Abstract Gendered barriers in education and attrition along the academic and professional pipeline are key determinants of the current STEM skills shortage. While enrolment in STEM undergraduate courses has been increasing in the recent decades, STEM degree choices still suffer from considerable gender imbalance, whereby women are underrepresented in maths-heavy subjects and overrepresented in biological and healthcare subjects. This study sought to investigate the relationship between maths/science self-confidence and propensity towards STEM careers during secondary education, a critical period in the university course decision-making process. Non-parametric analysis of cross-sectional survey data collected in an English all-girls secondary school revealed an overall decline in self-confidence over the 5 years of secondary education, which was statistically significant for science, but not maths. Self-confidence in maths showed a strong positive correlation with students’ propensity towards careers in maths and science, but not in technology/engineering. Likewise, self-confidence in science was positively correlated with maths and science propensity, but had no effect on technology/engineering propensity. These findings indicate that the teaching of maths and science is by itself not sufficient to promote engagement with STEM career pathways in engineering and technology. Secondary curricula should explicitly emphasise the links between the learning of mathematical and scientific concepts, their practical applications, and the career opportunities they enable.
{"title":"Self-Confidence and STEM Career Propensity: Lessons from an All-Girls Secondary School","authors":"A. Siani, Jasmine L. Harris","doi":"10.1515/edu-2022-0180","DOIUrl":"https://doi.org/10.1515/edu-2022-0180","url":null,"abstract":"Abstract Gendered barriers in education and attrition along the academic and professional pipeline are key determinants of the current STEM skills shortage. While enrolment in STEM undergraduate courses has been increasing in the recent decades, STEM degree choices still suffer from considerable gender imbalance, whereby women are underrepresented in maths-heavy subjects and overrepresented in biological and healthcare subjects. This study sought to investigate the relationship between maths/science self-confidence and propensity towards STEM careers during secondary education, a critical period in the university course decision-making process. Non-parametric analysis of cross-sectional survey data collected in an English all-girls secondary school revealed an overall decline in self-confidence over the 5 years of secondary education, which was statistically significant for science, but not maths. Self-confidence in maths showed a strong positive correlation with students’ propensity towards careers in maths and science, but not in technology/engineering. Likewise, self-confidence in science was positively correlated with maths and science propensity, but had no effect on technology/engineering propensity. These findings indicate that the teaching of maths and science is by itself not sufficient to promote engagement with STEM career pathways in engineering and technology. Secondary curricula should explicitly emphasise the links between the learning of mathematical and scientific concepts, their practical applications, and the career opportunities they enable.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47856052","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}
Abstract In this article, we contribute to the longstanding debate among economists regarding the question of “nature or nurture” with respect to economics students’ attitudes toward various allocation mechanisms for a scarce resource. While previous research starts the debate by beginning with first-year economics students, we aim to evaluate pre-first-year individuals, i.e., school pupils. Drawing on the seminal works of Haucap, J., & Just, T. (2010). Not guilty? Another look at the nature and nurture of economics students. European Journal of Law and Economics, 29(2), 239–254 and Frey, B. S., Pommerehne, W. W., & Gygi, B. (1993). Economics indoctrination or selection? Some empirical results. The Journal of Economic Education, 24(3), 271–281, we investigate a sample of 697 pupils ranging from the 5th to the 13th grades to determine whether pupils are “born economists” (nature), develop economic thinking (nurture), or both. We find that young individuals start to think differently in early grades and that their thinking and attitudes are shaped differently throughout their school careers, thereby providing support for the effects of both nature and nurture. Our findings show that school time impacts fairness judgments, particularly regarding price mechanisms. Regarding learning or indoctrination, we find that economics-inclined pupils are positively affected by lessons in economics in school, while pupils who are economics-averse draw completely diametric conclusions from economics lessons, thereby exhibiting increased disapproval of price allocation over the course of these classes and increased approval of the first come, first served and governmental action mechanisms. Moreover, we find strong effects of gender and migration background in this context. This study is the first to elucidate the development of economic thinking in 5th–13th grade pupils. Our results are important for economists, educators, and researchers because they can serve as a starting point for subsequent investigations in this under-researched field.
