Pub Date : 2024-04-17DOI: 10.3389/feduc.2024.1364640
Yuliana Jiménez-Gaona, Oscar Vivanco-Galván
Project-based learning (PBL) is a promising approach to enhance mathematics learning concepts in higher education. Here, teachers provide guidance and support to PBL implementation. The objective of this study was to develop PBL-based biotechnological projects as a strategy for mathematics learning. The methodology design was applied to 111 university students from Biochemical, Chemical Engineering and Business Administration careers. Knowledge, skills, perceptions, and engagement were measured through questionnaires, workshops, rubrics, and survey instruments. As a result, the paired comparison between tests, questionnaires and project shows significant differences (p < 0.001) between the experimental group and the control group. It is concluded that the teaching of mathematics should be oriented to the development of competencies, abilities, and skills that allow students to generate real solutions and broaden their vision of the applicability of their knowledge using new learning strategies.
{"title":"Biotechnology project-based learning encourages learning and mathematics application","authors":"Yuliana Jiménez-Gaona, Oscar Vivanco-Galván","doi":"10.3389/feduc.2024.1364640","DOIUrl":"https://doi.org/10.3389/feduc.2024.1364640","url":null,"abstract":"Project-based learning (PBL) is a promising approach to enhance mathematics learning concepts in higher education. Here, teachers provide guidance and support to PBL implementation. The objective of this study was to develop PBL-based biotechnological projects as a strategy for mathematics learning. The methodology design was applied to 111 university students from Biochemical, Chemical Engineering and Business Administration careers. Knowledge, skills, perceptions, and engagement were measured through questionnaires, workshops, rubrics, and survey instruments. As a result, the paired comparison between tests, questionnaires and project shows significant differences (p < 0.001) between the experimental group and the control group. It is concluded that the teaching of mathematics should be oriented to the development of competencies, abilities, and skills that allow students to generate real solutions and broaden their vision of the applicability of their knowledge using new learning strategies.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690542","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 : 2024-04-17DOI: 10.3389/feduc.2024.1336401
Ä. Leijen, M. Pedaste, Aleksandar Baucal
Teacher agency is an increasingly important area of research across different learning and professional development settings. In our study, we followed the ecological model of teacher agency and developed a questionnaire that allows us to differentiate eight dimensions of teacher agency. Confirmatory factor analysis showed an acceptable fit of the eight-factor model in two different domains where teachers often make decisions: planning of teaching and learning activities and using information and communication technologies in teaching. Comparisons of configural, metric, and scalar models revealed good metric invariance across pre-service and in-service teachers in both agency domains. However, scalar invariance was not supported. Therefore, the new questionnaire seems suitable and sensitive for assessing teacher agency in these groups separately, but comparisons of the groups should not be made.
{"title":"A new psychometrically validated questionnaire for assessing teacher agency in eight dimensions across pre-service and in-service teachers","authors":"Ä. Leijen, M. Pedaste, Aleksandar Baucal","doi":"10.3389/feduc.2024.1336401","DOIUrl":"https://doi.org/10.3389/feduc.2024.1336401","url":null,"abstract":"Teacher agency is an increasingly important area of research across different learning and professional development settings. In our study, we followed the ecological model of teacher agency and developed a questionnaire that allows us to differentiate eight dimensions of teacher agency. Confirmatory factor analysis showed an acceptable fit of the eight-factor model in two different domains where teachers often make decisions: planning of teaching and learning activities and using information and communication technologies in teaching. Comparisons of configural, metric, and scalar models revealed good metric invariance across pre-service and in-service teachers in both agency domains. However, scalar invariance was not supported. Therefore, the new questionnaire seems suitable and sensitive for assessing teacher agency in these groups separately, but comparisons of the groups should not be made.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690808","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 : 2024-04-17DOI: 10.3389/feduc.2024.1360315
Anton Bastian, Johannes König, Jonas Weyers, Hans-Stefan Siller, Gabriele Kaiser
In this study, we examined the effects of teaching internships and related opportunities to learn, such as conducting lessons or reflecting on teaching practice, on the three facets of teacher noticing, perception, interpretation, and decision-making. Cross-lagged effects of these facets were examined to include reciprocal influences of the facets on each other and to facilitate insights into the development of teacher noticing and how its three facets can predict this development. In detail, this study addressed the research questions of whether and to what extent teacher noticing changes over the course of a teaching internship and how teaching internship process variables influence changes in teacher noticing skills. Based on a sample of 175 preservice teachers from six German universities, we studied professional noticing using a video-based pre- and posttest approach. The results indicated a significant improvement in all three facets of teacher noticing over the course of the internship with small effect sizes, and interpretation was a key facet in this development, having an autoregressive impact as well as influencing the development of perception and decision-making. Only some opportunities to learn within the teacher internship showed a significant impact on teacher noticing skills. For instance, connecting theory and practice and reflecting on practice seemed to foster teacher noticing skills, while the sole process of teaching had no effects on interpretation or decision-making, and even had a negative effect on perception. Overall, the study demonstrated the potential of teaching internships for the development of preservice teachers’ noticing skills and highlighted areas for improvement.
