Karina Lumena Alves, Telma Pará, Sue Johnston-Wilder, Janet Baker
Mathematics Anxiety is well-researched, but solutions are few. This study shows the potential to provide an affordable solution, one that could ultimately be rolled out across the country and the world. The 1:1 interventions involve inviting the participants to tell their math story and then introducing the Mathematical Resilience Framework and reframing adverse prior experiences as unrelated to intrinsic ability. The framework includes three tools: the hand model of the brain, the growth zone model, and the relaxation response. The intervention participants were Brazilian volunteers living in England from the local and virtual communities. The levels of Mathematics Anxiety were measured before the intervention using the Betz (1978) scale, and narrative records were made. The qualitative data were analyzed using deductive thematic analysis (Braun Clarke, 2006) through the lens of the Mathematical Resilience Framework. The data indicated the positive impact of performing this kind of intervention.
{"title":"Performing 1-1 Interventions to Address Mathematics Anxiety – An Intervention Case Study of 3 Brazilian Women Who Believed They Were Stupid in Mathematics","authors":"Karina Lumena Alves, Telma Pará, Sue Johnston-Wilder, Janet Baker","doi":"10.46328/ijses.104","DOIUrl":"https://doi.org/10.46328/ijses.104","url":null,"abstract":"Mathematics Anxiety is well-researched, but solutions are few. This study shows the potential to provide an affordable solution, one that could ultimately be rolled out across the country and the world. The 1:1 interventions involve inviting the participants to tell their math story and then introducing the Mathematical Resilience Framework and reframing adverse prior experiences as unrelated to intrinsic ability. The framework includes three tools: the hand model of the brain, the growth zone model, and the relaxation response. The intervention participants were Brazilian volunteers living in England from the local and virtual communities. The levels of Mathematics Anxiety were measured before the intervention using the Betz (1978) scale, and narrative records were made. The qualitative data were analyzed using deductive thematic analysis (Braun Clarke, 2006) through the lens of the Mathematical Resilience Framework. The data indicated the positive impact of performing this kind of intervention.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":" 1236","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823409","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 paper explores the integration of artificial intelligence (AI) in education and research, highlighting its potential to transform traditional teaching methods and enhance academic inquiry. The use of AI in education is examined, focusing on its ability to streamline administrative tasks, provide personalized instruction, and support teacher professional development. The benefits and challenges of AI adoption in the classroom are discussed, including its impact on teacher burnout and the potential disruption of teacher-student relationships. Additionally, the paper explores the applications of AI in scientific research, emphasizing its role in data analysis, literature review, predictive modeling, and collaborative research. The experiences of a professor who integrated AI into their classroom are shared, and the decision-making process, adjustments made, and the importance of balancing AI-driven instruction with interactive in-class activities are discussed. The paper highlights the need for ongoing evaluation, adaptation, and human-AI collaboration to ensure AI's responsible and effective integration in education and research.