{"title":"“Tis Early Practice only Makes the Master”: Nature and Nurture in Economic Thinking During School Time – A Research Note on Economics Education","authors":"Peter Gordon Roetzel, Lina Roetzel","doi":"10.1515/edu-2022-0188","DOIUrl":"https://doi.org/10.1515/edu-2022-0188","url":null,"abstract":"Abstract In this article, we contribute to the longstanding debate among economists regarding the question of “nature or nurture” with respect to economics students’ attitudes toward various allocation mechanisms for a scarce resource. While previous research starts the debate by beginning with first-year economics students, we aim to evaluate pre-first-year individuals, i.e., school pupils. Drawing on the seminal works of Haucap, J., & Just, T. (2010). Not guilty? Another look at the nature and nurture of economics students. European Journal of Law and Economics, 29(2), 239–254 and Frey, B. S., Pommerehne, W. W., & Gygi, B. (1993). Economics indoctrination or selection? Some empirical results. The Journal of Economic Education, 24(3), 271–281, we investigate a sample of 697 pupils ranging from the 5th to the 13th grades to determine whether pupils are “born economists” (nature), develop economic thinking (nurture), or both. We find that young individuals start to think differently in early grades and that their thinking and attitudes are shaped differently throughout their school careers, thereby providing support for the effects of both nature and nurture. Our findings show that school time impacts fairness judgments, particularly regarding price mechanisms. Regarding learning or indoctrination, we find that economics-inclined pupils are positively affected by lessons in economics in school, while pupils who are economics-averse draw completely diametric conclusions from economics lessons, thereby exhibiting increased disapproval of price allocation over the course of these classes and increased approval of the first come, first served and governmental action mechanisms. Moreover, we find strong effects of gender and migration background in this context. This study is the first to elucidate the development of economic thinking in 5th–13th grade pupils. Our results are important for economists, educators, and researchers because they can serve as a starting point for subsequent investigations in this under-researched field.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44989711","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}
Abstract The use of a learning management system (LMS) is believed to be significant for students’ academic performance, but students’ attitudes regarding its use are divided. Therefore, the purpose of this study is to apply a modified version of the technology acceptance model to determine the motivators for University of Professional Studies Accra students’ behavioural intentions (BIs) and actual use of LMSs using a convenient sampling technique to elicit data from first-year students in the faculty of information technology and communication studies. The investigation included a total of 188 samples. The study used structured equation modelling partial least squares to analyse the data. Specifically, the study employed the importance-performance map analysis to establish the factors that are important to students’ actual use of an LMS. The study’s findings suggest that REL and output quality significantly impact the perceived usefulness (PU). Also, perceived enjoyment and subjective norm exert a significant impact on the perceived ease of use (PEOU). Additionally, PEOU influences the PU, which in turn influences the BI. Furthermore, the findings reveal a strong link between BI and the actual use of the LMS. Finally, the study suggests that students’ BI to use the LMS is the most important factor for students’ actual use. PU is also an important determinant factor of students’ actual use. Following the study’s conclusion that BI and PU are important for students’ actual use of an LMS, higher education administrators must develop rules that increase the students’ PU of LMSs, while also ensuring that current measures that awaken students’ BIs are maintained or improved so that students can use the LMS for academic work.
