元认知)。对问卷中 26 名未作答者进行了初步研究,得出了 0.820(组织)、0.852(计划)、0.896(时间管理)、0.885(自我控制)、0.814(元认知)的 Cronbach alpha 值,以检验问卷的内部一致性和可靠性。结果表明,有 5 个变量是可靠的,具有可信的建构,可靠度得分至少为 0.80。因此,该工具的有效性结果是可以接受的。
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引用次数: 0
Music, Arts, `Physical Education and Health (MAPEH) Learning Objectives’ Level of Attainment and Utilization of Learning Resources 音乐、艺术、体育与健康(MAPEH)学习目标的实现程度和学习资源的利用情况
Pub Date : 2024-03-02 DOI: 10.32996/bjtep.2024.3.1.3
Richard Jongko, Renato C. Sagayno, Dennis E. Olofernes, Esilanlie Tebio
The study determined the attainment of the learning objectives and utilization of resources for the Music, Arts, Physical Education and Health (MAPEH) course as assessed by the College of Teacher Education students in a university in Cebu City, Philippines. This study employed the descriptive-correlational method of research using a research-made questionnaire, which was subjected to content validation and pilot testing. All 3rd-year and 4th-year MAPEH majors of the Bachelor of Science in Secondary Education majors during the survey were the respondents of this study. There were 32 third-year BSED - MAPEH students and 21 fourth-year BSED - MAPEH students at the time of the study. The study's findings highlight the need for continuous improvement in MAPEH's teaching and learning experiences. Specifically, the need for progress through various stages for effective behavior change, the importance of providing adequate resources and support to enhance students' competence and motivation, and the significance of appropriate learning resources would support students' mastery of MAPEH course objectives and enhance their motivation and performance.
本研究确定了菲律宾宿务市一所大学师范学院学生对音乐、艺术、体育与健康(MAPEH)课程的学习目标实现情况和资源利用情况的评估。本研究采用了描述性-相关性研究方法,使用了研究制作的调查问卷,该问卷经过了内容验证和试点测试。调查期间,所有中等教育理学士专业的三年级和四年级 MAPEH 学生都是本研究的受访者。研究期间,共有 32 名中学教育理学学士学位 - MAPEH 专业三年级学生和 21 名中学教育理学学士学位 - MAPEH 专业四年级学生参与研究。研究结果突出表明,MAPEH 的教学和学习经验需要不断改进。具体而言,需要在不同阶段取得进展,以实现有效的行为改变;必须提供充足的资源和支持,以提高学生的能力和积极性;适当的学习资源将有助于学生掌握 MAPEH 课程的目标,并提高他们的积极性和学习成绩。
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引用次数: 0
Challenges to Lexical Development Among High School Students in the Kingdom of Saudi Arabia: The Impact of Teacher Training Deficiencies in Vocabulary Methodologies 沙特阿拉伯王国高中生词汇发展面临的挑战:词汇方法方面教师培训缺陷的影响
Pub Date : 2024-01-04 DOI: 10.32996/bjtep.2024.3.1.2
Majed Saud AlRashidi
The levels of English proficiency among high school students in the Kingdom of Saudi Arabia (KSA) have remained low despite concerted efforts by the government through the Ministry of Education to improve performance in this area. One factor causing this poor performance is a lack of lexical development among students. The present study sought to investigate the impact of inadequate teacher training on students’ lexical development using secondary data from existing research on teacher training in the KSA and the lack of attention to methodology, particularly in the context of vocabulary teaching. The results revealed that more attention is given to grammar than vocabulary, which negatively impacts lexical development among learners in high schools when undertrained teachers do not have the requisite competence to equip students with the skills for vocabulary learning. The study lays the foundation for a more empirical approach through research methods that can produce generalizable findings. It also provides recommendations that have critical implications for stakeholders in the education sector, extending from teacher training institutions and academia to policy makers and curriculum developers in the KSA.