{"title":"Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education","authors":"Anton Bastian, Johannes König, Jonas Weyers, Hans-Stefan Siller, Gabriele Kaiser","doi":"10.3389/feduc.2024.1360315","DOIUrl":"https://doi.org/10.3389/feduc.2024.1360315","url":null,"abstract":"In this study, we examined the effects of teaching internships and related opportunities to learn, such as conducting lessons or reflecting on teaching practice, on the three facets of teacher noticing, perception, interpretation, and decision-making. Cross-lagged effects of these facets were examined to include reciprocal influences of the facets on each other and to facilitate insights into the development of teacher noticing and how its three facets can predict this development. In detail, this study addressed the research questions of whether and to what extent teacher noticing changes over the course of a teaching internship and how teaching internship process variables influence changes in teacher noticing skills. Based on a sample of 175 preservice teachers from six German universities, we studied professional noticing using a video-based pre- and posttest approach. The results indicated a significant improvement in all three facets of teacher noticing over the course of the internship with small effect sizes, and interpretation was a key facet in this development, having an autoregressive impact as well as influencing the development of perception and decision-making. Only some opportunities to learn within the teacher internship showed a significant impact on teacher noticing skills. For instance, connecting theory and practice and reflecting on practice seemed to foster teacher noticing skills, while the sole process of teaching had no effects on interpretation or decision-making, and even had a negative effect on perception. Overall, the study demonstrated the potential of teaching internships for the development of preservice teachers’ noticing skills and highlighted areas for improvement.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690262","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}
Self-regulated learning is an active process in which learners employ self-directed behaviors, thoughts, and actions to attain learning objectives. It is essential for students as it can result in improved academic achievement, task completion, and the acquisition of life skills. The objectives of this research were to examine the congruence between a causal model of self-regulated learning and empirical data and to investigate the direct and indirect effects of the model on a sample of 660 students from Loei Rajabhat University.The data were analyzed using structural equation modeling. The results indicate that the causal model of self-regulated learning aligns with the empirical data.The study showed that self-efficacy, achievement motive, and learning by imitation variables had a favorable impact on self-regulated learning. The achievement motive and learning by imitation have indirect impacts on self-regulated learning through the self-efficacy variable. The findings suggest an increase in self-efficacy, achievement motive, and learning by imitation. Increasing self-efficacy, achievement motive, and learning by imitation among students may be an effective strategy for enhancing the efficiency of self-regulated learning.This research suggests that teachers should organize teaching and learning activities that promote achievement motivation and develop self-efficacy, and they should be good role models for students. All parties, including administrators, should implement policies that promote and develop activities to create incentives for achievement. Self-efficacy and learning by imitation are necessary for students to practice self-regulated learning in the future.
