Pub Date : 2024-01-04DOI: 10.3389/feduc.2023.1293571
Melanie Ripsam, Claudia Nerdel
Digital media have played a central role in everyday school life, at least since the governments in various competence frameworks define the digital competence areas. With a view to experimentation in STEM lessons, digital media offers a variety of opportunities to promote learning processes. A benefit is expected from technological progress when visually imperceptible scientific processes are made visible with software and hardware systems. Augmented reality combines the real and virtual worlds so that the viewer physically moves in a real environment that contains virtual elements. Consequently, augmented reality offers good conditions for expanding students’ subject-specific knowledge regarding substance-particle concept understanding. When a technology like augmented reality is used in the classroom, the learning environment must be accepted by teachers. Teachers are thus actively involved in the modification of digital learning environments so that they can identify, evaluate, and select digital resources. Teachers’ acceptance, therefore, presupposes an upbeat assessment of the usability of the innovation. Attitudes and self-efficacy can influence digital literacy and, thus, acceptance. The study investigates whether chemistry teachers positively embrace augmented reality and accept them as learning tools. Considering the T(D) Pack model, the teachers’ digital competencies are examined concerning the subject- and media-didactic evaluation of digital media. First, self-efficacy and attitudes of teachers (N = 157) are assessed. After processing the (non-/HMD-)augmented reality learning environment, an acceptance and usability test (N = 122) follows. The data analysis provides reliability and correlation analyses according to classical test theory. The results demonstrated that chemistry teachers saw great potential in using digital media and AR and, in particular, positively evaluated the AR learning environment on the tablet for chemistry teaching. In this context, the analyses revealed significant correlations between attitudes and acceptance.
{"title":"Teachers’ attitudes and self-efficacy toward augmented reality in chemistry education","authors":"Melanie Ripsam, Claudia Nerdel","doi":"10.3389/feduc.2023.1293571","DOIUrl":"https://doi.org/10.3389/feduc.2023.1293571","url":null,"abstract":"Digital media have played a central role in everyday school life, at least since the governments in various competence frameworks define the digital competence areas. With a view to experimentation in STEM lessons, digital media offers a variety of opportunities to promote learning processes. A benefit is expected from technological progress when visually imperceptible scientific processes are made visible with software and hardware systems. Augmented reality combines the real and virtual worlds so that the viewer physically moves in a real environment that contains virtual elements. Consequently, augmented reality offers good conditions for expanding students’ subject-specific knowledge regarding substance-particle concept understanding. When a technology like augmented reality is used in the classroom, the learning environment must be accepted by teachers. Teachers are thus actively involved in the modification of digital learning environments so that they can identify, evaluate, and select digital resources. Teachers’ acceptance, therefore, presupposes an upbeat assessment of the usability of the innovation. Attitudes and self-efficacy can influence digital literacy and, thus, acceptance. The study investigates whether chemistry teachers positively embrace augmented reality and accept them as learning tools. Considering the T(D) Pack model, the teachers’ digital competencies are examined concerning the subject- and media-didactic evaluation of digital media. First, self-efficacy and attitudes of teachers (N = 157) are assessed. After processing the (non-/HMD-)augmented reality learning environment, an acceptance and usability test (N = 122) follows. The data analysis provides reliability and correlation analyses according to classical test theory. The results demonstrated that chemistry teachers saw great potential in using digital media and AR and, in particular, positively evaluated the AR learning environment on the tablet for chemistry teaching. In this context, the analyses revealed significant correlations between attitudes and acceptance.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"1 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139385620","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 : 2024-01-04DOI: 10.3389/feduc.2023.1248229
Stefan Merchant, Marcea Ingersoll
This study on breaking contract at international schools provides insights from interviews with 13 international school administrators. Through an examination of the reasons for, and impacts of, breaking contract, five types of international school contract non-completion are identified. In addition to a typology for future studies of this phenomenon, the study outlines five impacts of contract non-completion and four key domains for school leaders to consider in relation to contract non-completion at international schools.
