Pub Date : 2022-09-26DOI: 10.1080/11356405.2022.2102292
José-Antonio García-Martínez, Noemi Cubeiro-Rodríguez, Francisco‐José Santos‐Caamaño, M. Fallas-Vargas
ABSTRACT The current demands of the digital society are conditioned by the use of technologies. In the current situation, it is necessary to rethink formal higher education, in order to centre the leading role of the process on the students and to complement the formal offer with other types of learning and skills acquired in non-formal and informal contexts. The purpose of this study is to analyse the technology-mediated activities carried out by students at the National University of Costa Rica. A quantitative, non-experimental and transactional design has been carried out, using the PLEAS scale, with a sample of 1,187 final year students from 51 university degrees. The data show an intense use of ICT for activities related to accessing information, a moderate use for creating content and, to a lesser extent, for sharing information. The importance of training in technology for the use and development of personal learning environments is highlighted. It is recommended to recognize complementary inputs from informal and non-formal settings to benefit students’ personal and professional skills.
{"title":"Learning at the university through technology-mediated activities (El aprendizaje universitario a través de actividades mediadas por tecnologías)","authors":"José-Antonio García-Martínez, Noemi Cubeiro-Rodríguez, Francisco‐José Santos‐Caamaño, M. Fallas-Vargas","doi":"10.1080/11356405.2022.2102292","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102292","url":null,"abstract":"ABSTRACT The current demands of the digital society are conditioned by the use of technologies. In the current situation, it is necessary to rethink formal higher education, in order to centre the leading role of the process on the students and to complement the formal offer with other types of learning and skills acquired in non-formal and informal contexts. The purpose of this study is to analyse the technology-mediated activities carried out by students at the National University of Costa Rica. A quantitative, non-experimental and transactional design has been carried out, using the PLEAS scale, with a sample of 1,187 final year students from 51 university degrees. The data show an intense use of ICT for activities related to accessing information, a moderate use for creating content and, to a lesser extent, for sharing information. The importance of training in technology for the use and development of personal learning environments is highlighted. It is recommended to recognize complementary inputs from informal and non-formal settings to benefit students’ personal and professional skills.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"12 1","pages":"877 - 904"},"PeriodicalIF":1.1,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87103154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-20DOI: 10.1080/11356405.2022.2102724
Hiroyuki Aoki, Jan-Maia Duggan, Insung Jung
ABSTRACT This study aimed at examining Japanese college students’ extended learning experiences in an emergency online learning environment during the Covid-19 pandemic through adopting an interpretative phenomenological analysis, or IPA. Data from 124 weekly journal entries of 15 purposefully selected students and observation notes of two instructors made during a 10-week term were analysed following the IPA approach. Results revealed that students perceived both advantages and obstacles inherent in online learning. When encountering obstacles, the students experimented with several measures to overcome the obstacles and manage their emotions and so improve learning behaviours. Students experienced different emotional and cognitive states throughout the term. The results obtained suggest that those who see extended and flexible learning opportunities in emergency online learning and have positive psychology tend to pass through the states of anxiousness and frustration rather quickly and develop confidence in online learning at an early stage, whereas others who stay mostly frustrated and do not see advantages of online learning tend not to take advantage of the extended learning opportunities offered by online learning.
{"title":"Extended learning experiences in online classes: an interpretative phenomenological analysis (Experiencias de aprendizaje ampliado en las clases en línea: un análisis fenomenológico interpretativo)","authors":"Hiroyuki Aoki, Jan-Maia Duggan, Insung Jung","doi":"10.1080/11356405.2022.2102724","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102724","url":null,"abstract":"ABSTRACT This study aimed at examining Japanese college students’ extended learning experiences in an emergency online learning environment during the Covid-19 pandemic through adopting an interpretative phenomenological analysis, or IPA. Data from 124 weekly journal entries of 15 purposefully selected students and observation notes of two instructors made during a 10-week term were analysed following the IPA approach. Results revealed that students perceived both advantages and obstacles inherent in online learning. When encountering obstacles, the students experimented with several measures to overcome the obstacles and manage their emotions and so improve learning behaviours. Students experienced different emotional and cognitive states throughout the term. The results obtained suggest that those who see extended and flexible learning opportunities in emergency online learning and have positive psychology tend to pass through the states of anxiousness and frustration rather quickly and develop confidence in online learning at an early stage, whereas others who stay mostly frustrated and do not see advantages of online learning tend not to take advantage of the extended learning opportunities offered by online learning.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"320 ","pages":"905 - 937"},"PeriodicalIF":1.1,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72427880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The most common form of teachers’ professional development (TPD) — one-shot courses using formal, transmissive methodologies — often fails to prepare teachers for complex challenges or build a long-term community of teachers. Indeed, the role of practice-sharing in informal learning contexts, and specifically in teachers’ communities of practice, is regarded as essential for effective TPD in the academic literature. In this paper we argue for the need to leverage gamification and self-regulated learning skills as ways for overcoming the barriers preventing teachers from engaging in practice-sharing. The paper includes a case study of a TPD pathway in which gamification and support to self-regulated learning are harnessed to bridge the gap between formal learning and informal practices in professional development. In our proposed approach, the formal component of TPD intends to ensure an evidence-based background to teachers’ competence, while the informal component intends to draw on their teaching practice to complement it.