{"title":"An Experiential Journey: A Year of a Professor Using AI in the Classroom and Research","authors":"Tif Mulally","doi":"10.46328/ijses.98","DOIUrl":"https://doi.org/10.46328/ijses.98","url":null,"abstract":"This paper explores the integration of artificial intelligence (AI) in education and research, highlighting its potential to transform traditional teaching methods and enhance academic inquiry. The use of AI in education is examined, focusing on its ability to streamline administrative tasks, provide personalized instruction, and support teacher professional development. The benefits and challenges of AI adoption in the classroom are discussed, including its impact on teacher burnout and the potential disruption of teacher-student relationships. Additionally, the paper explores the applications of AI in scientific research, emphasizing its role in data analysis, literature review, predictive modeling, and collaborative research. The experiences of a professor who integrated AI into their classroom are shared, and the decision-making process, adjustments made, and the importance of balancing AI-driven instruction with interactive in-class activities are discussed. The paper highlights the need for ongoing evaluation, adaptation, and human-AI collaboration to ensure AI's responsible and effective integration in education and research.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":" 624","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823821","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 mathematics, the importance of emotion and motivation has long been appreciated. Meanwhile, the measurement of these constructs needs to be carefully developed. Indeed, many previous studies employed questionnaires and self-rating to investigate emotion and motivation in mathematics. However, researchers stressed that self-rating and questionnaires are vulnerable to different biases, such as cultural bias, social desirability bias, and individual reporting behavior, which could influence the reliability and validity of the responses. The present study employed an anchoring vignette approach and self-rating to measure emotion and motivation to examine its effect on reliability and validity. The study sample consisted of 308 Grade 8 students from urban, suburban, and rural schools in Mongolia. The students were administered two vignette sets and their respective self-rating items in 45 minutes. The study found that the anchoring vignette approach increased two types of reliability coefficients, including composite reliability and Cronbach's α, and two types of validity, such as convergent and discriminant validity. In sum, the results of the present study concluded that the anchoring vignette approach has the potential to improve the reliability and validity of tools to measure emotion and motivation in mathematics.
{"title":"Effect of Anchoring Vignettes on Reliability and Validity as a Measure of Motivation and Emotion in Mathematics","authors":"K. Otgonbaatar","doi":"10.46328/ijses.113","DOIUrl":"https://doi.org/10.46328/ijses.113","url":null,"abstract":"In mathematics, the importance of emotion and motivation has long been appreciated. Meanwhile, the measurement of these constructs needs to be carefully developed. Indeed, many previous studies employed questionnaires and self-rating to investigate emotion and motivation in mathematics. However, researchers stressed that self-rating and questionnaires are vulnerable to different biases, such as cultural bias, social desirability bias, and individual reporting behavior, which could influence the reliability and validity of the responses. The present study employed an anchoring vignette approach and self-rating to measure emotion and motivation to examine its effect on reliability and validity. The study sample consisted of 308 Grade 8 students from urban, suburban, and rural schools in Mongolia. The students were administered two vignette sets and their respective self-rating items in 45 minutes. The study found that the anchoring vignette approach increased two types of reliability coefficients, including composite reliability and Cronbach's α, and two types of validity, such as convergent and discriminant validity. In sum, the results of the present study concluded that the anchoring vignette approach has the potential to improve the reliability and validity of tools to measure emotion and motivation in mathematics.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"119 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821969","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 paper conducts a comprehensive review of the effectiveness of integrating Social and Emotional Learning (SEL) practices into emerging educational models to support student mental well-being, with a particular focus on Canadian contexts. Employing a systematic literature review methodology, the study utilized Google Scholar as the primary database, filtering results based on inclusion and exclusion criteria, emphasizing relevance, quality, and recency. The main findings underscore a research gap between acknowledgment of the importance of SEL, and its implementation in Canadian schools. Strategies for integrating SEL into educational settings are reviewed, highlighting ongoing initiatives of British Columbia aimed at advancing SEL within teacher training programs and educational policies. The study also highlights escalating concerns regarding the mental health of Canadian children and youth, impaired by the COVID-19 pandemic. Implications for educational policy and practice, including promoting systematic assessment of students’ social-emotional skills and ensuring the appropriate developmental delivery of SEL through content, are emphasized as key considerations for educational policymakers and practitioners. The paper concludes that a holistic approach is advocated for fostering Canadian children and youth's social-emotional skills, crucial for their well-being and success in educational settings.