{"title":"Administrators’ perspectives on teachers breaking contract at international schools","authors":"Stefan Merchant, Marcea Ingersoll","doi":"10.3389/feduc.2023.1248229","DOIUrl":"https://doi.org/10.3389/feduc.2023.1248229","url":null,"abstract":"This study on breaking contract at international schools provides insights from interviews with 13 international school administrators. Through an examination of the reasons for, and impacts of, breaking contract, five types of international school contract non-completion are identified. In addition to a typology for future studies of this phenomenon, the study outlines five impacts of contract non-completion and four key domains for school leaders to consider in relation to contract non-completion at international schools.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"13 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387463","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 : 2024-01-04DOI: 10.3389/feduc.2023.1301135
Muhammad Mubashir Ehsan, Esmat Zaidan
The paper presents a cross-country analysis of 25 low and lower-middle-income countries to investigate the impact of COVID-19 on educational policymaking. The study utilises variables from the Internet Inclusive Index and the Digital Skills Gap Index to explore the relationship between internet access and digital skills gaps in these countries. A descriptive and correlation analysis is conducted to understand trends and associations between the variables from data for the selected countries. The analysis shows a positive correlation between internet domains and digital skills gap scores. The paper also presents insights from low and middle-income countries to understand the challenges and responses to e-learning policy during the Pandemic. The evidence from the analysis suggests that countries with higher scores on internet domains pre-pandemic were in a better position to absorb the external shocks caused by the Pandemic. The paper’s findings highlight the importance of addressing the digital divide and promoting internet inclusivity in these countries to improve their ability to adapt to external shocks and ensure continuity of learning during crises such as the COVID-19 Pandemic.
{"title":"Exploring internet inclusivity and effectiveness of e-learning initiatives during the pandemic – a comparative analysis","authors":"Muhammad Mubashir Ehsan, Esmat Zaidan","doi":"10.3389/feduc.2023.1301135","DOIUrl":"https://doi.org/10.3389/feduc.2023.1301135","url":null,"abstract":"The paper presents a cross-country analysis of 25 low and lower-middle-income countries to investigate the impact of COVID-19 on educational policymaking. The study utilises variables from the Internet Inclusive Index and the Digital Skills Gap Index to explore the relationship between internet access and digital skills gaps in these countries. A descriptive and correlation analysis is conducted to understand trends and associations between the variables from data for the selected countries. The analysis shows a positive correlation between internet domains and digital skills gap scores. The paper also presents insights from low and middle-income countries to understand the challenges and responses to e-learning policy during the Pandemic. The evidence from the analysis suggests that countries with higher scores on internet domains pre-pandemic were in a better position to absorb the external shocks caused by the Pandemic. The paper’s findings highlight the importance of addressing the digital divide and promoting internet inclusivity in these countries to improve their ability to adapt to external shocks and ensure continuity of learning during crises such as the COVID-19 Pandemic.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"50 23","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139386825","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 : 2024-01-04DOI: 10.3389/feduc.2023.1213463
Conceição Leal da Costa, Camila Aloisio Alves, Hervé Breton
This article aims to present the formative results obtained through the research-action-training device “Biographical workshop: learning about life and profession” (BW), proposed and implemented as a university extension activity in a higher education institution in Northeastern Brazil. Inspired by the epistemological and methodological bases of biographically oriented approaches in Education, the device was built with the intention of promoting, through biographical narrative, a reflective exercise both individual and collective focused on the exploration and reconstitution of personal and professional trajectories of the participants. The analyses produced from the narratives in its scope allow us to understand the different elements that give body and meaning to the trajectory of the participants in the course of their academic and professional training. Moreover, it was possible to apprehend the formative process inscribed in the mobilization of the narrative records, oral and written, and its effects for the participants. We conclude that BW is a powerful research-action-training device in that it articulates and values both the subject and the professional who is formed through lived experiences, integrating the spheres of life for an implicated, reflective and conscious professional action.