{"title":"Gamification and support to self-regulation as a means to promote practice sharing for teacher professional development (Ludificación y fomento de la autorregulación para incentivar el intercambio de prácticas docentes en el desarrollo profesional del profesorado)","authors":"Marcello Passarelli, Francesca-M. Dagnino, Donatella Persico, Francesca Pozzi, Flavio Manganello","doi":"10.1080/11356405.2022.2102291","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102291","url":null,"abstract":"ABSTRACT The most common form of teachers’ professional development (TPD) — one-shot courses using formal, transmissive methodologies — often fails to prepare teachers for complex challenges or build a long-term community of teachers. Indeed, the role of practice-sharing in informal learning contexts, and specifically in teachers’ communities of practice, is regarded as essential for effective TPD in the academic literature. In this paper we argue for the need to leverage gamification and self-regulated learning skills as ways for overcoming the barriers preventing teachers from engaging in practice-sharing. The paper includes a case study of a TPD pathway in which gamification and support to self-regulated learning are harnessed to bridge the gap between formal learning and informal practices in professional development. In our proposed approach, the formal component of TPD intends to ensure an evidence-based background to teachers’ competence, while the informal component intends to draw on their teaching practice to complement it.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"10 1","pages":"800 - 835"},"PeriodicalIF":1.1,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75438860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/11356405.2022.2102295
P. Muñoz-Carril, Isabel Dans-Álvarez-de-Sotomayor, Eduardo-José Fuentes-Abeledo, M. Platas-Ferreiro
ABSTRACT The aim of this study was to identify parents’ perceptions about how much and how often their primary school–aged children used mobile phones and what kinds of activities they used them for. The study used a quantitative methodology with a survey-based design. A total of 1,135 subjects participated. The results indicated that there were three main uses for mobile phones: social interaction, school- and information-related tasks, and leisure. Overall, the level of mobile phone use was low or moderate, with the consumption of video content and videogames standing out. Statistically significant differences, via MANOVA tests, were found between the types of uses and variables such as gender, school year, hours spent using the mobile phone each day and impact on school performance.
{"title":"Parents’ perceptions of their children’s smartphone use (Percepciones de las familias sobre el uso infantil del móvil)","authors":"P. Muñoz-Carril, Isabel Dans-Álvarez-de-Sotomayor, Eduardo-José Fuentes-Abeledo, M. Platas-Ferreiro","doi":"10.1080/11356405.2022.2102295","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102295","url":null,"abstract":"ABSTRACT The aim of this study was to identify parents’ perceptions about how much and how often their primary school–aged children used mobile phones and what kinds of activities they used them for. The study used a quantitative methodology with a survey-based design. A total of 1,135 subjects participated. The results indicated that there were three main uses for mobile phones: social interaction, school- and information-related tasks, and leisure. Overall, the level of mobile phone use was low or moderate, with the consumption of video content and videogames standing out. Statistically significant differences, via MANOVA tests, were found between the types of uses and variables such as gender, school year, hours spent using the mobile phone each day and impact on school performance.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"10 1","pages":"974 - 1001"},"PeriodicalIF":1.1,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87277591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/11356405.2022.2058790
Martina-S. Ramírez-Orduña, S. Sánchez-Herrera, J. Cubero-Juánez, Ana-Belén Borrachero-Cortés
ABSTRACT For many families, homework is a real problem, as they often feel unable to answer the questions the school asks. This research aims to identify whether bilingual education is an influential factor in families’ attitudes when helping their children with science homework in Spanish or in English. Information was collected from 607 families at monolingual and bilingual schools using a questionnaire designed to assess intrinsic motivation, perception of usefulness and family attitudes towards science homework. The results show that the families that help their children with science homework in Spanish show more positive emotions than those that do so in English. In addition, the English language proficiency of parents whose children are in bilingual schools correlates positively with the parents’ emotions and attitude towards science.