本文全面综述了将社会与情感学习（SEL）实践融入新兴教育模式以支持学生心理健康的有效性，尤其关注加拿大的情况。本研究采用了系统的文献综述方法，利用谷歌学术作为主要数据库，根据纳入和排除标准对结果进行筛选，强调相关性、质量和近期性。主要发现强调了在承认 SEL 的重要性和在加拿大学校实施 SEL 之间存在的研究差距。研究回顾了将 SEL 纳入教育环境的策略，强调了不列颠哥伦比亚省正在实施的旨在将 SEL 纳入教师培训计划和教育政策的举措。本研究还强调了受 COVID-19 大流行病影响，人们对加拿大儿童和青少年心理健康的日益关注。研究强调了教育政策和实践的影响，包括促进对学生社交情感技能的系统评估，以及确保通过教学内容适当地开展 SEL，这些都是教育政策制定者和实践者需要考虑的关键问题。本文的结论是，提倡采用综合方法培养加拿大儿童和青少年的社交情感技能，这对他们在教育环境中的幸福和成功至关重要。
{"title":"Prioritizing Mental Well-being in Emerging Educational Models: Strategies for Integrating Social and Emotional Learning (SEL) to Support Student Mental Health","authors":"Dimani Jayatissa","doi":"10.46328/ijses.101","DOIUrl":"https://doi.org/10.46328/ijses.101","url":null,"abstract":"This paper conducts a comprehensive review of the effectiveness of integrating Social and Emotional Learning (SEL) practices into emerging educational models to support student mental well-being, with a particular focus on Canadian contexts. Employing a systematic literature review methodology, the study utilized Google Scholar as the primary database, filtering results based on inclusion and exclusion criteria, emphasizing relevance, quality, and recency. The main findings underscore a research gap between acknowledgment of the importance of SEL, and its implementation in Canadian schools. Strategies for integrating SEL into educational settings are reviewed, highlighting ongoing initiatives of British Columbia aimed at advancing SEL within teacher training programs and educational policies. The study also highlights escalating concerns regarding the mental health of Canadian children and youth, impaired by the COVID-19 pandemic. Implications for educational policy and practice, including promoting systematic assessment of students’ social-emotional skills and ensuring the appropriate developmental delivery of SEL through content, are emphasized as key considerations for educational policymakers and practitioners. The paper concludes that a holistic approach is advocated for fostering Canadian children and youth's social-emotional skills, crucial for their well-being and success in educational settings.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"2 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study delves into the integration of generative AI in second language acquisition, particularly focusing on advanced Japanese learners' autonomy and motivation enhancement through video production. Drawing from Japan's educational guidelines and prior research, the investigation examines the roles of generative AI in language education, emphasizing ethical considerations and strategies for effective integration (Mollick Mollick, 2023). The course implemented a hybrid approach, combining language instruction with media production, where students created YouTube videos in Japanese. Their productions were supported by AI tools for language correction, narration, and content generation. Results indicate that while AI facilitated practical language learning, instructor guidance remained crucial for ensuring accuracy and contextual appropriateness. The study highlights challenges such as overreliance on AI-generated content and the need for nuanced communication in prompt engineering. Despite these challenges, students demonstrated cultural understanding and improved nonverbal communication skills through video production. Future research aims to analyze students' reflections on their experiences, shedding light on their insights and future applications of AI in language learning.
{"title":"Enhancing Engagement and Autonomy in Advanced Japanese Learning as the Second Language through AI-Assisted Video Production","authors":"Nana Takeda-Kolb, Hiroki Ohsawa","doi":"10.46328/ijses.111","DOIUrl":"https://doi.org/10.46328/ijses.111","url":null,"abstract":"This study delves into the integration of generative AI in second language acquisition, particularly focusing on advanced Japanese learners' autonomy and motivation enhancement through video production. Drawing from Japan's educational guidelines and prior research, the investigation examines the roles of generative AI in language education, emphasizing ethical considerations and strategies for effective integration (Mollick Mollick, 2023). The course implemented a hybrid approach, combining language instruction with media production, where students created YouTube videos in Japanese. Their productions were supported by AI tools for language correction, narration, and content generation. Results indicate that while AI facilitated practical language learning, instructor guidance remained crucial for ensuring accuracy and contextual appropriateness. The study highlights challenges such as overreliance on AI-generated content and the need for nuanced communication in prompt engineering. Despite these challenges, students demonstrated cultural understanding and improved nonverbal communication skills through video production. Future research aims to analyze students' reflections on their experiences, shedding light on their insights and future applications of AI in language learning.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":" October","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823927","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 overarching focus of this study is to gain a comprehensive understanding of how the admission of international students into institutions of higher education in the US, creates advantages to their college campuses and communities, apart from its concomitant liabilities. The US has been the most preferred study abroad destination for international students (IIE, Open Doors, 2023). In the 2022/2023 academic year, 1,057,188 international students enrolled in colleges and universities in the US representing about 25% of total international students enrollment worldwide (Bound et al., 2020).This study will be an exploratory attempt to understand the advantages that international students bring to higher education institutions in the US and their contributions to the country's economy overall. It is intended to provide a rich description of international students contributions over the years, in addition to the costs and benefits associated with admission of international students.
