This paper deals with the implementation of flipped learning as a didactic method and its use through the Moodle platform. For this purpose, a quantitative research was carried out with the intention of analyzing the perceptions of new teachers in the acquisition of digital competences that they acquire during their teaching and learning process. The sample is made up of three groups of students in the subject Didactics of Social Sciences in the third year of primary education. The results obtained show that active learning methodologies promote digital literacy in higher education and the improvement of good teaching practices. In this way, through this research, students updated their use of new educational platforms, given the lack of initial training in digital literacy. In short, we can conclude that flipped learning is a useful and innovative teaching method that combines face-to-face and online learning for the education and training of new teachers.
{"title":"Flipped classroom to teach digital skills during Covid-19","authors":"M. Molina-Torres","doi":"10.3926/jotse.2256","DOIUrl":"https://doi.org/10.3926/jotse.2256","url":null,"abstract":"This paper deals with the implementation of flipped learning as a didactic method and its use through the Moodle platform. For this purpose, a quantitative research was carried out with the intention of analyzing the perceptions of new teachers in the acquisition of digital competences that they acquire during their teaching and learning process. The sample is made up of three groups of students in the subject Didactics of Social Sciences in the third year of primary education. The results obtained show that active learning methodologies promote digital literacy in higher education and the improvement of good teaching practices. In this way, through this research, students updated their use of new educational platforms, given the lack of initial training in digital literacy. In short, we can conclude that flipped learning is a useful and innovative teaching method that combines face-to-face and online learning for the education and training of new teachers.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"45 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480594","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}
María Soledad Ramírez Montoya, Sandra Martínez Pérez, Laura Patricia Zepeda Orantes
In the field of complexity, new methodologies emerge, such as horizon architecture, which help to focus solutions that can be integrated to foster innovation in university education. Technologies are also opening up opportunities for training, such as virtual and augmented reality. This article aims to answer the question: What innovations do postgraduate students perceive in environments using horizons architecture to integrate virtual reality? In this project's training experience for students, the horizons architecture strategy was implemented with virtual reality resources and emerging technologies. Mixed method with three instruments (two semi-structured questionnaires and one Likert scale) were applied to 99 postgraduate students in Humanities and Education. Virtual and augmented reality supported the distance education modalities and project presentations. The findings account for: (a) open and systemic innovation, (b) creation of new products and services, (c) the potential of horizons architecture strategy, (d) motivation boosted by virtual and augmented reality, and (e) critical aspects of integrating virtual and augmented reality (technical and academic). This study may be valuable to teachers, entrepreneurs, and decision-makers interested in innovative educational environments and technologies, especially those in graduate education.
{"title":"Horizons architecture with virtual reality for complexity: Mixed methods","authors":"María Soledad Ramírez Montoya, Sandra Martínez Pérez, Laura Patricia Zepeda Orantes","doi":"10.3926/jotse.2512","DOIUrl":"https://doi.org/10.3926/jotse.2512","url":null,"abstract":"In the field of complexity, new methodologies emerge, such as horizon architecture, which help to focus solutions that can be integrated to foster innovation in university education. Technologies are also opening up opportunities for training, such as virtual and augmented reality. This article aims to answer the question: What innovations do postgraduate students perceive in environments using horizons architecture to integrate virtual reality? In this project's training experience for students, the horizons architecture strategy was implemented with virtual reality resources and emerging technologies. Mixed method with three instruments (two semi-structured questionnaires and one Likert scale) were applied to 99 postgraduate students in Humanities and Education. Virtual and augmented reality supported the distance education modalities and project presentations. The findings account for: (a) open and systemic innovation, (b) creation of new products and services, (c) the potential of horizons architecture strategy, (d) motivation boosted by virtual and augmented reality, and (e) critical aspects of integrating virtual and augmented reality (technical and academic). This study may be valuable to teachers, entrepreneurs, and decision-makers interested in innovative educational environments and technologies, especially those in graduate education.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"63 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485863","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}
J. C. Sanabria-Zepeda, Pamela Geraldine Olivo-Montaño, Inna Artemova, A. Argüelles-Cruz
This study proposes a pedagogical model for the creation and development of case studies, following a narrative scheme, that will allow the challenges and issues surrounding the megatrends of the 4th Industrial Revolution, specifically with the megatrend "People and the Internet". This proposal will be framed in an online learning environment, it has been designed as the second stage of the educational platform that will guide university students in the process of an ideathon to address the megatrends of the 4th Industrial Revolution. The aim of designing a model for creating case studies related to the megatrends is to foster complex thinking in university students, especially innovative thinking as one of the sub-competences of complex thinking. Fostering complex thinking highlights the importance of cognitive, practical and adaptive skills to address interdisciplinary challenges. The Design Process and Practice methodology and the case study methodology itself were used to develop the narrative case study design model. The outcome of this study adds a tangible dimension that enriches the debates on education and complex systems thinking in the context of the Fourth Industrial Revolution.