{"title":"Motivators for University of Professional Studies Accra Students to Adopt a Learning Management System in Ghana","authors":"S. Attuquayefio","doi":"10.1515/edu-2022-0182","DOIUrl":"https://doi.org/10.1515/edu-2022-0182","url":null,"abstract":"Abstract The use of a learning management system (LMS) is believed to be significant for students’ academic performance, but students’ attitudes regarding its use are divided. Therefore, the purpose of this study is to apply a modified version of the technology acceptance model to determine the motivators for University of Professional Studies Accra students’ behavioural intentions (BIs) and actual use of LMSs using a convenient sampling technique to elicit data from first-year students in the faculty of information technology and communication studies. The investigation included a total of 188 samples. The study used structured equation modelling partial least squares to analyse the data. Specifically, the study employed the importance-performance map analysis to establish the factors that are important to students’ actual use of an LMS. The study’s findings suggest that REL and output quality significantly impact the perceived usefulness (PU). Also, perceived enjoyment and subjective norm exert a significant impact on the perceived ease of use (PEOU). Additionally, PEOU influences the PU, which in turn influences the BI. Furthermore, the findings reveal a strong link between BI and the actual use of the LMS. Finally, the study suggests that students’ BI to use the LMS is the most important factor for students’ actual use. PU is also an important determinant factor of students’ actual use. Following the study’s conclusion that BI and PU are important for students’ actual use of an LMS, higher education administrators must develop rules that increase the students’ PU of LMSs, while also ensuring that current measures that awaken students’ BIs are maintained or improved so that students can use the LMS for academic work.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46633383","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}
Abstract The purpose of this article is to examine the influence of the school organizational climate on teacher enthusiasm. A sample of 600 teachers was drawn using a multi-stage random sampling method. The study variables were assessed using two main instruments: the organizational climate scale and teacher’s enthusiasm scale. A two-staged structural equation modelling and artificial neural network approach was used for the analysis. The study has unveiled the importance of the school’s organizational climate in determining the enthusiasm level of teachers. All the dimensions of organizational climate acted as significant predictors in the model. The study encourages periodic examination of the school climate and teachers’ enthusiasm to take any decisions or initiatives necessary to address deficiencies in schools.
{"title":"The Impact of Organizational Climate on Teacher Enthusiasm: A Two-Staged Structural Equation Modelling–Artificial Neural Network Approach","authors":"Poonam Punia, M. Bala","doi":"10.1515/edu-2022-0195","DOIUrl":"https://doi.org/10.1515/edu-2022-0195","url":null,"abstract":"Abstract The purpose of this article is to examine the influence of the school organizational climate on teacher enthusiasm. A sample of 600 teachers was drawn using a multi-stage random sampling method. The study variables were assessed using two main instruments: the organizational climate scale and teacher’s enthusiasm scale. A two-staged structural equation modelling and artificial neural network approach was used for the analysis. The study has unveiled the importance of the school’s organizational climate in determining the enthusiasm level of teachers. All the dimensions of organizational climate acted as significant predictors in the model. The study encourages periodic examination of the school climate and teachers’ enthusiasm to take any decisions or initiatives necessary to address deficiencies in schools.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67224025","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}
Abstract High dropout rates in the first year of undergraduate studies are an expression of the secondary–tertiary transition problem and they seem to be particularly high in those degree programs where specialized mathematics courses are taught in the first year of study. Research shows that students’ difficulties during the transition period cannot be reduced to purely cognitive factors. In this article, we address the secondary–tertiary transition problem in mathematics for engineering students. Based on a questionnaire with focus beyond the purely cognitive aspects, a comparison of the transition problem at three European mid-sized universities is carried out, to identify common challenges and difficulties, as well as differences. The questionnaire concentrates on the four dimensions (personal, organizational, content related, and social) and corresponding critical requirements for a successful transition described in Trautwein, C., & Bosse, E. (2017). The first year in higher education – critical requirements from the student perspective. Higher Education, 73, 371–387. A group of 308 first-year engineering students partook in the study. In the presentation, we highlight students’ perceptions regarding the transition, changes, and challenges they experienced under the above-mentioned four dimensions and discuss similarities and differences between countries.