本研究的首要重点是全面了解美国高等院校招收国际学生的情况，以及国际学生如何为其大学校园和社区带来优势，同时也带来相应的负面影响。美国一直是国际学生最青睐的留学目的地（IIE, Open Doors, 2023）。2022/2023 学年，有 1,057,188 名国际学生进入美国高校学习，约占全球国际学生总人数的 25%（Bound et al.除了与招收国际学生相关的成本和收益外，本研究还将对国际学生多年来的贡献进行丰富的描述。
{"title":"The Importance of International Students in the United States","authors":"L. B. Okai, Gokul Mandayam","doi":"10.46328/ijses.108","DOIUrl":"https://doi.org/10.46328/ijses.108","url":null,"abstract":"The overarching focus of this study is to gain a comprehensive understanding of how the admission of international students into institutions of higher education in the US, creates advantages to their college campuses and communities, apart from its concomitant liabilities. The US has been the most preferred study abroad destination for international students (IIE, Open Doors, 2023). In the 2022/2023 academic year, 1,057,188 international students enrolled in colleges and universities in the US representing about 25% of total international students enrollment worldwide (Bound et al., 2020).This study will be an exploratory attempt to understand the advantages that international students bring to higher education institutions in the US and their contributions to the country's economy overall. It is intended to provide a rich description of international students contributions over the years, in addition to the costs and benefits associated with admission of international students. ","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"105 49","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820624","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}
Normale Lectures is a delivery model of academic coursework designed as an innovative response to address the challenges of human and infrastructural limitations. To respond to these challenges, the Philippine Normal University has developed an academic course delivery model called PNU Normale Lectures, or NLec. Along this line, I was interested in exploring general education students' experiences in NLec mathematics class. With this, an open-ended questionnaire was administered to the eighty-three students of the Philippine Normal University, Visayas. Responses generated five essential themes about their challenges: a) classroom environment and distractions; b) teacher’s impact and teaching style; c) personal engagement and learning difficulties; d) classroom structure and size; and e) online learning and technology. Coping strategies, on the other hand, are (a) study materials and notes; (b) peer and teacher support; (c) online resources and technology; (d) positive attitude and motivation; (e) practice and review; and (f) active listening and notetaking. These findings underscore the complex nature of these challenges and emphasize the importance of educators and institutions addressing them for improved student outcomes. The study also identified coping strategies, highlighting the need for innovative approaches to enhance the mathematics education experience for these students.