尽管沙特阿拉伯王国(KSA)政府通过教育部为提高高中生的英语水平做出了共同努力,但高中生的英语水平仍然很低。造成这种低水平的一个因素是学生缺乏词汇发展。本研究试图利用现有研究的二手数据,调查教师培训不足对学生词法发展的影响,特别是在词汇教学方面。研究结果表明,语法比词汇更受关注,这对高中学习者的词汇发展产生了负面影响,因为缺乏培训的教师不具备必要的能力,无法让学生掌握词汇学习的技能。本研究为通过研究方法得出更具普遍性的结论奠定了基础。它还为教育部门的利益相关者,从教师培训机构和学术界到政策制定者和课程开发者,提供了具有重要意义的建议。
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引用次数: 0
Strategies and Common Errors in Solving Basic Mathematics Problems among University of Cebu-Main Freshman BEED Students 宿务大学本科一年级 BEED 学生解决基础数学问题的策略和常见错误
Pub Date : 2024-01-02 DOI: 10.32996/bjtep.2024.3.1.1
Jigger B. Ababon, Rulthan P. Sumicad, Steven Y. Razonable, Godofredo T. Tesorio, Joel V. Cagay, Joselito P. De Vera
This study identified the strategies employed and common errors committed by freshman BEED students in Solving Basic Mathematics problems. It emphasized the enhancement of the identified strategies through the implementation of a tutorial program. Identifying the common errors made by the respondents in the study will make students aware of their presence and prepare them for their exposure to such problem-solving situations. In effect, these identified errors will be minimized if not totally put to end. Three (3) strategies and common errors were revealed in the study. The three (3) strategies were identifying the target goal, identifying the key information, and drawing diagrams/tables. The three (3) common errors were being unable to derive and identify the correct working equation, being unable to label the final answer, and being unable to use the least common denominator in adding and subtracting fractions. To determine the relationship between the respondents' achievement in basic mathematics and their achievement in high school mathematics, attitude towards mathematics, and attitude towards the teacher, the Pearson r and the t–tests were computed. The results indicate a noteworthy correlation between students' performance in High School Mathematics and their achievement in Basic Mathematics. However, no significant relationships were observed among the remaining paired variables. In conclusion, a strong foundation in mathematics helps students strategize their solutions to worded problems well, thereby getting rid of errors along the way.
本研究确定了北京教育学院大一学生在解决基础数学问题时所采用的策略和常犯的错误。研究强调通过实施辅导计划来加强所确定的策略。找出受访者在研究中所犯的常见错误,将使学生意识到这些错误的存在,并为他们在遇到此类问题时做好准备。这样,即使不能完全杜绝这些错误,也能将其减少到最低限度。研究揭示了三(3)种策略和常见错误。三(3)种策略是确定目标、识别关键信息和绘制图表。三(3)个常见错误是无法推导和确定正确的工作方程,无法标注最终答案,以及无法在分数加减法中使用最小公分母。为了确定受访者的基础数学成绩与其高中数学成绩、对数学的态度和对教师的态度之间的关系,我们计算了皮尔逊 r 和 t 检验。结果表明,学生的高中数学成绩与其基础数学成绩之间存在显著的相关性。然而,在其余的配对变量之间没有观察到明显的关系。总之,扎实的数学基础有助于学生有条不紊地解决文字问题,从而摆脱错误。
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引用次数: 0
Testing Multiple Vocabulary Associations for Effective Long-term Learning 测试多种词汇联想,促进有效的长期学习
Pub Date : 2023-11-28 DOI: 10.32996/bjtep.2023.2.3.6
Reima Al-Jarf
This article aims to give a comprehensive guide to planning and designing vocabulary tests which include Identifying the skills to be covered by the test; outlining the course content covered; preparing a table of specifications that shows the skill, content topics and number of questions allocated to each; and preparing the test instructions. The test should meet several criteria as the instructions should be brief and clear; the questions should cover all kinds of skills, tasks and exercises covered in the classroom and textbook; the test items should require the students to perform tasks at the phoneme, grapheme, affix, word, phrase and paragraph levels. The questions should test student’s ability to think, apply, infer, connect, and synthesize information, not mere recall, and should not use exact sentences and examples from the textbook. The test should have as many production questions as possible. It should have adequate discrimination power; should be reliable and valid;  and should be a power and a speed test. In addition, the article describes the optimal test length, when to give the tests during the semester and the test duration. It describes the test paper format; how the tests are scored, marks allocated for each question type and whole test, using whole marks, not fractions; deducting points for spelling and grammatical mistakes. After scoring the answer sheets, the instructor returns the marked answer sheets to the students, shows the marking system and goes through the questions one by one, gives the correct answers and mentions the common errors. Follow-up issues such as calculating the test validity, reliability, and discrimination power, using the test results for diagnosing weaknesses and providing remedial work are given.  The effects of the proposed test model on learning outcomes and students’ views are also given.