{"title":"Prospective narratives on global issues: An AI-based pedagogical model for assessing complex thinking","authors":"J. C. Sanabria-Zepeda, Pamela Geraldine Olivo-Montaño, Inna Artemova, A. Argüelles-Cruz","doi":"10.3926/jotse.2445","DOIUrl":"https://doi.org/10.3926/jotse.2445","url":null,"abstract":"This study proposes a pedagogical model for the creation and development of case studies, following a narrative scheme, that will allow the challenges and issues surrounding the megatrends of the 4th Industrial Revolution, specifically with the megatrend \"People and the Internet\". This proposal will be framed in an online learning environment, it has been designed as the second stage of the educational platform that will guide university students in the process of an ideathon to address the megatrends of the 4th Industrial Revolution. The aim of designing a model for creating case studies related to the megatrends is to foster complex thinking in university students, especially innovative thinking as one of the sub-competences of complex thinking. Fostering complex thinking highlights the importance of cognitive, practical and adaptive skills to address interdisciplinary challenges. The Design Process and Practice methodology and the case study methodology itself were used to develop the narrative case study design model. The outcome of this study adds a tangible dimension that enriches the debates on education and complex systems thinking in the context of the Fourth Industrial Revolution.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"13 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482426","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}
Sebastián Miras, Mónica Ruiz-Bañuls, Isabel María Gómez-Trigueros, Copelia Mateo-Guillen
Previous research has shown the consolidation of the digital divide as an object of study over the last two decades. The pandemic caused by COVID-19 has multiplied the consequences of digital exclusion, as well as the number of studies examining its effects in the educational field. Based on this current educational reality, we approach a proposal that examines in depth the existing literature on the digital divide in the educational context by using the systematic review as a research methodology. We present an analysis of relevant studies published in the last three years with the aim of answering the following questions: How did the digital divide affected e-learning and ICT implementation during the pandemic? ; what methods were used to assess it? ; and what are the proposals to counteract its presence?. The results obtained in our study confirm the use of systematic reviewing which synthesize and accumulate the results of different primary studies. These results also serve to identify research gaps that point, in our case, towards future lines of work on the causes, persistence and interventions to mitigate the expansion of the digital divide in today's educational landscape.
{"title":"Implications of the digital divide: A systematic review of its impact in the educational field","authors":"Sebastián Miras, Mónica Ruiz-Bañuls, Isabel María Gómez-Trigueros, Copelia Mateo-Guillen","doi":"10.3926/jotse.2249","DOIUrl":"https://doi.org/10.3926/jotse.2249","url":null,"abstract":"Previous research has shown the consolidation of the digital divide as an object of study over the last two decades. The pandemic caused by COVID-19 has multiplied the consequences of digital exclusion, as well as the number of studies examining its effects in the educational field. Based on this current educational reality, we approach a proposal that examines in depth the existing literature on the digital divide in the educational context by using the systematic review as a research methodology. We present an analysis of relevant studies published in the last three years with the aim of answering the following questions: How did the digital divide affected e-learning and ICT implementation during the pandemic? ; what methods were used to assess it? ; and what are the proposals to counteract its presence?. The results obtained in our study confirm the use of systematic reviewing which synthesize and accumulate the results of different primary studies. These results also serve to identify research gaps that point, in our case, towards future lines of work on the causes, persistence and interventions to mitigate the expansion of the digital divide in today's educational landscape.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135244582","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}
Maria T. Sanz, Carmen Melgarejo, Emilia López-Iñesta
This paper presents a study on the perceptions of primary school teachers regarding their knowledge, usefulness, and use of Information and Communication Technologies (ICT) in education. Likewise, the relationship between sex, age, working time and the educational center in which it is found with the perceptions about ICT is obtained. To answer these questions, a battery of 14 categorical closed questions is designed, divided into four blocks: socio-demographic information; knowledge of ICT; usefulness of ICT; and use of ICT. In the context of measuring the knowledge, usefulness and use of ICT in education, the novelty of this work relies on the design of an indicator for each of the ICT-related blocks following the methodology of Human Development Indicators created by the United Nations Development Program. In this research, 119 teachers from Spanish primary schools were chosen as the study sample to answer the questions’ battery. The results show a direct relationship between knowledge, usefulness, and use, although not significant. Although teachers are aware of the usefulness of ICT, and the Covid-19 pandemic has increased the use of technological tools for planning teaching in blended or distance learning lessons, this does not mean teachers have a greater knowledge of ICT. In addition, the findings indicate a greater knowledge by teachers in public schools, which contrasts with the finding that teachers in grant-assisted schools make the most use of ICT and find it the most useful. Finally, it is also suggested that the study's methodology and approach could be applied to other contexts or countries.