{"title":"“Literally I Grew Up” Secondary–Tertiary Transition in Mathematics for Engineering Students beyond the Purely Cognitive Aspects","authors":"Mirela Vinerean, Yvonne Liljekvist, elif bengü","doi":"10.1515/edu-2022-0184","DOIUrl":"https://doi.org/10.1515/edu-2022-0184","url":null,"abstract":"Abstract High dropout rates in the first year of undergraduate studies are an expression of the secondary–tertiary transition problem and they seem to be particularly high in those degree programs where specialized mathematics courses are taught in the first year of study. Research shows that students’ difficulties during the transition period cannot be reduced to purely cognitive factors. In this article, we address the secondary–tertiary transition problem in mathematics for engineering students. Based on a questionnaire with focus beyond the purely cognitive aspects, a comparison of the transition problem at three European mid-sized universities is carried out, to identify common challenges and difficulties, as well as differences. The questionnaire concentrates on the four dimensions (personal, organizational, content related, and social) and corresponding critical requirements for a successful transition described in Trautwein, C., & Bosse, E. (2017). The first year in higher education – critical requirements from the student perspective. Higher Education, 73, 371–387. A group of 308 first-year engineering students partook in the study. In the presentation, we highlight students’ perceptions regarding the transition, changes, and challenges they experienced under the above-mentioned four dimensions and discuss similarities and differences between countries.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43592101","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}
Isabel Vale, Ana Barbosa, A. Peixoto, F. Fernandes
Abstract The importance of STEAM education in preparing students to deal with societal challenges is nowadays an international recommendation. We may find different perspectives concerning STEAM education and the integration of its disciplines. A possible pathway to achieve a balanced integration is through Engineering Design (ED), starting from problems of reality that enable the articulated mobilization of concepts from various disciplinary areas, promoting interdisciplinary where teamwork and context play a fundamental role. This article reports a study with primary preservice teachers (6–12 years old) that aims to analyze the learning displayed and the difficulties underlying the usage of ED in solving STEAM problems. The participants were 45 preservice teachers. We adopted a qualitative methodology, and data were collected through observation, documents, artifacts, and photos. The preliminary results show a very positive reaction of the participants to the experience of solving real context problems collaboratively and mobilizing mathematical and physical science concepts in an integrated way. We identified active engagement, persistence, and motivation in the creation of a model that fulfilled the requested conditions. Difficulties were evidenced in the identification of some concepts and the mobilization of adequate scientific language in the argumentation of decisions.
{"title":"Solving Authentic Problems through Engineering Design","authors":"Isabel Vale, Ana Barbosa, A. Peixoto, F. Fernandes","doi":"10.1515/edu-2022-0185","DOIUrl":"https://doi.org/10.1515/edu-2022-0185","url":null,"abstract":"Abstract The importance of STEAM education in preparing students to deal with societal challenges is nowadays an international recommendation. We may find different perspectives concerning STEAM education and the integration of its disciplines. A possible pathway to achieve a balanced integration is through Engineering Design (ED), starting from problems of reality that enable the articulated mobilization of concepts from various disciplinary areas, promoting interdisciplinary where teamwork and context play a fundamental role. This article reports a study with primary preservice teachers (6–12 years old) that aims to analyze the learning displayed and the difficulties underlying the usage of ED in solving STEAM problems. The participants were 45 preservice teachers. We adopted a qualitative methodology, and data were collected through observation, documents, artifacts, and photos. The preliminary results show a very positive reaction of the participants to the experience of solving real context problems collaboratively and mobilizing mathematical and physical science concepts in an integrated way. We identified active engagement, persistence, and motivation in the creation of a model that fulfilled the requested conditions. Difficulties were evidenced in the identification of some concepts and the mobilization of adequate scientific language in the argumentation of decisions.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45357397","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}
L. Castro-Santos, Félix Puime Guillén, I. Lamas-Galdo, A. García-Diez, Joaquín Enríquez Díaz, Lucía Boedo-Vilabella, María Dolores Lagoa-Varela, B. Alvarez-García, A. Filgueira-Vizoso
Abstract The aim of this work is to describe several experiences of STEMbach in different areas: engineering, economics, materials, etc. The STEMbach is a program carried out by high school students during their two years of study to obtain their High School Diploma (equivalent to A-levels), designed for both the Humanities and Sciences modalities, and created alongside the Galician strategy for digital education. It encourages the vocation of the scholars towards scientific and technological research and allows a connection directly with the college education. The STEM works explained in this work were developed between the University of A Coruña and several high schools located in the region of Galicia (North-West of Spain). Results were very constructive for promoting STEM careers.