{"title":"Development of a causal model of self-regulated learning by students at Loei Rajabhat University","authors":"Anuphum Kumyoung, Patthraporn Kessung, Chaimongkhon Pinasa, Jutamas Srijumnong, Chao Inyai","doi":"10.3389/feduc.2024.1334995","DOIUrl":"https://doi.org/10.3389/feduc.2024.1334995","url":null,"abstract":"Self-regulated learning is an active process in which learners employ self-directed behaviors, thoughts, and actions to attain learning objectives. It is essential for students as it can result in improved academic achievement, task completion, and the acquisition of life skills. The objectives of this research were to examine the congruence between a causal model of self-regulated learning and empirical data and to investigate the direct and indirect effects of the model on a sample of 660 students from Loei Rajabhat University.The data were analyzed using structural equation modeling. The results indicate that the causal model of self-regulated learning aligns with the empirical data.The study showed that self-efficacy, achievement motive, and learning by imitation variables had a favorable impact on self-regulated learning. The achievement motive and learning by imitation have indirect impacts on self-regulated learning through the self-efficacy variable. The findings suggest an increase in self-efficacy, achievement motive, and learning by imitation. Increasing self-efficacy, achievement motive, and learning by imitation among students may be an effective strategy for enhancing the efficiency of self-regulated learning.This research suggests that teachers should organize teaching and learning activities that promote achievement motivation and develop self-efficacy, and they should be good role models for students. All parties, including administrators, should implement policies that promote and develop activities to create incentives for achievement. Self-efficacy and learning by imitation are necessary for students to practice self-regulated learning in the future.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140692297","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 : 2024-04-16DOI: 10.3389/feduc.2024.1363566
Vince Geiger, Mirjam Schmid
Research into the nature of numeracy and numeracy practice has typically been focused on the capabilities required to participate effectively within personal, civic, and work life. In this article, we document the development of numeracy theory and practice from a functional perspective through to a view that includes evaluative and decision-making capabilities now required for informed and responsible citizenship—a critical turn. We map this development through an audit of policy and curriculum documents in addition to published research, making connections to the ever-changing mathematical demands of society. These include new demands that require critical approaches to the deployment of numeracy capabilities. We argue that this turn to the critical is central to how citizens support their societies' responses to recent and intensifying disruptive phenomena such as COVID-19 and for ensuring equity, inclusiveness, and social justice remain a high priority in a rapidly changing world.
{"title":"A critical turn in numeracy education and practice","authors":"Vince Geiger, Mirjam Schmid","doi":"10.3389/feduc.2024.1363566","DOIUrl":"https://doi.org/10.3389/feduc.2024.1363566","url":null,"abstract":"Research into the nature of numeracy and numeracy practice has typically been focused on the capabilities required to participate effectively within personal, civic, and work life. In this article, we document the development of numeracy theory and practice from a functional perspective through to a view that includes evaluative and decision-making capabilities now required for informed and responsible citizenship—a critical turn. We map this development through an audit of policy and curriculum documents in addition to published research, making connections to the ever-changing mathematical demands of society. These include new demands that require critical approaches to the deployment of numeracy capabilities. We argue that this turn to the critical is central to how citizens support their societies' responses to recent and intensifying disruptive phenomena such as COVID-19 and for ensuring equity, inclusiveness, and social justice remain a high priority in a rapidly changing world.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"1 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695790","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 : 2024-04-16DOI: 10.3389/feduc.2024.1405207
Francis Thaise A. Cimene, Ralf Otterpohl
{"title":"Editorial: Towards 2030: Sustainable Development Goal 6: clean water and sanitation. An educational perspective","authors":"Francis Thaise A. Cimene, Ralf Otterpohl","doi":"10.3389/feduc.2024.1405207","DOIUrl":"https://doi.org/10.3389/feduc.2024.1405207","url":null,"abstract":"","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"25 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697131","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 : 2024-04-16DOI: 10.3389/feduc.2024.1277294
Junko Iida, Yu Takizawa, Tomoko Okayasu, Michael J. Furlong
The Social Emotional Health Survey–Secondary (SEHS-S) assesses adolescents’ psychological dispositions associated with positive psychosocial development. The present study extended SEHS–S research by validating the SEHS-S with a nonwestern sample of Japanese junior high school students (Grades 7–9; N = 1,181) and investigating sex and grade level difference in Covitality and four domains of positive psychological dispositions (Belief-in-Self, Belief-in-Others, Emotional Competence, and Engaged Living). The confirmatory factor analyses supported the internal validity of the SEHS-S with a second-order model. Higher Covitality scores predicted higher life satisfaction, school connectedness, and prosocial behavior and lower emotional symptoms, conduct problems, inattention/hyperactivity, and peer problems, evidence of concurrent validity. Analyses supported the factorial invariance for different sex and grade level. Females reported higher Belief-in-Others and Emotional Competence and lower Belief-in-Self and Engaged Living than males. Grade 9 students reported higher Covitality, Belief-in-Self, Emotional Competence, and Belief-in-Others than Grade 8 students. These results support expanding the use of the SEHS–S as a universal wellness screener in Japanese junior high schools to identify the social–emotional strengths of all students. Further study needs to establish how to use the SEHS–S most effectively with Japanese junior high school students in a culturally sensitive manner.