{"title":"Indicators of knowledge, usefulness, and use of ICT among primary schoolteachers","authors":"Maria T. Sanz, Carmen Melgarejo, Emilia López-Iñesta","doi":"10.3926/jotse.1998","DOIUrl":"https://doi.org/10.3926/jotse.1998","url":null,"abstract":"This paper presents a study on the perceptions of primary school teachers regarding their knowledge, usefulness, and use of Information and Communication Technologies (ICT) in education. Likewise, the relationship between sex, age, working time and the educational center in which it is found with the perceptions about ICT is obtained. To answer these questions, a battery of 14 categorical closed questions is designed, divided into four blocks: socio-demographic information; knowledge of ICT; usefulness of ICT; and use of ICT. In the context of measuring the knowledge, usefulness and use of ICT in education, the novelty of this work relies on the design of an indicator for each of the ICT-related blocks following the methodology of Human Development Indicators created by the United Nations Development Program. In this research, 119 teachers from Spanish primary schools were chosen as the study sample to answer the questions’ battery. The results show a direct relationship between knowledge, usefulness, and use, although not significant. Although teachers are aware of the usefulness of ICT, and the Covid-19 pandemic has increased the use of technological tools for planning teaching in blended or distance learning lessons, this does not mean teachers have a greater knowledge of ICT. In addition, the findings indicate a greater knowledge by teachers in public schools, which contrasts with the finding that teachers in grant-assisted schools make the most use of ICT and find it the most useful. Finally, it is also suggested that the study's methodology and approach could be applied to other contexts or countries.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135538376","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}
Farzaneh Saadati, William Medina-Jerez, Nicole Fuenzalida
This study sought to explore the implementation of remote teaching activities in mathematics classrooms in Chile and its outcomes in this neoliberal country during the COVID-19 pandemic. The challenges that teachers encountered when trying to carry out their remote teaching are also presented. By attending to different types of schools in the Chilean education system, the results of a comparative analysis of frequencies show differences in the use of two options of synchronous and asynchronous teaching activities, software, and in the challenges experienced by the participating teachers from three different school sectors. The results highlight a tendency and flexibility to mix synchronous and asynchronous activities coupled with all available tools from WhatsApp to Zoom. Likewise, findings suggest that the socio-economic segregation in the Chilean education system makes a difference when employing the simple and free access tools by teachers in public schools.
{"title":"Teaching during the pandemic: The case of Chilean mathematics teachers","authors":"Farzaneh Saadati, William Medina-Jerez, Nicole Fuenzalida","doi":"10.3926/jotse.2155","DOIUrl":"https://doi.org/10.3926/jotse.2155","url":null,"abstract":"This study sought to explore the implementation of remote teaching activities in mathematics classrooms in Chile and its outcomes in this neoliberal country during the COVID-19 pandemic. The challenges that teachers encountered when trying to carry out their remote teaching are also presented. By attending to different types of schools in the Chilean education system, the results of a comparative analysis of frequencies show differences in the use of two options of synchronous and asynchronous teaching activities, software, and in the challenges experienced by the participating teachers from three different school sectors. The results highlight a tendency and flexibility to mix synchronous and asynchronous activities coupled with all available tools from WhatsApp to Zoom. Likewise, findings suggest that the socio-economic segregation in the Chilean education system makes a difference when employing the simple and free access tools by teachers in public schools.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136238639","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}
Digital literacy is important capacity for students’ learning in the world of rapid changes in technology. This article aimed to study digital literacy among non-STEM undergraduate students. The study covered the component of 4 skills, i.e., operation skills, thinking skills, collaborative skills, and awareness skills. The hypothesis set in the study was academic major in non-STEM has different digital literacy. When each component was separately studied, digital literacy among non-STEM students should be different as well. The participants in the study were 378 non-STEM undergraduate students of Prince of Songkla University, Surat Thani Campus. The research instrument was digital literacy measurement. Inferential statistics were used in the data analysis to compare two independent groups. The results support hypotheses that the sample in non-STEM undergraduate students with different academic majors had different levels of digital literacy. Students major in a language had higher mean scores than students major in management. When each component was separately studied, students with different academic majors had different levels of digital literacy in each component. Students major in language had higher mean scores than students major in management in all components. This article mentioned an important point about digital literacy of non-STEM undergraduate students so as to be a guideline for stakeholders to determine strategies, set policies and make plans to develop digital skills among non-STEM students, which is highly important to students in the era of rapid changing technology.