{"title":"Bilingual teaching and homework: analysis of families’ emotional variables (Enseñanza bilingüe y deberes escolares: análisis de las variables emocionales familiares)","authors":"Martina-S. Ramírez-Orduña, S. Sánchez-Herrera, J. Cubero-Juánez, Ana-Belén Borrachero-Cortés","doi":"10.1080/11356405.2022.2058790","DOIUrl":"https://doi.org/10.1080/11356405.2022.2058790","url":null,"abstract":"ABSTRACT For many families, homework is a real problem, as they often feel unable to answer the questions the school asks. This research aims to identify whether bilingual education is an influential factor in families’ attitudes when helping their children with science homework in Spanish or in English. Information was collected from 607 families at monolingual and bilingual schools using a questionnaire designed to assess intrinsic motivation, perception of usefulness and family attitudes towards science homework. The results show that the families that help their children with science homework in Spanish show more positive emotions than those that do so in English. In addition, the English language proficiency of parents whose children are in bilingual schools correlates positively with the parents’ emotions and attitude towards science.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"14 1","pages":"574 - 596"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75128051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/11356405.2022.2064086
Alberto Sánchez-Rojo
ABSTRACT From the 1990s onwards, inclusive education began to spread in many countries in line with the guidelines of various international organizations. These organizations came to recognize society as essentially diverse, and the need for education that catered for this diversity in an equitable manner so that no one was left out. However, this model had to be made compatible with other reforms geared towards the training of competitive individuals in an increasingly demanding labour market. This meant that inclusion ended up being reduced to individual training. Based on this fact, this article attempts to show that inclusion conceived in this way cannot truly be inclusion, since there needs to be an evaluative hierarchy regarding human abilities that prevents all of them from being socially recognized in the same way. We conclude by proposing an alternative education model that focuses on failure and vulnerability, rather than ability, in order to be truly inclusive.
{"title":"Disguising success or experiencing failure: how should we understand social and educational inclusion? (Disfrazar el éxito o vivir el fracaso: ¿cómo debería entenderse la inclusión social y educativa?)","authors":"Alberto Sánchez-Rojo","doi":"10.1080/11356405.2022.2064086","DOIUrl":"https://doi.org/10.1080/11356405.2022.2064086","url":null,"abstract":"ABSTRACT From the 1990s onwards, inclusive education began to spread in many countries in line with the guidelines of various international organizations. These organizations came to recognize society as essentially diverse, and the need for education that catered for this diversity in an equitable manner so that no one was left out. However, this model had to be made compatible with other reforms geared towards the training of competitive individuals in an increasingly demanding labour market. This meant that inclusion ended up being reduced to individual training. Based on this fact, this article attempts to show that inclusion conceived in this way cannot truly be inclusion, since there needs to be an evaluative hierarchy regarding human abilities that prevents all of them from being socially recognized in the same way. We conclude by proposing an alternative education model that focuses on failure and vulnerability, rather than ability, in order to be truly inclusive.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"41 1","pages":"515 - 527"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89195124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/11356405.2022.2058793
A. Rodríguez-Fuentes, Lineth Alaín-Botaccio, Francisco García-García
ABSTRACT This research draws from the communicative problem of the unfamiliarity of people with deafness and the rest of the population with the learning, mastery and use of sign language. Given this situation, people with deafness are presented with a platform based on accessibility. The platform is also intended for hearing people and even for non-deaf people. There are 1,253 adaptable interactive objects registered through videos, braille lines and screen readers. The study methodology was developed under the design-based research model, which validates the construction of the design in the context where it is to become usable. Pressman’s methodology for software engineering was employed for developing the EnSenias platform. As a qualitative evaluation method, focus groups with potential users validated the process by applying content analysis to their complements and by completing quantitative analyses, resulting in the categories ‘general validation of the platform’, ‘validation of the platform to learn’ and ‘to teach’. There are no digital online resources, as far as we know, created from the model employed on this occasion neither for its context nor its language, and EnSenias has shown itself as a paradigmatic example of its necessity.
