This research aimed to compare the equated scores by the methods based on classical test theory (CTT) and kernel equating, using covariates design (NEC) and anchor test design (NEAT). TIMSS 2019 science test scores equated by both Tucker, Levine true score, Levine observed score, equipercentile equating (pre-smoothing and post-smoothing) methods in CTT, and linear and equipercentile methods in kernel equating. Additionally, the covariates in NEC design were “home resources for learning,” “student confidence in science and mathematics,” “like learning science,” “instructional clarity in science lessons,” “math achievement,” “sex,” and “speaking the language of the test at home”. The equating results in NEC were compared with those in NEAT and EG. The participants comprised 1699 4th-grade students who attended the e-TIMSS 2019 in Canada, Singapore, and Chile. Results were analyzed according to equating errors and differences between equated scores. The research concluded that math achievement and home resources for learning could be used as covariates in NEC to equate the science test in case equating could not be done in the NEAT. However, when the other variables were used as covariates in NEC, the equated scores were very similar to the EG. Also, Tucker (CTT) and post-stratification (kernel) yielded similar equated scores in linear equating, and these methods were similarly different from kernel linear equating in EG. In equipercentile equating, the equated scores obtained from the post-smoothing (CTT) and EG were close to each other but slightly differed from post-stratification.
{"title":"A Comparison of Covariates, Equating Designs, and Methods in Equating TIMSS 2019 Science Tests","authors":"Elif SEZER BAŞARAN, Ceren Mutluer, Mehtap Cakan","doi":"10.17275/per.23.74.10.5","DOIUrl":"https://doi.org/10.17275/per.23.74.10.5","url":null,"abstract":"This research aimed to compare the equated scores by the methods based on classical test theory (CTT) and kernel equating, using covariates design (NEC) and anchor test design (NEAT). TIMSS 2019 science test scores equated by both Tucker, Levine true score, Levine observed score, equipercentile equating (pre-smoothing and post-smoothing) methods in CTT, and linear and equipercentile methods in kernel equating. Additionally, the covariates in NEC design were “home resources for learning,” “student confidence in science and mathematics,” “like learning science,” “instructional clarity in science lessons,” “math achievement,” “sex,” and “speaking the language of the test at home”. The equating results in NEC were compared with those in NEAT and EG. The participants comprised 1699 4th-grade students who attended the e-TIMSS 2019 in Canada, Singapore, and Chile. Results were analyzed according to equating errors and differences between equated scores. The research concluded that math achievement and home resources for learning could be used as covariates in NEC to equate the science test in case equating could not be done in the NEAT. However, when the other variables were used as covariates in NEC, the equated scores were very similar to the EG. Also, Tucker (CTT) and post-stratification (kernel) yielded similar equated scores in linear equating, and these methods were similarly different from kernel linear equating in EG. In equipercentile equating, the equated scores obtained from the post-smoothing (CTT) and EG were close to each other but slightly differed from post-stratification.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49510828","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 this study, the effect of multiple representation method and prior knowledge level in solving ill-structured problems was investigated. Quasi-experimental and 2x2 (multiple representation method x prior knowledge level) factorial designs were used in the study. The study group consists of 39 undergraduate students. The dependent variables of the study were determined as problem solving skills, cognitive load, and permanence. The independent variables were considered as multiple representation method (step-by-step, holistic) and prior knowledge levels (novice, expert). Prior knowledge level test, problem solving skills test and cognitive load scale developed to measure the variables were used as data collection tools within the scope of the study. The data was analysed with two-way analysis of variance and independent groups t-test as the data obtained from the data collection tools exhibited normal distribution. In the results that were significant in the analysis, Cohen (d) in the independent groups t-tests and eta-square (η2) in the two-way analysis of variance were also shown. As a result of the research, it is evident that the level of prior knowledge and the interaction (interaction effect) of the level of prior knowledge and the multiple representation method affect problem solving skills. In addition, it was concluded that the interaction of multiple representation method and prior knowledge level was statistically significant in terms of cognitive load variable. The findings supported the expertise reversal effect.