{"title":"An In-Depth Qualitative Exploration of Normale Lecture Classes (NLec) in Mathematics: Understanding Student Experiences and Pedagogical Implications","authors":"E. Marpa","doi":"10.46328/ijses.103","DOIUrl":"https://doi.org/10.46328/ijses.103","url":null,"abstract":"Normale Lectures is a delivery model of academic coursework designed as an innovative response to address the challenges of human and infrastructural limitations. To respond to these challenges, the Philippine Normal University has developed an academic course delivery model called PNU Normale Lectures, or NLec. Along this line, I was interested in exploring general education students' experiences in NLec mathematics class. With this, an open-ended questionnaire was administered to the eighty-three students of the Philippine Normal University, Visayas. Responses generated five essential themes about their challenges: a) classroom environment and distractions; b) teacher’s impact and teaching style; c) personal engagement and learning difficulties; d) classroom structure and size; and e) online learning and technology. Coping strategies, on the other hand, are (a) study materials and notes; (b) peer and teacher support; (c) online resources and technology; (d) positive attitude and motivation; (e) practice and review; and (f) active listening and notetaking. These findings underscore the complex nature of these challenges and emphasize the importance of educators and institutions addressing them for improved student outcomes. The study also identified coping strategies, highlighting the need for innovative approaches to enhance the mathematics education experience for these students.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"109 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821393","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}
Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that threaten the learning quality of the students. The study aims to identify the degree of application of educational accommodations for students with attention deficit hyperactivity disorder (ADHD) in primary schools from teachers and parents' perspectives. Data have been collected from two samples: 70 primary school teachers and 62 parents of students with ADHD in the Eastern Province and Riyadh, who were chosen randomly. The results showed that there were statistically significant differences between the teachers’ and parents’ perspectives. In the degree of application of educational adaptations for this category of students, it came in favor of teachers. The results showed that there were statistically significant differences in the degree of application of adaptations according to the gender variable, which came in favor of female teachers, and the results also showed that there were no statistically significant differences between schools in terms of supported services for application of educational adaptations for students with ADHD.
{"title":"Applying Educational Accommodation for ADHD Pupils: Teachers and Parents Perspectives","authors":"Asma Ghali Alsobhi, Abeer Toson Mohamed, Huda Alshami","doi":"10.46328/ijses.92","DOIUrl":"https://doi.org/10.46328/ijses.92","url":null,"abstract":"Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that threaten the learning quality of the students. The study aims to identify the degree of application of educational accommodations for students with attention deficit hyperactivity disorder (ADHD) in primary schools from teachers and parents' perspectives. Data have been collected from two samples: 70 primary school teachers and 62 parents of students with ADHD in the Eastern Province and Riyadh, who were chosen randomly. The results showed that there were statistically significant differences between the teachers’ and parents’ perspectives. In the degree of application of educational adaptations for this category of students, it came in favor of teachers. The results showed that there were statistically significant differences in the degree of application of adaptations according to the gender variable, which came in favor of female teachers, and the results also showed that there were no statistically significant differences between schools in terms of supported services for application of educational adaptations for students with ADHD.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"113 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822137","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 purpose of the study was to investigate the influence of the internet use on university students` moral behavior in South West Region Cameroon. The researcher used mixed research method design involving both qualitative and quantitative methods. The sample size used was 100 students from HTTTC Kumba all departments from levels 200 and 300. Four lecturers were also interviewed. From the findings, majority of the respondents indicated that some of their private information has been disclosed without their permission; they have been involved in plagiarism, betting, cyber bullying, illegal downloading and many other vices. These issues can be handled through guidance and counselling sessions for students. Also, each department should use plagiarism detection software and each lecturer is expected to be trained in using the software in order to combat plagiarism.