{"title":"Presentation and evaluation of a digital tool for sign language (Presentación y evaluación de una herramienta digital para la lengua de signos)","authors":"A. Rodríguez-Fuentes, Lineth Alaín-Botaccio, Francisco García-García","doi":"10.1080/11356405.2022.2058793","DOIUrl":"https://doi.org/10.1080/11356405.2022.2058793","url":null,"abstract":"ABSTRACT This research draws from the communicative problem of the unfamiliarity of people with deafness and the rest of the population with the learning, mastery and use of sign language. Given this situation, people with deafness are presented with a platform based on accessibility. The platform is also intended for hearing people and even for non-deaf people. There are 1,253 adaptable interactive objects registered through videos, braille lines and screen readers. The study methodology was developed under the design-based research model, which validates the construction of the design in the context where it is to become usable. Pressman’s methodology for software engineering was employed for developing the EnSenias platform. As a qualitative evaluation method, focus groups with potential users validated the process by applying content analysis to their complements and by completing quantitative analyses, resulting in the categories ‘general validation of the platform’, ‘validation of the platform to learn’ and ‘to teach’. There are no digital online resources, as far as we know, created from the model employed on this occasion neither for its context nor its language, and EnSenias has shown itself as a paradigmatic example of its necessity.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"2 1","pages":"658 - 688"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90311085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1080/11356405.2022.2064085
T. Hà
ABSTRACT Intercultural competence (IC) is a necessary competence that each global citizen needs to develop in the era of globalization with more different socio-cultural groups living together so as to avoid conflicts and ensure peace. Intercultural competence is not innate, nor can it be built in a short time; instead it takes time to be formed and develop. In order to do that, an intervention integrating playful approaches with story circles was designed. While play brings pleasure for participants and helps them to build their relationship and live in the cultures that appear in their play, story circles provide time for sharing personal stories to build mutual understanding and empathy as well as to practise listening, which are some goals of intercultural education. This paper presents theoretical and empirical evidence to integrate play and story circles to help children develop their IC in early childhood education, as well as steps and methodological precautions to carry out the intervention.
{"title":"The integration of playful approaches and story circles to build intercultural competence for children: a pedagogical intervention (La integración de enfoques lúdicos y círculos narrativos para desarrollar la competencia intercultural infantil: una intervención pedagógica)","authors":"T. Hà","doi":"10.1080/11356405.2022.2064085","DOIUrl":"https://doi.org/10.1080/11356405.2022.2064085","url":null,"abstract":"ABSTRACT Intercultural competence (IC) is a necessary competence that each global citizen needs to develop in the era of globalization with more different socio-cultural groups living together so as to avoid conflicts and ensure peace. Intercultural competence is not innate, nor can it be built in a short time; instead it takes time to be formed and develop. In order to do that, an intervention integrating playful approaches with story circles was designed. While play brings pleasure for participants and helps them to build their relationship and live in the cultures that appear in their play, story circles provide time for sharing personal stories to build mutual understanding and empathy as well as to practise listening, which are some goals of intercultural education. This paper presents theoretical and empirical evidence to integrate play and story circles to help children develop their IC in early childhood education, as well as steps and methodological precautions to carry out the intervention.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"23 1","pages":"726 - 753"},"PeriodicalIF":1.1,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90079767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-26DOI: 10.1080/11356405.2022.2058796
Xiao Min
ABSTRACT The purpose of the study is to determine the effectiveness of the exchange of knowledge between classmates and the teacher in the framework of interactive music education. This goal was achieved with the help of the questionnaire method, which involved measuring the effectiveness of schoolchildren’s progress and the coefficient of effectiveness of the knowledge gained. The study was attended by 120 students from three music schools in Beijing. It was found that the greatest effectiveness of interactive learning can be achieved by taking into account the following elements: the development of communication skills, the creation of a comfortable atmosphere in the classroom, the formation of teamwork, the use of modern multimedia technologies and the involvement of highly qualified teachers. After a year of study, 39% of rising musicians showed an improvement in communication skills and 32% developed their creative skills. The performance of four interactive groups turned out to be highly efficient. The results of the study are of scientific value for teachers who ensure the effectiveness of the knowledge gained.