{"title":"How academic majors in non-STEM affect digital literacy: the empirical study","authors":"Wanida Saetang, Jariya Seksan, Nattaporn Thongsri","doi":"10.3926/jotse.1791","DOIUrl":"https://doi.org/10.3926/jotse.1791","url":null,"abstract":"Digital literacy is important capacity for students’ learning in the world of rapid changes in technology. This article aimed to study digital literacy among non-STEM undergraduate students. The study covered the component of 4 skills, i.e., operation skills, thinking skills, collaborative skills, and awareness skills. The hypothesis set in the study was academic major in non-STEM has different digital literacy. When each component was separately studied, digital literacy among non-STEM students should be different as well. The participants in the study were 378 non-STEM undergraduate students of Prince of Songkla University, Surat Thani Campus. The research instrument was digital literacy measurement. Inferential statistics were used in the data analysis to compare two independent groups. The results support hypotheses that the sample in non-STEM undergraduate students with different academic majors had different levels of digital literacy. Students major in a language had higher mean scores than students major in management. When each component was separately studied, students with different academic majors had different levels of digital literacy in each component. Students major in language had higher mean scores than students major in management in all components. This article mentioned an important point about digital literacy of non-STEM undergraduate students so as to be a guideline for stakeholders to determine strategies, set policies and make plans to develop digital skills among non-STEM students, which is highly important to students in the era of rapid changing technology.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912502","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}
Covid-19 has changed the landscape of education forever. Online education has become the new normal for many graduate students with the pandemic outbreak. While online education is more cost-effective, there is little research on how online education has impacted graduate students academically. This study aimed to assess graduate students' academic experiences who took all their courses online. A total of 240 master's and Ph.D. students participated in a questionnaire survey and shared their thoughts on the significance of online education in their academic learning and achievement. The findings revealed that the students perceived strong positive perceptions in terms of engagement, ease of communication, academic learning, and academic achievement as a result of online education. Exploratory Factor Analysis extracted four factors contributing more than 60% variation to online education's overall impact on students. To conclude, online learning provides greater flexibility and convenience, allowing students to study at their own pace and in their own time. Additionally, online learning can be tailored to the individual needs of each student, providing a more personalized learning experience.
{"title":"How did online learning impact the academic performance of graduate students amid the Covid-19 pandemic?: A case study of the United Arab Emirates","authors":"Maisoon Samara, Abdallah Algdah, Yahya Nassar, Shahla Abu Zahra, Mona Halim, Refka Makram Megli Barsom","doi":"10.3926/jotse.2057","DOIUrl":"https://doi.org/10.3926/jotse.2057","url":null,"abstract":"Covid-19 has changed the landscape of education forever. Online education has become the new normal for many graduate students with the pandemic outbreak. While online education is more cost-effective, there is little research on how online education has impacted graduate students academically. This study aimed to assess graduate students' academic experiences who took all their courses online. A total of 240 master's and Ph.D. students participated in a questionnaire survey and shared their thoughts on the significance of online education in their academic learning and achievement. The findings revealed that the students perceived strong positive perceptions in terms of engagement, ease of communication, academic learning, and academic achievement as a result of online education. Exploratory Factor Analysis extracted four factors contributing more than 60% variation to online education's overall impact on students. To conclude, online learning provides greater flexibility and convenience, allowing students to study at their own pace and in their own time. Additionally, online learning can be tailored to the individual needs of each student, providing a more personalized learning experience.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913216","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}
Binar Kurnia Prahani, Khoirun Nisa', Maharani Ayu Nurdiana, Erina Kurnianingsih, Mohd Zaidi Bin Amiruddin, Imam Sya'roni
The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type articel is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are “Journal of Small Business Management” in global and the “Education Sciences” in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues.