{"title":"The effects of Multiple Representation Method and Prior Knowledge Level on Problem Solving Skills and Cognitive Load","authors":"A. Satici, Muhammed Dağli","doi":"10.17275/per.23.78.10.5","DOIUrl":"https://doi.org/10.17275/per.23.78.10.5","url":null,"abstract":"In this study, the effect of multiple representation method and prior knowledge level in solving ill-structured problems was investigated. Quasi-experimental and 2x2 (multiple representation method x prior knowledge level) factorial designs were used in the study. The study group consists of 39 undergraduate students. The dependent variables of the study were determined as problem solving skills, cognitive load, and permanence. The independent variables were considered as multiple representation method (step-by-step, holistic) and prior knowledge levels (novice, expert). Prior knowledge level test, problem solving skills test and cognitive load scale developed to measure the variables were used as data collection tools within the scope of the study. The data was analysed with two-way analysis of variance and independent groups t-test as the data obtained from the data collection tools exhibited normal distribution. In the results that were significant in the analysis, Cohen (d) in the independent groups t-tests and eta-square (η2) in the two-way analysis of variance were also shown. As a result of the research, it is evident that the level of prior knowledge and the interaction (interaction effect) of the level of prior knowledge and the multiple representation method affect problem solving skills. In addition, it was concluded that the interaction of multiple representation method and prior knowledge level was statistically significant in terms of cognitive load variable. The findings supported the expertise reversal effect.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44430849","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}
It is of great importance for teachers, students, and parents, who are among the main stakeholders in education, to understand concepts such as digital parenting, digital literacy, and digital information security awareness in that we live in a digital age, and it seems that we will never go back. The purpose of this research is to examine the levels of digital parenting attitudes of preschool parents, and the levels of digital literacy and digital data security awareness of preschool teachers and parents, and then to investigate whether these variables show general relationships with change. Designed as quantitative research, this is a correlational study. We recruited a total of 410 participants from preschool teachers and preschool parents. We used a personal information form, Digital Parenting Attitude Scale, Digital Literacy Scale, and Digital Data Security Awareness Scale as data collection instruments. Our results show that preschool teachers' digital literacy and digital data security awareness levels are higher than those of preschool parents. There is evidence that there was a statistically significant difference between digital literacy and digital data security awareness. Accordingly, we recommend that teachers should cooperate with parents on digital literacy and digital data security awareness. Further, school principals should make their greatest efforts to make this cooperation sustainable. Several activities should be conducted to boost digital literacy levels of both parents and students, and thereby increasing their digital data security awareness.
{"title":"An Investigation into the Levels of Digital Parenting, Digital Literacy, and Digital Data Security Awareness among Parents and Teachers in Early Childhood Education","authors":"Emrah Akman, Ö. İdil, R. Çakır","doi":"10.17275/per.23.85.10.5","DOIUrl":"https://doi.org/10.17275/per.23.85.10.5","url":null,"abstract":"It is of great importance for teachers, students, and parents, who are among the main stakeholders in education, to understand concepts such as digital parenting, digital literacy, and digital information security awareness in that we live in a digital age, and it seems that we will never go back. The purpose of this research is to examine the levels of digital parenting attitudes of preschool parents, and the levels of digital literacy and digital data security awareness of preschool teachers and parents, and then to investigate whether these variables show general relationships with change. Designed as quantitative research, this is a correlational study. We recruited a total of 410 participants from preschool teachers and preschool parents. We used a personal information form, Digital Parenting Attitude Scale, Digital Literacy Scale, and Digital Data Security Awareness Scale as data collection instruments. Our results show that preschool teachers' digital literacy and digital data security awareness levels are higher than those of preschool parents. There is evidence that there was a statistically significant difference between digital literacy and digital data security awareness. Accordingly, we recommend that teachers should cooperate with parents on digital literacy and digital data security awareness. Further, school principals should make their greatest efforts to make this cooperation sustainable. Several activities should be conducted to boost digital literacy levels of both parents and students, and thereby increasing their digital data security awareness.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44689005","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}
Today, online education has become indispensable for many learning environments, including those designated for teaching and learning languages, becoming widespread and revolutionizing how students access education and language learning resources. This shift to online platforms has opened up numerous opportunities for learners, breaking down barriers of distance and time constraints. However, it also brings challenges, especially in the Turkish context. From this perspective, this study aimed to determine the online readiness of Turkish learners of English and the factors affecting the (in)efficiency of their online language education in their universities. In this study, the online learning readiness of 409 EFL learners at the university level in different parts of Türkiye was identified using the questionnaire by Hung et al. (2010), adapted to the Turkish context by İlhan and Çetin (2013). The (in)efficiency of online learning was explored by interviewing 40 EFL learners about their experiences before and after taking online English courses. Results indicated that learners seemed relatively ready for online education. However, they reported several factors for the inefficiency of online learning, such as a lack of real class environment and technical problems, for efficiency, such as learning in the comfort of their homes and having more time for self-development. They also mentioned several challenges and provided some suggestions for improving online learning.