{"title":"The practice of interactive knowledge sharing in the course of music education: exchange between classmates and the teacher (Intercambio interactivo de conocimientos en la educación musical: intercambios entre el alumnado y el profesorado)","authors":"Xiao Min","doi":"10.1080/11356405.2022.2058796","DOIUrl":"https://doi.org/10.1080/11356405.2022.2058796","url":null,"abstract":"ABSTRACT The purpose of the study is to determine the effectiveness of the exchange of knowledge between classmates and the teacher in the framework of interactive music education. This goal was achieved with the help of the questionnaire method, which involved measuring the effectiveness of schoolchildren’s progress and the coefficient of effectiveness of the knowledge gained. The study was attended by 120 students from three music schools in Beijing. It was found that the greatest effectiveness of interactive learning can be achieved by taking into account the following elements: the development of communication skills, the creation of a comfortable atmosphere in the classroom, the formation of teamwork, the use of modern multimedia technologies and the involvement of highly qualified teachers. After a year of study, 39% of rising musicians showed an improvement in communication skills and 32% developed their creative skills. The performance of four interactive groups turned out to be highly efficient. The results of the study are of scientific value for teachers who ensure the effectiveness of the knowledge gained.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"1 1","pages":"630 - 657"},"PeriodicalIF":1.1,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89932578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-24DOI: 10.1080/11356405.2022.2058795
Yüksel Dede, Veysel Akçakın, Gürcan Kaya
ABSTRACT This cross-sectional study investigates mathematical and mathematics educational values of students across grade levels in Turkey. The sample of the study consisted of 970 students, including 511 fifth-grade and 459 ninth-grade students who received education in seven geographical regions of Turkey which were determined via a proportional stratified random sampling method. The data of the study were obtained with a bipolar scale developed within the scope of the What I Find Important [WIFI] (in maths learning) project. The results revealed a statistically significant difference in the value pairs of process–product, pleasure–hardship, application–computation, facts–ideas, exposition–exploration, recalling–creating, rationalism–objectism, whereas results revealed no statistically significant difference in terms of value pairs of ability–effort, openness–mystery and control–progress. Additionally, it was determined that at the end of middle school, the pleasure–hardship value pair evolved into hardship value, the application–computation value pair evolved into computation value and finally the exposition–exploration value pair evolved into exposition value.
摘要:本横断面研究调查了土耳其各年级学生的数学和数学教育价值。本研究的样本包括970名学生，其中511名五年级学生和459名九年级学生，他们在土耳其的七个地理区域接受教育，通过比例分层随机抽样方法确定。本研究的数据是在“What I Find Important [WIFI] (in mathematical learning)”项目范围内开发的双相量表获得的。结果显示，过程-产品、快乐-艰辛、应用-计算、事实-思想、阐述-探索、回忆-创造、理性-客观主义的价值对存在显著差异，而能力-努力、开放-神秘和控制-进步的价值对存在显著差异。在中学末期，快乐-艰苦价值对演化为艰苦价值对，应用-计算价值对演化为计算价值对，最后是论述-探索价值对演化为论述价值对。
{"title":"Identifying students’ mathematical and mathematics educational values in Turkish culture: a cross-sectional study (Identificación de los valores matemáticos y de la didáctica matemática de los estudiantes en la cultura turca: un estudio transversal)","authors":"Yüksel Dede, Veysel Akçakın, Gürcan Kaya","doi":"10.1080/11356405.2022.2058795","DOIUrl":"https://doi.org/10.1080/11356405.2022.2058795","url":null,"abstract":"ABSTRACT This cross-sectional study investigates mathematical and mathematics educational values of students across grade levels in Turkey. The sample of the study consisted of 970 students, including 511 fifth-grade and 459 ninth-grade students who received education in seven geographical regions of Turkey which were determined via a proportional stratified random sampling method. The data of the study were obtained with a bipolar scale developed within the scope of the What I Find Important [WIFI] (in maths learning) project. The results revealed a statistically significant difference in the value pairs of process–product, pleasure–hardship, application–computation, facts–ideas, exposition–exploration, recalling–creating, rationalism–objectism, whereas results revealed no statistically significant difference in terms of value pairs of ability–effort, openness–mystery and control–progress. Additionally, it was determined that at the end of middle school, the pleasure–hardship value pair evolved into hardship value, the application–computation value pair evolved into computation value and finally the exposition–exploration value pair evolved into exposition value.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"358 1","pages":"597 - 629"},"PeriodicalIF":1.1,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86800540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","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：