{"title":"The Influence of Internet Use on University Students’ Moral Behavior","authors":"G. Moluayonge, Ekoko Mathias Nasumba","doi":"10.46328/ijses.100","DOIUrl":"https://doi.org/10.46328/ijses.100","url":null,"abstract":"The purpose of the study was to investigate the influence of the internet use on university students` moral behavior in South West Region Cameroon. The researcher used mixed research method design involving both qualitative and quantitative methods. The sample size used was 100 students from HTTTC Kumba all departments from levels 200 and 300. Four lecturers were also interviewed. From the findings, majority of the respondents indicated that some of their private information has been disclosed without their permission; they have been involved in plagiarism, betting, cyber bullying, illegal downloading and many other vices. These issues can be handled through guidance and counselling sessions for students. Also, each department should use plagiarism detection software and each lecturer is expected to be trained in using the software in order to combat plagiarism.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":" 1271","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822966","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}
Though studies have been done on Machine Learning, almost all the studies focused on higher educational institutions, with little attention to K-12 educational settings. Those studies that focused on K-12 are scattered, making it difficult to specifically know which visualization tools best enhance Machine Learning in K-12 schools. This study, therefore, through a systematic literature review determines which visualization tools best promote Machine Learning in K-12 schools. The study specifically considered, barriers to the use of Machine Learning in K-12 schools, visualization tools for Machine Learning in K-12 schools, and pedagogical strategies that benefit the teaching and learning of Machine Learning in K-12 schools. The study sourced articles from Scopus and the Web of Science database after applying the inclusion and exclusion criteria. Data from the articles were extracted based on the PICO framework and their quality was assessed using the Critical Appraisal Skills Programme (CASP) model. The barriers to Machine Learning in K-12 schools include a lack of information about the development and usage of the tools, selection, and coordination barriers, lack of attention to machine learning by educational stakeholders, and programming demands. Appropriate visualization tools for Machine Learning in K-12 schools include MLflow and NN-SVG. Though there exist numerous approaches for teaching ML in K-12 settings such as active learning, inquiry-based, participatory learning, and design-oriented approaches, the best pedagogy that supports machine learning in K-12 schools as per existing literature is participatory learning. Teachers need to acquire the appropriate and specific information and technical know-how or skills about machine learning for promoting visualization lessons in K-12 schools. All teachers should be sensitized to adopt participatory learning pedagogy to enhance the effective use of machine learning in K-12 schools. Machine learning should be integrated into teaching and learning in K-12 schools since it is ideal for visualization and experimentation, which are inevitable for effective teaching and learning in K-12 schools.
{"title":"Systematic Literature Review on Pedagogies and Visualization Tools for Machine Learning in K-12 Schools","authors":"Adjei Amaniampong, S. Oyelere","doi":"10.46328/ijses.93","DOIUrl":"https://doi.org/10.46328/ijses.93","url":null,"abstract":"Though studies have been done on Machine Learning, almost all the studies focused on higher educational institutions, with little attention to K-12 educational settings. Those studies that focused on K-12 are scattered, making it difficult to specifically know which visualization tools best enhance Machine Learning in K-12 schools. This study, therefore, through a systematic literature review determines which visualization tools best promote Machine Learning in K-12 schools. The study specifically considered, barriers to the use of Machine Learning in K-12 schools, visualization tools for Machine Learning in K-12 schools, and pedagogical strategies that benefit the teaching and learning of Machine Learning in K-12 schools. The study sourced articles from Scopus and the Web of Science database after applying the inclusion and exclusion criteria. Data from the articles were extracted based on the PICO framework and their quality was assessed using the Critical Appraisal Skills Programme (CASP) model. The barriers to Machine Learning in K-12 schools include a lack of information about the development and usage of the tools, selection, and coordination barriers, lack of attention to machine learning by educational stakeholders, and programming demands. Appropriate visualization tools for Machine Learning in K-12 schools include MLflow and NN-SVG. Though there exist numerous approaches for teaching ML in K-12 settings such as active learning, inquiry-based, participatory learning, and design-oriented approaches, the best pedagogy that supports machine learning in K-12 schools as per existing literature is participatory learning. Teachers need to acquire the appropriate and specific information and technical know-how or skills about machine learning for promoting visualization lessons in K-12 schools. All teachers should be sensitized to adopt participatory learning pedagogy to enhance the effective use of machine learning in K-12 schools. Machine learning should be integrated into teaching and learning in K-12 schools since it is ideal for visualization and experimentation, which are inevitable for effective teaching and learning in K-12 schools.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":" 1004","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823422","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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