{"title":"Japanese cultural adaptation and validation of the social emotional health survey-secondary for junior high school students","authors":"Junko Iida, Yu Takizawa, Tomoko Okayasu, Michael J. Furlong","doi":"10.3389/feduc.2024.1277294","DOIUrl":"https://doi.org/10.3389/feduc.2024.1277294","url":null,"abstract":"The Social Emotional Health Survey–Secondary (SEHS-S) assesses adolescents’ psychological dispositions associated with positive psychosocial development. The present study extended SEHS–S research by validating the SEHS-S with a nonwestern sample of Japanese junior high school students (Grades 7–9; N = 1,181) and investigating sex and grade level difference in Covitality and four domains of positive psychological dispositions (Belief-in-Self, Belief-in-Others, Emotional Competence, and Engaged Living). The confirmatory factor analyses supported the internal validity of the SEHS-S with a second-order model. Higher Covitality scores predicted higher life satisfaction, school connectedness, and prosocial behavior and lower emotional symptoms, conduct problems, inattention/hyperactivity, and peer problems, evidence of concurrent validity. Analyses supported the factorial invariance for different sex and grade level. Females reported higher Belief-in-Others and Emotional Competence and lower Belief-in-Self and Engaged Living than males. Grade 9 students reported higher Covitality, Belief-in-Self, Emotional Competence, and Belief-in-Others than Grade 8 students. These results support expanding the use of the SEHS–S as a universal wellness screener in Japanese junior high schools to identify the social–emotional strengths of all students. Further study needs to establish how to use the SEHS–S most effectively with Japanese junior high school students in a culturally sensitive manner.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"9 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695855","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 : 2024-04-16DOI: 10.3389/feduc.2024.1356251
Priscilla Rodrigues Caminha Carneiro, George Oliveira Silva, N. A. Aredes, Margarete Carrréra Bittencourt, Fernando Rodrigues Peixoto Quaresma, Ladislau Ribeiro do Nascimento
This study aimed to identify the feelings experienced by university students during the COVID-19 pandemic and its correlation with academic adaptation and quality of life (QoL). Through a cross-sectional and correlational design, 90 university students completed a questionnaire about feelings, academic adaptation, and QoL during the pandemic. Spearman's correlation was used to identify the correlation between the feelings of academic adaptation and quality of life. Multiple linear regression models were used to identify the predictors of feelings of academic adaptation and the physical and mental components of the quality of life. Good academic adaptation and good QoL scores were identified in the sample. During the pandemic period, students experienced feelings of exhaustion, discouragement, irritation, exhaustion, insecurity, drowsiness, anxiety, worry, and tiredness with greater intensity. Positive feelings, such as energy and willingness, were reported as well. The feelings could predict variations in academic adaptation and physical and mental health. Additionally, a greater correlation of feelings was identified with the QoL domains related to the individual's perception of mental health. The results of this study highlight that, in the context of public health emergencies, investments are needed in institutional policies to support students, avoid difficulties in academic adaptation that impact dropout, and avoid the emergence or worsening of disorders such as anxiety and depression.