{"title":"STEMbach Experiences at Higher Education","authors":"L. Castro-Santos, Félix Puime Guillén, I. Lamas-Galdo, A. García-Diez, Joaquín Enríquez Díaz, Lucía Boedo-Vilabella, María Dolores Lagoa-Varela, B. Alvarez-García, A. Filgueira-Vizoso","doi":"10.1515/edu-2022-0178","DOIUrl":"https://doi.org/10.1515/edu-2022-0178","url":null,"abstract":"Abstract The aim of this work is to describe several experiences of STEMbach in different areas: engineering, economics, materials, etc. The STEMbach is a program carried out by high school students during their two years of study to obtain their High School Diploma (equivalent to A-levels), designed for both the Humanities and Sciences modalities, and created alongside the Galician strategy for digital education. It encourages the vocation of the scholars towards scientific and technological research and allows a connection directly with the college education. The STEM works explained in this work were developed between the University of A Coruña and several high schools located in the region of Galicia (North-West of Spain). Results were very constructive for promoting STEM careers.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46969705","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}
Lawrence Meda, Efthymia Efthymiou, Muna AlHammadi, Cara Williams, Mohamed Fteiha
Abstract The current study explored how students in various universities across the United Arab Emirates (UAE) conceptualized inclusive education and views of the future with participation from twenty-one pre-service teachers from different universities within the UAE. Data collection consisted of an open-ended questionnaire and semi-structured interviews analyzed using a qualitative case study within an interpretive paradigm. Results indicated that students unanimously conceptualized inclusion from a holistic point of view and projected the future to be associated with a higher level of differentiated instruction. However, the conditions of the Education Act and the results were not in agreement with the premise of liberation pedagogy, as students with special needs reverted to a passive state and adopted a dependent relationship with the teacher. In conclusion, teachers’ motivation was faith in humanity, the rejection of fatalism, and the belief that all learners can actively participate in the transformation of the world by participating in liberation pedagogy, which caters to the diverse needs of students in present and future environments.
{"title":"Conceptualizing and Reimagining the Future of Inclusive Education in the UAE","authors":"Lawrence Meda, Efthymia Efthymiou, Muna AlHammadi, Cara Williams, Mohamed Fteiha","doi":"10.1515/edu-2022-0205","DOIUrl":"https://doi.org/10.1515/edu-2022-0205","url":null,"abstract":"Abstract The current study explored how students in various universities across the United Arab Emirates (UAE) conceptualized inclusive education and views of the future with participation from twenty-one pre-service teachers from different universities within the UAE. Data collection consisted of an open-ended questionnaire and semi-structured interviews analyzed using a qualitative case study within an interpretive paradigm. Results indicated that students unanimously conceptualized inclusion from a holistic point of view and projected the future to be associated with a higher level of differentiated instruction. However, the conditions of the Education Act and the results were not in agreement with the premise of liberation pedagogy, as students with special needs reverted to a passive state and adopted a dependent relationship with the teacher. In conclusion, teachers’ motivation was faith in humanity, the rejection of fatalism, and the belief that all learners can actively participate in the transformation of the world by participating in liberation pedagogy, which caters to the diverse needs of students in present and future environments.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"28 Sup10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135506665","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}
Abstract The twenty-first century requires Vocational High School (VHS) graduates to have high-order thinking skills (HOTS). Although HOTS-based learning in VHS has been implemented in Indonesia, the graduates are less creative in complex work. Also, teachers have insufficient knowledge about this learning design. Therefore, the purpose of this study was to examine the relationship between learning implementation and planning, specifically focusing on the knowledge of teachers in planning lessons. To measure this knowledge, several aspects were established based on the concept of Anderson and Krathwohl’s Taxonomy 2001. The concept was used to measure knowledge, which was categorized into the factual, conceptual, procedural, and meta-cognitive dimensions. To analyze each dimension, critical thinking, creativity, collaboration, and communication were employed as key elements. A quantitative approach with a survey design and a random sample of productive subject teachers was used. Cross-sectional analysis and F -test were applied to the primary data using multiple linear regression. According to the F -test results, planning aspects simultaneously affect the implementation of HOTS-based learning in VHS. This is because the calculated F -value was greater than the table F -value. HOTS-based learning activities can be easily achieved in case the lesson plan has the same basis.