研究的主要目的是基于Scopus数据库，确定近三十年来STEAM教育研究的现状。全部文献由全球256项调查结果数据组成，按年份、地区、最高被引数排序为100篇文献。分析技术采用VOSViewer、Microsoft Excel和word cloud generator。文献类文章排名全球第一，会议类论文排名东南亚第一。被引论文排名靠前的是全球的《Journal of Small Business Management》和东南亚的《Education Sciences》。相反，被引用次数最多的作者是美国的全M。其中，发表论文最多的国家是美国，共发表了31篇论文，被引用次数为2553次。而大多数东南亚国家有9篇文章和10次引用。支持可视化分析，VOSViewer将全局区域划分为4个聚类和62个关键词来辅助可视化分析。一对包含14个关键字的集群，每个集群针对南亚地区。术语“计划”、“项目”、“环境”、“模型”和“含义”在全世界的STEAM中经常使用。在东南亚进行的分析中出现了关键词STEAM教育。这项研究的结果可以作为对STEAM和教育感兴趣的学者的资源。对STEAM教育趋势的进一步研究可以通过关注单个地区或更具体的问题来进行。
{"title":"Analyze of STEAM education research for three decades","authors":"Binar Kurnia Prahani, Khoirun Nisa', Maharani Ayu Nurdiana, Erina Kurnianingsih, Mohd Zaidi Bin Amiruddin, Imam Sya'roni","doi":"10.3926/jotse.1670","DOIUrl":"https://doi.org/10.3926/jotse.1670","url":null,"abstract":"The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type articel is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are “Journal of Small Business Management” in global and the “Education Sciences” in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912303","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 research aimed to reveal the effectiveness of using a Problem-Based Learning (PBL) physics pocketbook integrating augmented reality (AR) with the local wisdom of catapults in improving the mathematical and graphical representation abilities of high school students. This study is a quasi-experiment with a pretest-posttest control group design. The data collection was carried out in two stages, namely empirical testing and effectiveness testing stages. The empirical test was conducted on 276 grade XII students, while the effectiveness test was conducted on three science classes of grade XI students of State Senior High School (SMAN) 10 Yogyakarta. The three classes consisted of 36 students in the experimental class, 36 students in the Contrast Class 1, and 36 students in the Contrast 2 Class. The mathematical and graphical representation abilities were measured through a test instrument that passes the analysis of the empirical test using the QUEST program. General Linear Model (GLM) was utilized to analyze the effectiveness test, which was supported by the SPSS software. The result of the General Linear Model (GLM) analysis in the experimental class showed a significant value of 0.000 on the mathematical and graphical representation ability variables. The findings of this study indicate that the use of the developed Problem-Based Learning physics pocketbook integrating augmented reality with local wisdom is effective in increasing the mathematical and graphical representation abilities of grade XI students, with an effective contribution of 82.6% and 84.4% each.
本研究旨在揭示结合增强现实(AR)和弹射器局部智慧的基于问题的学习(PBL)物理袖珍手册在提高高中生数学和图形表达能力方面的有效性。本研究为准实验，采用前测后测对照组设计。数据收集分实证检验和有效性检验两个阶段进行。实证检验以276名十二年级学生为研究对象，有效性检验以日惹国立高级中学十年级学生的三个科学班为研究对象。三个班共36人，实验班36人，对比1班36人，对比2班36人。数学和图形表示能力通过测试仪器测量，该仪器通过使用QUEST程序的实证测试分析。有效性检验采用一般线性模型(General Linear Model, GLM)进行分析，并采用SPSS软件进行支持。实验班的一般线性模型(General Linear Model, GLM)分析结果显示，数学和图形表示能力变量的显著值为0.000。
{"title":"The effectiveness of Problem-Based Learning physics pocketbook integrating Augmented Reality with the local wisdom of catapults in improving mathematical and graphical representation abilities","authors":"Alifia Rahmasari, Heru Kuswanto","doi":"10.3926/jotse.1962","DOIUrl":"https://doi.org/10.3926/jotse.1962","url":null,"abstract":"This research aimed to reveal the effectiveness of using a Problem-Based Learning (PBL) physics pocketbook integrating augmented reality (AR) with the local wisdom of catapults in improving the mathematical and graphical representation abilities of high school students. This study is a quasi-experiment with a pretest-posttest control group design. The data collection was carried out in two stages, namely empirical testing and effectiveness testing stages. The empirical test was conducted on 276 grade XII students, while the effectiveness test was conducted on three science classes of grade XI students of State Senior High School (SMAN) 10 Yogyakarta. The three classes consisted of 36 students in the experimental class, 36 students in the Contrast Class 1, and 36 students in the Contrast 2 Class. The mathematical and graphical representation abilities were measured through a test instrument that passes the analysis of the empirical test using the QUEST program. General Linear Model (GLM) was utilized to analyze the effectiveness test, which was supported by the SPSS software. The result of the General Linear Model (GLM) analysis in the experimental class showed a significant value of 0.000 on the mathematical and graphical representation ability variables. The findings of this study indicate that the use of the developed Problem-Based Learning physics pocketbook integrating augmented reality with local wisdom is effective in increasing the mathematical and graphical representation abilities of grade XI students, with an effective contribution of 82.6% and 84.4% each.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912507","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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