{"title":"Learner Readiness and Efficiency of Learning English in Online Higher Education Context: Voices of Turkish EFL Learners","authors":"Burak Tomak, U. Ataş","doi":"10.17275/per.23.80.10.5","DOIUrl":"https://doi.org/10.17275/per.23.80.10.5","url":null,"abstract":"Today, online education has become indispensable for many learning environments, including those designated for teaching and learning languages, becoming widespread and revolutionizing how students access education and language learning resources. This shift to online platforms has opened up numerous opportunities for learners, breaking down barriers of distance and time constraints. However, it also brings challenges, especially in the Turkish context. From this perspective, this study aimed to determine the online readiness of Turkish learners of English and the factors affecting the (in)efficiency of their online language education in their universities. In this study, the online learning readiness of 409 EFL learners at the university level in different parts of Türkiye was identified using the questionnaire by Hung et al. (2010), adapted to the Turkish context by İlhan and Çetin (2013). The (in)efficiency of online learning was explored by interviewing 40 EFL learners about their experiences before and after taking online English courses. Results indicated that learners seemed relatively ready for online education. However, they reported several factors for the inefficiency of online learning, such as a lack of real class environment and technical problems, for efficiency, such as learning in the comfort of their homes and having more time for self-development. They also mentioned several challenges and provided some suggestions for improving online learning.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48835522","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}
Elif Polat, E. Albayrak, Sinan Hopcan, Yunus Emre Baştuğ, Simge CEPDİBİ SIBIÇ, Esra Örs, Hava Ayaşli, İrfan Başkurt
Students who struggle with writing may also struggle academically. Mobile applications play a vital and supportive role in addressing this issue. The purpose of this research is to examine mobile writing applications and to gather the opinions of teachers and experts on these applications in order to support the writing skills of 1st and 2nd-grade primary school students. In this way, the strengths and weaknesses of the existing applications will be evaluated, and a projection will be kept on the mobile writing application that should be. The researchers applied qualitative and quantitative methods. In order to reveal the needs in question, a number of applications from the Android and IOS stores were reviewed using a rubric devised by the researchers. Semi-structured interviews were conducted to gather opinions from primary school and special education teachers and subject matter experts in primary and special education. The study revealed the insufficiency of targeted applications to support writing skills, particularly regarding accessibility, audio, and visual elements. This finding emphasizes the need for new mobile applications to eliminate the limitations. This study provided vital insights into building a mobile application for addressing writing difficulties that might satisfy the needs. The results of this study include suggestions that will shed light on future research on mobile writing applications.
{"title":"Are Existing Mobile Writing Applications for Writing Difficulties Sufficient?","authors":"Elif Polat, E. Albayrak, Sinan Hopcan, Yunus Emre Baştuğ, Simge CEPDİBİ SIBIÇ, Esra Örs, Hava Ayaşli, İrfan Başkurt","doi":"10.17275/per.23.73.10.5","DOIUrl":"https://doi.org/10.17275/per.23.73.10.5","url":null,"abstract":"Students who struggle with writing may also struggle academically. Mobile applications play a vital and supportive role in addressing this issue. The purpose of this research is to examine mobile writing applications and to gather the opinions of teachers and experts on these applications in order to support the writing skills of 1st and 2nd-grade primary school students. In this way, the strengths and weaknesses of the existing applications will be evaluated, and a projection will be kept on the mobile writing application that should be. The researchers applied qualitative and quantitative methods. In order to reveal the needs in question, a number of applications from the Android and IOS stores were reviewed using a rubric devised by the researchers. Semi-structured interviews were conducted to gather opinions from primary school and special education teachers and subject matter experts in primary and special education. The study revealed the insufficiency of targeted applications to support writing skills, particularly regarding accessibility, audio, and visual elements. This finding emphasizes the need for new mobile applications to eliminate the limitations. This study provided vital insights into building a mobile application for addressing writing difficulties that might satisfy the needs. The results of this study include suggestions that will shed light on future research on mobile writing applications.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46136800","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 this study, it is aimed to develop the technology - enriched "My Hero Water Drop" activity for use in synchronous distance education courses and to gather student opinions about this interactive activity. The activity focused on natural phenomena such as earthquakes, floods, volcanic eruptions, landslides, hurricanes and tornados, aiming to facilitate learning through research. In addition, the development of social skills such as cooperation within the group in order to get rewards is embedded in the activity, developing a sense of responsibility by sharing different tasks, and showing respect by waiting for the other team's turn when the turn passes were taken into consideration. The participants of the research were determined by convenience sampling, and the study was conducted with ten 5th-grade students (six girls, four boys) during five class hours. Following the implementation of the activity, semi-structured interviews were conducted with five students to evaluate their opinions on the activity. Descriptive analysis method was used in the analysis of the data. The results of the research indicated that the students found the technology - enriched “My Hero Water Drop” activity beneficial for learning about precautions against natural disasters, and they also expressed that the activity was enjoyable.