摘要21世纪要求高职毕业生具备高阶思维能力。尽管印尼已经实施了以hots为基础的VHS学习，但毕业生在复杂工作中缺乏创造力。教师对这种学习设计的认识也不够充分。因此，本研究的目的是检验学习实施与计划之间的关系，特别关注教师在计划课程中的知识。为了衡量这种知识，基于Anderson and Krathwohl 's Taxonomy 2001的概念，建立了几个方面。这个概念被用来衡量知识，它被分为事实、概念、程序和元认知维度。为了分析每个维度，批判性思维、创造力、协作和沟通被用作关键要素。本研究采用定量方法，采用问卷调查设计和随机抽样的生产性学科教师。对主要资料采用多元线性回归进行横断面分析和F检验。根据F检验结果，规划方面同时影响着基于hots的学习在VHS中的实施。这是因为计算出的F值大于表中的F值。如果课程计划具有相同的基础，则可以轻松实现基于hot的学习活动。
{"title":"The Effects of Learning Design on Learning Activities Based on Higher Order Thinking Skills in Vocational High Schools","authors":"Dainita Rachmawati, Suharno Suharno, Roemintoyo Roemintoyo","doi":"10.1515/edu-2022-0202","DOIUrl":"https://doi.org/10.1515/edu-2022-0202","url":null,"abstract":"Abstract The twenty-first century requires Vocational High School (VHS) graduates to have high-order thinking skills (HOTS). Although HOTS-based learning in VHS has been implemented in Indonesia, the graduates are less creative in complex work. Also, teachers have insufficient knowledge about this learning design. Therefore, the purpose of this study was to examine the relationship between learning implementation and planning, specifically focusing on the knowledge of teachers in planning lessons. To measure this knowledge, several aspects were established based on the concept of Anderson and Krathwohl’s Taxonomy 2001. The concept was used to measure knowledge, which was categorized into the factual, conceptual, procedural, and meta-cognitive dimensions. To analyze each dimension, critical thinking, creativity, collaboration, and communication were employed as key elements. A quantitative approach with a survey design and a random sample of productive subject teachers was used. Cross-sectional analysis and F -test were applied to the primary data using multiple linear regression. According to the F -test results, planning aspects simultaneously affect the implementation of HOTS-based learning in VHS. This is because the calculated F -value was greater than the table F -value. HOTS-based learning activities can be easily achieved in case the lesson plan has the same basis.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135701207","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}
Pub Date : 2022-12-23DOI: 10.21686/1818-4243-2022-6-43-59
E. A. Dyachkova
The article is devoted to the organization of distance education for students of architectural specialties of universities. Designing a distance-learning model, which consists in the scientific substantiation of the structure and content of the distance-learning model for preparing students of architectural specialties. The article also presents an analysis of scientific literature, the purpose of which is to generalize knowledge in the field of distance learning and professional training in relation to architectural education. A historiographic analysis of the problem was carried out, the categorical apparatus of the study and the terminological base were specified, criteria and indexes of the formation of students’ preparation - architects for professional activities in the process of distance learning were identified.The problem lies in the scientific substantiation of the structure and content of the distance-learning model for students of architectural specialties of universities.The purpose of this paper is to develop and scientifically and pedagogically justify a distance-learning model for preparing students of architectural specialties.Research methods. To test the initial provisions and achieve the goals set at different stages of the study, the following theoretical methods were used: analysis of regulatory documents and psychological and pedagogical literature, historical and pedagogical analysis.The main part of the article reveals a distance-learning model for preparing students of architectural specialties. The distance-learning model includes the following blocks: target, which includes the goal of organizing distance learning to train students of architectural specialties; methodological, including system-activity, personality-oriented, axiological, competence-based approaches and their corresponding principles; meaningful, including readiness components: (motivational, cognitive, activity-practical, creative, evaluative-reflective), as well as pedagogical conditions: creating positive motivation for learning, the presence