本研究旨在确定大学生在 COVID-19 大流行期间的感受及其与学业适应和生活质量（QoL）的相关性。通过横断面和相关性设计，90 名大学生填写了关于大流行期间的感受、学业适应和 QoL 的问卷。采用斯皮尔曼相关性来确定学业适应感受与生活质量之间的相关性。多元线性回归模型用于确定学业适应感和生活质量的身心组成部分的预测因素。在样本中发现了良好的学业适应性和良好的生活质量得分。在疫情流行期间，学生的疲惫感、气馁感、烦躁感、疲惫感、不安全感、嗜睡感、焦虑感、担忧感和疲倦感更为强烈。同时，学生也报告了积极的感受，如精力充沛和心甘情愿。这些感觉可以预测学习适应和身心健康方面的变化。此外，还发现这些感受与个人心理健康感知相关的 QoL 领域有更大的相关性。这项研究的结果突出表明，在公共卫生突发事件的背景下，需要对机构政策进行投资，以支持学生，避免学业适应困难影响辍学，并避免焦虑症和抑郁症等疾病的出现或恶化。
{"title":"Correlations of university students' feelings during the COVID-19 pandemic with academic adaptation and quality of life","authors":"Priscilla Rodrigues Caminha Carneiro, George Oliveira Silva, N. A. Aredes, Margarete Carrréra Bittencourt, Fernando Rodrigues Peixoto Quaresma, Ladislau Ribeiro do Nascimento","doi":"10.3389/feduc.2024.1356251","DOIUrl":"https://doi.org/10.3389/feduc.2024.1356251","url":null,"abstract":"This study aimed to identify the feelings experienced by university students during the COVID-19 pandemic and its correlation with academic adaptation and quality of life (QoL). Through a cross-sectional and correlational design, 90 university students completed a questionnaire about feelings, academic adaptation, and QoL during the pandemic. Spearman's correlation was used to identify the correlation between the feelings of academic adaptation and quality of life. Multiple linear regression models were used to identify the predictors of feelings of academic adaptation and the physical and mental components of the quality of life. Good academic adaptation and good QoL scores were identified in the sample. During the pandemic period, students experienced feelings of exhaustion, discouragement, irritation, exhaustion, insecurity, drowsiness, anxiety, worry, and tiredness with greater intensity. Positive feelings, such as energy and willingness, were reported as well. The feelings could predict variations in academic adaptation and physical and mental health. Additionally, a greater correlation of feelings was identified with the QoL domains related to the individual's perception of mental health. The results of this study highlight that, in the context of public health emergencies, investments are needed in institutional policies to support students, avoid difficulties in academic adaptation that impact dropout, and avoid the emergence or worsening of disorders such as anxiety and depression.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"9 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696528","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 : 2024-04-16DOI: 10.3389/feduc.2024.1353420
Yi-Huang Shih
The primary aim of social studies education is to convey knowledge about cultural and social systems while fostering inquiry, participation, practice, reflection, and innovation. Social studies education plays a pivotal role in raising awareness about various ethnic groups, societies, localities, countries, and the world at large. Furthermore, it instills in students a sense of responsibility, leading them to embrace diversity, value human rights, and promote global sustainability. The current elementary social studies curriculum in Taiwan strongly aligns with these principles and is a vehicle for sustainable development in society.The researcher used qualitative research methods and adopted a case study design to review the pedagogical design of the elementary social studies curriculum in Taiwan as a means of sustainability education and enriching children’s cultural learning in the context of sustainability. Children’s learning related to sustainability in an elementary school was investigated, and a social studies teaching design was developed. Finally, the developed teaching approach was implemented in a classroom setting.The study yielded the following findings: (1) The social studies curriculum development in Taiwan is connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. (2) This social studies curriculum adopts a child-centered and problem-oriented approach and integrates students’ interests and the local environment into the learning process. (3) It effectively enhances students’ sustainability-related competencies and skills. These findings offer valuable insights for teachers and can enable them to shape the direction of their social studies courses and cultivate children’s concept of sustainable development for their living environment.