{"title":"Echoes of research and training with biographical narratives: ways of knowing and understanding from lived experience","authors":"Conceição Leal da Costa, Camila Aloisio Alves, Hervé Breton","doi":"10.3389/feduc.2023.1213463","DOIUrl":"https://doi.org/10.3389/feduc.2023.1213463","url":null,"abstract":"This article aims to present the formative results obtained through the research-action-training device “Biographical workshop: learning about life and profession” (BW), proposed and implemented as a university extension activity in a higher education institution in Northeastern Brazil. Inspired by the epistemological and methodological bases of biographically oriented approaches in Education, the device was built with the intention of promoting, through biographical narrative, a reflective exercise both individual and collective focused on the exploration and reconstitution of personal and professional trajectories of the participants. The analyses produced from the narratives in its scope allow us to understand the different elements that give body and meaning to the trajectory of the participants in the course of their academic and professional training. Moreover, it was possible to apprehend the formative process inscribed in the mobilization of the narrative records, oral and written, and its effects for the participants. We conclude that BW is a powerful research-action-training device in that it articulates and values both the subject and the professional who is formed through lived experiences, integrating the spheres of life for an implicated, reflective and conscious professional action.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"2 5","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387385","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 : 2024-01-03DOI: 10.3389/feduc.2023.1247670
Alessandra Cecilia Jacomuzzi, L. E. Milani Marin
The COVID-19 pandemic launched a challenge on the education system and required schools to make organizational changes in order to continue serving the local community. Essential to this process are support teachers who play a key role as agents of change. Despite their role, the perspectives, desires, and needs of these teachers have since been neglected, despite their centrality in contemporary Italy. Accordingly, the specific aim of this study revolves around supporting teachers’ experiences with digital technologies (i.e., learning applications, telecommunication media, and interactive devices) within a pandemic context, especially technologies used to maintain the educational bond with students with disabilities. Attuned to an interpretative paradigm, this qualitative research has an ethnographic design, which was implemented in a secondary school in a Northern Italian city. Throughout the article, we discuss the three main drawbacks found in fieldwork: (i) the prevailing change in bureaucratic management; (ii) the pervading mind–body binarism in teaching; and (iii) a long-term vision for inclusion being subject to a passive logic of adaptation. Finally, we reflect on some emerging implications. The first points to a necessary move from a rationalistic school management to an alternative model focused more on guaranteeing social justice among educational stakeholders. The second is that the very introduction of a new technology should be aimed at engaging actors whose work has been invisible to date in a school setting to empower them as key agents for change. The third suggests that, to overcome community disaggregation and mind-body binarism, a teacher-researcher figure is needed, a figure with holistic skills in addition to those of a technical nature delivered by institutional training programs.
{"title":"Body in the forefront, again? Distance learning drawbacks and implications for policy","authors":"Alessandra Cecilia Jacomuzzi, L. E. Milani Marin","doi":"10.3389/feduc.2023.1247670","DOIUrl":"https://doi.org/10.3389/feduc.2023.1247670","url":null,"abstract":"The COVID-19 pandemic launched a challenge on the education system and required schools to make organizational changes in order to continue serving the local community. Essential to this process are support teachers who play a key role as agents of change. Despite their role, the perspectives, desires, and needs of these teachers have since been neglected, despite their centrality in contemporary Italy. Accordingly, the specific aim of this study revolves around supporting teachers’ experiences with digital technologies (i.e., learning applications, telecommunication media, and interactive devices) within a pandemic context, especially technologies used to maintain the educational bond with students with disabilities. Attuned to an interpretative paradigm, this qualitative research has an ethnographic design, which was implemented in a secondary school in a Northern Italian