of educational communication, improving the student’s readiness to use distance learning technologies, providing stages training: information-theoretical, practice-oriented, integration; organizational and procedural, including organizational forms of distance learning for the preparation of students of architectural specialties of universities: synchronous, asynchronous; distance learning methods; means; learning technologies; diagnostic, including criteria and indexes: motivational, cognitive, activity-practical, creative, evaluative-reflective, as well as levels: receptive, receptive-reproductive, reproductive-productive, productive, creative; effective - including the results of the organization of distance learning for the preparation of students of architectural specialties.Conclusion. The concept of training students of architectural specialties of universities has been clarified. Preparation of students
{"title":"Model of Organization of Distance Learning for Students of Architectural Specialties","authors":"E. A. Dyachkova","doi":"10.21686/1818-4243-2022-6-43-59","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-6-43-59","url":null,"abstract":"The article is devoted to the organization of distance education for students of architectural specialties of universities. Designing a distance-learning model, which consists in the scientific substantiation of the structure and content of the distance-learning model for preparing students of architectural specialties. The article also presents an analysis of scientific literature, the purpose of which is to generalize knowledge in the field of distance learning and professional training in relation to architectural education. A historiographic analysis of the problem was carried out, the categorical apparatus of the study and the terminological base were specified, criteria and indexes of the formation of students’ preparation - architects for professional activities in the process of distance learning were identified.The problem lies in the scientific substantiation of the structure and content of the distance-learning model for students of architectural specialties of universities.The purpose of this paper is to develop and scientifically and pedagogically justify a distance-learning model for preparing students of architectural specialties.Research methods. To test the initial provisions and achieve the goals set at different stages of the study, the following theoretical methods were used: analysis of regulatory documents and psychological and pedagogical literature, historical and pedagogical analysis.The main part of the article reveals a distance-learning model for preparing students of architectural specialties. The distance-learning model includes the following blocks: target, which includes the goal of organizing distance learning to train students of architectural specialties; methodological, including system-activity, personality-oriented, axiological, competence-based approaches and their corresponding principles; meaningful, including readiness components: (motivational, cognitive, activity-practical, creative, evaluative-reflective), as well as pedagogical conditions: creating positive motivation for learning, the presence of educational communication, improving the student’s readiness to use distance learning technologies, providing stages training: information-theoretical, practice-oriented, integration; organizational and procedural, including organizational forms of distance learning for the preparation of students of architectural specialties of universities: synchronous, asynchronous; distance learning methods; means; learning technologies; diagnostic, including criteria and indexes: motivational, cognitive, activity-practical, creative, evaluative-reflective, as well as levels: receptive, receptive-reproductive, reproductive-productive, productive, creative; effective - including the results of the organization of distance learning for the preparation of students of architectural specialties.Conclusion. The concept of training students of architectural specialties of universities has been clarified. Preparation of students","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82360462","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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