{"title":"I Am Learning Destructive Natural Disasters: Technology Enriched “My Hero Water Drop Activity\"","authors":"Fulya ÖNER ARMAĞAN, Sedef Canbazoğlu Bilici, Aslı Saylan Kırmızıgül, Sümeyye Demi̇rezen","doi":"10.17275/per.23.75.10.5","DOIUrl":"https://doi.org/10.17275/per.23.75.10.5","url":null,"abstract":"In this study, it is aimed to develop the technology - enriched \"My Hero Water Drop\" activity for use in synchronous distance education courses and to gather student opinions about this interactive activity. The activity focused on natural phenomena such as earthquakes, floods, volcanic eruptions, landslides, hurricanes and tornados, aiming to facilitate learning through research. In addition, the development of social skills such as cooperation within the group in order to get rewards is embedded in the activity, developing a sense of responsibility by sharing different tasks, and showing respect by waiting for the other team's turn when the turn passes were taken into consideration. The participants of the research were determined by convenience sampling, and the study was conducted with ten 5th-grade students (six girls, four boys) during five class hours. Following the implementation of the activity, semi-structured interviews were conducted with five students to evaluate their opinions on the activity. Descriptive analysis method was used in the analysis of the data. The results of the research indicated that the students found the technology - enriched “My Hero Water Drop” activity beneficial for learning about precautions against natural disasters, and they also expressed that the activity was enjoyable.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46435101","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}
I came to the world of educational technology in the 1980s from a position as a computer science professor at a regional state university in Alabama where I had been practicing as an educational technologist without awareness that I was doing so. In the intervening years, I have come to realize the complexities and challenge of educational technology and instructional design, thanks to mentors such as Robert Gagné, David Merrill, Robert Tennyson, and many others too numerous to name. Those learning experiences were largely unplanned and happened more or less by coincidence as I left teaching computer science to become the senior scientist for instructional systems at the Air Force Human Recourses Laboratory (a.k.a. Armstrong Laboratory) in San Antonio, Texas. I have also had the pleasure of being a tenured professor at the University of Bergen, Syracuse University, Florida State University, the University of Georgia, and the University of North Texas, where I have tried to apply the lessons learned along the way. Regretfully, what I see now happening in the broad domain of educational technology is a return to the beliefs I had when I entered this field so many years ago. Those unaware of the complexities and challenges and untrained in educational technology and learning science but adept with one or more technologies believe they can apply their technology knowledge to solve any educational problem that arises. If these remarks have any benefit, it is to help those technophiles understand that the emphasis and focus in educational technology and learning science should be placed initially and primarily on the learner and not on a particular technology nor the content to be learned. Technologies come and go, and those with keep knowledge in a content domain have already indicated what can be learned in that domain. As a result of my focus on the individual learner in this paper, this will not be a typical academic research paper. Rather it will be a plea to consider what really matters – not one’s own prominence or advancement but helping others develop their own thoughts and understanding. Onward through the fog (a slogan borrowed from Oat Willie’s in Austin, Texas).