本文旨在为规划和设计词汇测试提供一个全面的指导,其中包括确定测试所要涵盖的技能;概述所涵盖的课程内容;准备一个规格表,显示技能、内容主题和分配给每个主题的问题数量;以及准备测试说明。测试应符合以下几个标准:说明应简明扼要;试题应涵盖课堂和课本中涉及的各种技能、任务和练习;测试项目应要求学生完成音素、词素、词缀、单词、短语和段落层次的任务。试题应测试学生思考、应用、推断、联系和综合信息的能力,而不是单纯的记忆能力,并且不应使用课本中的原句和例子。测试应尽可能多地使用制作题。测试应具有足够的辨别力;应可靠有效;应既是一种能力测试,又是一种速度测试。此外,文章还介绍了最佳测试长度、学期内何时进行测试以及测试持续时间。文章还介绍了试卷格式;如何评分,每种题型和整个测试的分数分配,使用整分,而不是分数;拼写和语法错误的扣分。评分结束后,教师将批好的答卷交还给学生,展示评分系统,并逐题讲解,给出正确答案,指出常见错误。后续问题包括计算测试的效度、信度和区分度,利用测试结果诊断薄弱环节并提供补救措施。 此外,还介绍了建议的测试模式对学习成果的影响和学生的看法。
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引用次数: 0
Evaluating Computer Science Students' Experiences and Motivation Towards Learning Artificial Intelligence 评估计算机科学专业学生学习人工智能的体验和动机
Pub Date : 2023-11-26 DOI: 10.32996/bjtep.2023.2.3.5
A. Alhur, Arwa Alhur, Afrah Alhur, Kholod Almalki, Reem Aljoudi, Huda Aloqla, Sara AlKayyal, Mona Almalki, Anoud Alenazi, Aseel Almalki
This study investigates the experiences and motivations of Saudi Arabian computer science students (aged 18 and above) in their pursuit of knowledge in Artificial Intelligence (AI). It employs a cross-sectional design using web-based surveys. Findings indicate that students recognize AI's transformative potential in computer science and express a willingness to embrace it in their careers. However, confidence levels vary regarding using AI tools, understanding healthcare AI, and assessing AI's impact on computer science education. The study emphasizes the significance of intrinsic motivation, experiential learning, and pedagogical strategies like collaborative learning in AI education. Additionally, it underscores the importance of addressing gender and diversity considerations to create inclusive AI learning environments. In conclusion, this research provides valuable insights into computer science students' experiences and motivations in AI education. It offers practical implications for enhancing AI pedagogy, reducing barriers to learning, and promoting diversity and inclusivity in the AI field. Educators can empower students to navigate the dynamic AI landscape effectively by tailoring educational approaches to individual learner needs.
本研究调查了沙特阿拉伯计算机科学专业学生(18 岁及以上)学习人工智能(AI)知识的经历和动机。研究采用横断面设计,使用基于网络的调查。调查结果表明,学生们认识到人工智能在计算机科学领域的变革潜力,并表示愿意在其职业生涯中接受人工智能。然而,在使用人工智能工具、了解人工智能医疗保健以及评估人工智能对计算机科学教育的影响方面,学生的信心水平却参差不齐。本研究强调了内在动机、体验式学习和协作学习等教学策略在人工智能教育中的重要性。此外,研究还强调了解决性别和多样性问题以创建包容性人工智能学习环境的重要性。总之,这项研究为了解计算机科学专业学生在人工智能教育中的体验和动机提供了宝贵的见解。它为加强人工智能教学法、减少学习障碍、促进人工智能领域的多样性和包容性提供了实际意义。教育者可以通过根据学生的个人需求调整教育方法,使学生能够有效地驾驭动态的人工智能环境。
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引用次数: 0
Film and Streaming Media as Resource in Learning Readings in Philippine History 将电影和流媒体作为学习菲律宾历史读物的资源
Pub Date : 2023-11-18 DOI: 10.32996/bjtep.2023.2.3.4
Benjamin P. Geraldizo, Jr., Rulthan P. Sumicad, Maria Gemma Geraldizo-Pabriga, Allan P Romagos
This study regards filming and streaming media in Social Studies teaching. The study aims to examine the role of film and streaming media as educational resources and investigate students' utilization and perception of these media in education. Freshmen students in the College of Teachers Education at the University of Cebu- Main Campus were used as respondents for this study. The findings of this study indicate that there are multiple reasons to consider film as a valuable teaching resource. According to the respondents, a "film and streaming experience" is a powerful tool for quickly understanding a discussion and can also benefit different learning styles. Additionally, the respondents highlighted that film and streaming media provide authentic target language input, suggesting their significance. Furthermore, it is plausible that students' favorable views of film and streaming media in teaching can influence their learning, as previous research has shown that motivation and attitudes can impact the process of acquiring knowledge. The results also suggested that students generally are optimistic about the use of film in education and believe that they can learn many things from audio-visual media. The interviewed students can adjust to the demands of technological advancement to benefit learning, which is especially important.
本研究涉及社会学教学中的电影和流媒体。本研究旨在探讨电影和流媒体作为教育资源的作用,并调查学生在教育中对这些媒体的使用和看法。宿务大学主校区教师教育学院的大一学生作为本研究的受访者。研究结果表明,将电影视为宝贵的教学资源有多种原因。受访者认为,"电影和流媒体体验 "是快速理解讨论的有力工具,也有利于不同的学习风格。此外,受访者还强调,电影和流媒体提供了真实的目标语言输入,这表明了它们的重要性。此外,学生对教学中的电影和流媒体的好感会影响他们的学习,这也是有道理的,因为以往的研究表明,学习动机和态度会影响获取知识的过程。研究结果还表明,学生普遍看好电影在教学中的应用,认为他们能从视听媒体中学到很多东西。受访学生能够适应技术进步的要求,从而有利于学习,这一点尤为重要。
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引用次数: 0
期刊
British Journal of Teacher Education and Pedagogy
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