city. Throughout the article, we discuss the three main drawbacks found in fieldwork: (i) the prevailing change in bureaucratic management; (ii) the pervading mind–body binarism in teaching; and (iii) a long-term vision for inclusion being subject to a passive logic of adaptation. Finally, we reflect on some emerging implications. The first points to a necessary move from a rationalistic school management to an alternative model focused more on guaranteeing social justice among educational stakeholders. The second is that the very introduction of a new technology should be aimed at engaging actors whose work has been invisible to date in a school setting to empower them as key agents for change. The third suggests that, to overcome community disaggregation and mind-body binarism, a teacher-researcher figure is needed, a figure with holistic skills in addition to those of a technical nature delivered by institutional training programs.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"93 17","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388225","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 : 2024-01-01Epub Date: 2024-08-20DOI: 10.3389/feduc.2024.1442318
Denise L Monti, Julia C Gill, Tamarah L Adair, Sandra D Adams, Yesmi Patricia Ahumada-Santos, Isabel Amaya, Kirk R Anders, Justin R Anderson, Mauricio S Antunes, Mary A Ayuk, Frederick N Baliraine, Tonya C Bates, Andrea R Beyer, Suparna S Bhalla, Tejas Bouklas, Sharon K Bullock, Kristen A Butela, Christine A Byrum, Steven M Caruso, Rebecca A Chong, Hui-Min Chung, Stephanie B Conant, Brett M Condon, Katie E Crump, Tom D'Elia, Megan K Dennis, Linda C DeVeaux, Lautaro Diacovich, Arturo Diaz, Iain Duffy, Dustin C Edwards, Patricia C Fallest-Strobl, Ann M Findley, Matthew R Fisher, Marie P Fogarty, Victoria J Frost, Maria D Gainey, Courtney S Galle, Bryan Gibb, Urszula P Golebiewska, Hugo C Gramajo, Anna S Grinath, Jennifer A Guerrero, Nancy A Guild, Kathryn E Gunn, Susan M Gurney, Lee E Hughes, Pradeepa Jayachandran, Kristen C Johnson, Allison A Johnson, Alison E Kanak, Michelle L Kanther, Rodney A King, Kathryn P Kohl, Julia Y Lee-Soety, Lynn O Lewis, Heather M Lindberg, Jaclyn A Madden, Breonna J Martin, Matthew D Mastropaolo, Sean P McClory, Evan C Merkhofer, Julie A Merkle, Jon C Mitchell, María Alejandra Mussi, Fernando E Nieto-Fernandez, Jillian C Nissen, Imade Y Nsa, Mary G O'Donnell, R Deborah Overath, Shallee T Page, Andrea Panagakis, Jesús Ricardo Parra Unda, Michelle B Pass, Tiara G Perez Morales, Nick T Peters, Ruth Plymale, Richard S Pollenz, Nathan S Reyna, Claire A Rinehart, Jessica M Rocheleau, John S Rombold, Ombeline Rossier, Adam D Rudner, Elizabeth E Rueschhoff, Christopher D Shaffer, Mary Ann V Smith, Amy B Sprenkle, C Nicole Sunnen, Michael A Thomas, Michelle M Tigges, Deborah M Tobiason, Sara S Tolsma, Julie Torruellas Garcia, Peter Uetz, Edwin Vazquez, Catherine M Ward, Vassie C Ware, Jacqueline M Washington, Matthew J Waterman, Daniel E Westholm, Keith A Wheaton, Simon J White, Beth C Williams, Daniel C Williams, Ellen M Wisner, William H Biederman, Steven G Cresawn, Danielle M Heller, Deborah Jacobs-Sera, Daniel A Russell, Graham F Hatfull, David J Asai, David I Hanauer, Mark J Graham, Viknesh Sivanathan
Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research - a form of science pedagogy that enhances student learning and persistence in science. In this study, we used pathway modelling to develop a qualitative description that explicates the HHMI Science Education Alliance (SEA) iREC as a model for facilitating the successful adoption and continued advancement of new curricular content and pedagogy. In particular, outcomes that faculty realize through their participation in the SEA iREC were identified, organized by time, and functionally linked. The resulting pathway model was then revised and refined based on several rounds of feedback from over 100 faculty members in the SEA iREC who participated in the study. Our results show that in an iREC, STEM faculty organized as a long-standing community of practice leverage one another, outside expertise, and data to adopt, implement, and iteratively advance their pedagogy. The opportunity to collaborate in this manner and, additionally, to be recognized for pedagogical contributions sustainably engages STEM faculty in the advancement of their pedagogy. Here, we present a detailed pathway model of SEA that, together with underpinning features of an iREC identified in this study, offers a framework to facilitate transformations in undergraduate science education.