{"title":"Reflections on 50 Years of Experience in Educational Technology","authors":"J. Spector","doi":"10.17275/per.23.71.10.5","DOIUrl":"https://doi.org/10.17275/per.23.71.10.5","url":null,"abstract":"I came to the world of educational technology in the 1980s from a position as a computer science professor at a regional state university in Alabama where I had been practicing as an educational technologist without awareness that I was doing so. In the intervening years, I have come to realize the complexities and challenge of educational technology and instructional design, thanks to mentors such as Robert Gagné, David Merrill, Robert Tennyson, and many others too numerous to name. Those learning experiences were largely unplanned and happened more or less by coincidence as I left teaching computer science to become the senior scientist for instructional systems at the Air Force Human Recourses Laboratory (a.k.a. Armstrong Laboratory) in San Antonio, Texas. I have also had the pleasure of being a tenured professor at the University of Bergen, Syracuse University, Florida State University, the University of Georgia, and the University of North Texas, where I have tried to apply the lessons learned along the way. Regretfully, what I see now happening in the broad domain of educational technology is a return to the beliefs I had when I entered this field so many years ago. Those unaware of the complexities and challenges and untrained in educational technology and learning science but adept with one or more technologies believe they can apply their technology knowledge to solve any educational problem that arises. If these remarks have any benefit, it is to help those technophiles understand that the emphasis and focus in educational technology and learning science should be placed initially and primarily on the learner and not on a particular technology nor the content to be learned. Technologies come and go, and those with keep knowledge in a content domain have already indicated what can be learned in that domain. As a result of my focus on the individual learner in this paper, this will not be a typical academic research paper. Rather it will be a plea to consider what really matters – not one’s own prominence or advancement but helping others develop their own thoughts and understanding. Onward through the fog (a slogan borrowed from Oat Willie’s in Austin, Texas).","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48327048","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}
Delfín Ortega-Sánchez, César BARBA ALONSO, Bruno Pedro CARCEDO DE ANDRÉS
The aim of this research is to determine, on the one hand, the levels of historical awareness of future Spanish secondary school teachers (n = 61) in social networks and/or virtual environments. On the other hand, it aims to approach the representations of the past-present-future constructed by future teachers in these spaces, and to interpret the relationships between their levels of historical awareness and their interaction with controversial issues based on their own social narratives (n = 169). This study follows a qualitative-deductive approach to test the theoretical transferability of Rüsen's levels of historical consciousness to the specific context of a Spanish university. The results obtained show mostly exemplary and critical levels of historical awareness, with little variation between the dimensions analysed (global pandemic by COVID-19 and public health; historical memory, national identities, migratory crises, and exclusionary identities; sex-gender identities and exclusionary identities). Consequently, it can be concluded that working on controversial issues generated in virtual environments in teacher training could mean a potential improvement in the acquisition of third-order concepts, such as historical awareness, allowing future teachers to successfully address issues and situations of social life in the classroom in a transversal and transversal way. interdisciplinary way.
{"title":"The Levels of Historical Awareness and Treatment of Controversial Issues in Digital Environments: A Case Study of Future Spanish Secondary School Teachers","authors":"Delfín Ortega-Sánchez, César BARBA ALONSO, Bruno Pedro CARCEDO DE ANDRÉS","doi":"10.17275/per.23.68.10.4","DOIUrl":"https://doi.org/10.17275/per.23.68.10.4","url":null,"abstract":"The aim of this research is to determine, on the one hand, the levels of historical awareness of future Spanish secondary school teachers (n = 61) in social networks and/or virtual environments. On the other hand, it aims to approach the representations of the past-present-future constructed by future teachers in these spaces, and to interpret the relationships between their levels of historical awareness and their interaction with controversial issues based on their own social narratives (n = 169). This study follows a qualitative-deductive approach to test the theoretical transferability of Rüsen's levels of historical consciousness to the specific context of a Spanish university. The results obtained show mostly exemplary and critical levels of historical awareness, with little variation between the dimensions analysed (global pandemic by COVID-19 and public health; historical memory, national identities, migratory crises, and exclusionary identities; sex-gender identities and exclusionary identities). Consequently, it can be concluded that working on controversial issues generated in virtual environments in teacher training could mean a potential improvement in the acquisition of third-order concepts, such as historical awareness, allowing future teachers to successfully address issues and situations of social life in the classroom in a transversal and transversal way. interdisciplinary way.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49599143","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 aimed to examine the digital transformation activities of universities. The document analysis method was used in the study, one of the qualitative research methods. In this context, the websites of 207 universities were examined using the "Digital transformation activities form of universities" developed by the researchers. The data were analyzed by content analysis method. As a result of the analysis, six broad themes, also called dimensions in the current study, emerged, such as research, education, culture, process, technology, and community service regarding digital transformation activities of higher education institutions. Infrastructure studies, educational activities for research and supply and the use of smart systems to provide various cooperation opportunities are discussed within the scope of the research dimension. There are online scientific studies, online education programs, digital resources, and open access opportunities in the education dimension. As for the culture dimension, online manager activities for corporate culture, training of trainers, culture-arts and scientific activities took place. With the transfer of business processes to the digital environment, corporate promotion and communication activities were included in the process dimension. In the technology dimension, smart systems, smart campus applications and innovative technologies took place. Finally, the scope of community service compromised related units, university-industry cooperation activities and social activities. As a result, universities carry out activities to support processes such as education, research, management, and cooperation and to realize them in digital environments. For this purpose, it can be said that they perform effective and efficient processes by using various intelligent systems.