{"title":"Children’s learning for sustainability in social studies education: a case study from Taiwanese elementary school","authors":"Yi-Huang Shih","doi":"10.3389/feduc.2024.1353420","DOIUrl":"https://doi.org/10.3389/feduc.2024.1353420","url":null,"abstract":"The primary aim of social studies education is to convey knowledge about cultural and social systems while fostering inquiry, participation, practice, reflection, and innovation. Social studies education plays a pivotal role in raising awareness about various ethnic groups, societies, localities, countries, and the world at large. Furthermore, it instills in students a sense of responsibility, leading them to embrace diversity, value human rights, and promote global sustainability. The current elementary social studies curriculum in Taiwan strongly aligns with these principles and is a vehicle for sustainable development in society.The researcher used qualitative research methods and adopted a case study design to review the pedagogical design of the elementary social studies curriculum in Taiwan as a means of sustainability education and enriching children’s cultural learning in the context of sustainability. Children’s learning related to sustainability in an elementary school was investigated, and a social studies teaching design was developed. Finally, the developed teaching approach was implemented in a classroom setting.The study yielded the following findings: (1) The social studies curriculum development in Taiwan is connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. (2) This social studies curriculum adopts a child-centered and problem-oriented approach and integrates students’ interests and the local environment into the learning process. (3) It effectively enhances students’ sustainability-related competencies and skills. These findings offer valuable insights for teachers and can enable them to shape the direction of their social studies courses and cultivate children’s concept of sustainable development for their living environment.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"21 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697309","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 : 2024-04-15DOI: 10.3389/feduc.2024.1386016
Sophia Peter, Karina Karst, Meike Bonefeld
Past research has indicated that students with a migration background are graded worse than those without a migration background, despite them showing the same level of academic performance. Negative implicit associations of teachers associated with these student characteristics could explain these findings. Objective assessment criteria, such as error tables, provide user-independent rules for the interpretation of results and could therefore help to ensure that the influence of student characteristics on assessment is reduced. To test this hypothesis, 157 pre-service teachers assessed a dictation. Two aspects were varied: the presentation of an error table for assessment and the name of the student who had written the dictation (with vs. without a supposed Turkish migration background). An implicit association test measured implicit associations of the pre-service teachers toward the performance of Turkish and German people. When no error table was used and the pre-service teachers had negative implicit associations toward the performance of people with a Turkish migration background, they graded students with a migration background worse than students without a migration background. No grading disparities were found when the error table was used. To reduce judgmental bias, the use of objective assessment criteria can therefore be recommended.
{"title":"Objective assessment criteria reduce the influence of judgmental bias on grading","authors":"Sophia Peter, Karina Karst, Meike Bonefeld","doi":"10.3389/feduc.2024.1386016","DOIUrl":"https://doi.org/10.3389/feduc.2024.1386016","url":null,"abstract":"Past research has indicated that students with a migration background are graded worse than those without a migration background, despite them showing the same level of academic performance. Negative implicit associations of teachers associated with these student characteristics could explain these findings. Objective assessment criteria, such as error tables, provide user-independent rules for the interpretation of results and could therefore help to ensure that the influence of student characteristics on assessment is reduced. To test this hypothesis, 157 pre-service teachers assessed a dictation. Two aspects were varied: the presentation of an error table for assessment and the name of the student who had written the dictation (with vs. without a supposed Turkish migration background). An implicit association test measured implicit associations of the pre-service teachers toward the performance of Turkish and German people. When no error table was used and the pre-service teachers had negative implicit associations toward the performance of people with a Turkish migration background, they graded students with a migration background worse than students without a migration background. No grading disparities were found when the error table was used. To reduce judgmental bias, the use of objective assessment criteria can therefore be recommended.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"58 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701071","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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