{"title":"An Investigation of Digital Transformation Activities of Higher Education in Türkiye","authors":"M. Yavuz, Bünyamin Kayali, Selçuk Karaman","doi":"10.17275/per.23.69.10.4","DOIUrl":"https://doi.org/10.17275/per.23.69.10.4","url":null,"abstract":"This study aimed to examine the digital transformation activities of universities. The document analysis method was used in the study, one of the qualitative research methods. In this context, the websites of 207 universities were examined using the \"Digital transformation activities form of universities\" developed by the researchers. The data were analyzed by content analysis method. As a result of the analysis, six broad themes, also called dimensions in the current study, emerged, such as research, education, culture, process, technology, and community service regarding digital transformation activities of higher education institutions. Infrastructure studies, educational activities for research and supply and the use of smart systems to provide various cooperation opportunities are discussed within the scope of the research dimension. There are online scientific studies, online education programs, digital resources, and open access opportunities in the education dimension. As for the culture dimension, online manager activities for corporate culture, training of trainers, culture-arts and scientific activities took place. With the transfer of business processes to the digital environment, corporate promotion and communication activities were included in the process dimension. In the technology dimension, smart systems, smart campus applications and innovative technologies took place. Finally, the scope of community service compromised related units, university-industry cooperation activities and social activities. As a result, universities carry out activities to support processes such as education, research, management, and cooperation and to realize them in digital environments. For this purpose, it can be said that they perform effective and efficient processes by using various intelligent systems.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43854401","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}
Liah Badri̇ah, S. Mahanal, B. Lukiati, M. Saptasari
Problem-solving skills are a series of complex thought processes that play an important role in the 21st century learning process. Problem-solving skills must be an important focus because they direct students to problem-solving activities and find alternative solutions that are needed objectively in learning or in everyday life. The purpose of this study was to examine the effect of Collaborative Mind Mapping (CMM)-Assisted RICOSRE on improving students' problem-solving skills. This study uses a nonequivalent pretest-posttest control group design with three classes of the Biology Education Study Program at Siliwangi University in Tasikmalaya, Indonesia. This study recruited 100 students, 40 students were in the experimental group with the RICOSRE-CMM model, 35 students in the positive control group used RICOSRE, and 25 students in the negative control group applied direct instruction. The effectiveness of RICOSRE-CMM model learning towards improving problem-solving abilities was evaluated at two points, namely pre-course and post-course. Essay questions were used to collect research data and assess students' problem-solving skills. A rubric is used to evaluate student responses. The findings of this study indicate that the RICOSRE-CMM learning model significantly affects Siliwangi University students' problem-solving skills in Tasikmalaya. Studying with RICOSRE-CMM can simplify students' complex thinking processes toward frequently encountered problems. Systematically organized visualization can help speed up the process of finding solutions effectively and efficiently.
{"title":"Collaborative Mind Mapping-Assisted RICOSRE to Promote Students’ Problem-Solving Skills","authors":"Liah Badri̇ah, S. Mahanal, B. Lukiati, M. Saptasari","doi":"10.17275/per.23.65.10.4","DOIUrl":"https://doi.org/10.17275/per.23.65.10.4","url":null,"abstract":"Problem-solving skills are a series of complex thought processes that play an important role in the 21st century learning process. Problem-solving skills must be an important focus because they direct students to problem-solving activities and find alternative solutions that are needed objectively in learning or in everyday life. The purpose of this study was to examine the effect of Collaborative Mind Mapping (CMM)-Assisted RICOSRE on improving students' problem-solving skills. This study uses a nonequivalent pretest-posttest control group design with three classes of the Biology Education Study Program at Siliwangi University in Tasikmalaya, Indonesia. This study recruited 100 students, 40 students were in the experimental group with the RICOSRE-CMM model, 35 students in the positive control group used RICOSRE, and 25 students in the negative control group applied direct instruction. The effectiveness of RICOSRE-CMM model learning towards improving problem-solving abilities was evaluated at two points, namely pre-course and post-course. Essay questions were used to collect research data and assess students' problem-solving skills. A rubric is used to evaluate student responses. The findings of this study indicate that the RICOSRE-CMM learning model significantly affects Siliwangi University students' problem-solving skills in Tasikmalaya. Studying with RICOSRE-CMM can simplify students' complex thinking processes toward frequently encountered problems. Systematically organized visualization can help speed up the process of finding solutions effectively and efficiently.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45542067","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：