{"title":"An inclusive Research Education Community (iREC) Model to Facilitate Undergraduate Science Education Reform.","authors":"Denise L Monti, Julia C Gill, Tamarah L Adair, Sandra D Adams, Yesmi Patricia Ahumada-Santos, Isabel Amaya, Kirk R Anders, Justin R Anderson, Mauricio S Antunes, Mary A Ayuk, Frederick N Baliraine, Tonya C Bates, Andrea R Beyer, Suparna S Bhalla, Tejas Bouklas, Sharon K Bullock, Kristen A Butela, Christine A Byrum, Steven M Caruso, Rebecca A Chong, Hui-Min Chung, Stephanie B Conant, Brett M Condon, Katie E Crump, Tom D'Elia, Megan K Dennis, Linda C DeVeaux, Lautaro Diacovich, Arturo Diaz, Iain Duffy, Dustin C Edwards, Patricia C Fallest-Strobl, Ann M Findley, Matthew R Fisher, Marie P Fogarty, Victoria J Frost, Maria D Gainey, Courtney S Galle, Bryan Gibb, Urszula P Golebiewska, Hugo C Gramajo, Anna S Grinath, Jennifer A Guerrero, Nancy A Guild, Kathryn E Gunn, Susan M Gurney, Lee E Hughes, Pradeepa Jayachandran, Kristen C Johnson, Allison A Johnson, Alison E Kanak, Michelle L Kanther, Rodney A King, Kathryn P Kohl, Julia Y Lee-Soety, Lynn O Lewis, Heather M Lindberg, Jaclyn A Madden, Breonna J Martin, Matthew D Mastropaolo, Sean P McClory, Evan C Merkhofer, Julie A Merkle, Jon C Mitchell, María Alejandra Mussi, Fernando E Nieto-Fernandez, Jillian C Nissen, Imade Y Nsa, Mary G O'Donnell, R Deborah Overath, Shallee T Page, Andrea Panagakis, Jesús Ricardo Parra Unda, Michelle B Pass, Tiara G Perez Morales, Nick T Peters, Ruth Plymale, Richard S Pollenz, Nathan S Reyna, Claire A Rinehart, Jessica M Rocheleau, John S Rombold, Ombeline Rossier, Adam D Rudner, Elizabeth E Rueschhoff, Christopher D Shaffer, Mary Ann V Smith, Amy B Sprenkle, C Nicole Sunnen, Michael A Thomas, Michelle M Tigges, Deborah M Tobiason, Sara S Tolsma, Julie Torruellas Garcia, Peter Uetz, Edwin Vazquez, Catherine M Ward, Vassie C Ware, Jacqueline M Washington, Matthew J Waterman, Daniel E Westholm, Keith A Wheaton, Simon J White, Beth C Williams, Daniel C Williams, Ellen M Wisner, William H Biederman, Steven G Cresawn, Danielle M Heller, Deborah Jacobs-Sera, Daniel A Russell, Graham F Hatfull, David J Asai, David I Hanauer, Mark J Graham, Viknesh Sivanathan","doi":"10.3389/feduc.2024.1442318","DOIUrl":"10.3389/feduc.2024.1442318","url":null,"abstract":"<p><p>Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research - a form of science pedagogy that enhances student learning and persistence in science. In this study, we used pathway modelling to develop a qualitative description that explicates the HHMI Science Education Alliance (SEA) iREC as a model for facilitating the successful adoption and continued advancement of new curricular content and pedagogy. In particular, outcomes that faculty realize through their participation in the SEA iREC were identified, organized by time, and functionally linked. The resulting pathway model was then revised and refined based on several rounds of feedback from over 100 faculty members in the SEA iREC who participated in the study. Our results show that in an iREC, STEM faculty organized as a long-standing community of practice leverage one another, outside expertise, and data to adopt, implement, and iteratively advance their pedagogy. The opportunity to collaborate in this manner and, additionally, to be recognized for pedagogical contributions sustainably engages STEM faculty in the advancement of their pedagogy. Here, we present a detailed pathway model of SEA that, together with underpinning features of an iREC identified in this study, offers a framework to facilitate transformations in undergraduate science education.</p>","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 ","pages":"1442318"},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11649309/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142840246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01Epub Date: 2024-10-23DOI: 10.3389/feduc.2024.1442306
David Hanauer, Richard Alvey, Ping An, Christa Bancroft, Kristen Butela, Kari Clase, Sean Coleman, D Parks Collins, Stephanie Conant, Pamela Connerly, Bernadette Connors, Megan Dennis, Erin Doyle, Dustin Edwards, Christy Fillman, Ann Findley, Victoria Frost, Maria Gainey, Urszula Golebiewska, Nancy Guild, Sharon Gusky, Allison Johnson, Kristen Johnson, Karen Klyczek, Julia Lee-Soety, Heather Lindberg, Matthew Mastropaolo, Julie Merkle, Jon Mitchell, Sally Molloy, Fernando Nieto-Fernandez, Jillian Nissen, Tiara Perez Morales, Nick Peters, Susanne Pfeifer, Richard Pollenz, Mary Preuss, German Rosas-Acosta, Margaret Saha, Amy Sprenkle, C Nicole Sunnen, Deborah Tobiason, Sara Tolsma, Vassie Ware, Yesmi Patricia Ahumada-Santos, Regina Alvarez, Justin Anderson, Mary Ayuk, María Elena Báez-Flores, Dondra Bailey, Frederick Baliraine, Elizabeth Behr, Andrea Beyer, Suparna Bhalla, Lisa Bono, Donald Breakwell, Christine Byrum, Iain Duffy, Alyssa Gleich, Melinda Harrison, Renee Ho, Lee Hughes, Jacob Kagey, Kathryn Kohl, Sean McClory, Alison Moyer, María Alejandra Mussi, Holly Nance, Imade Nsa, Shallee Page, Jesus Ricardo Parra-Unda, Jessica Rocheleau, Sarah Swerdlow, Kara Thoemke, Megan Valentine, Quinn Vega, Catherine Ward, Daniel Williams, Ellen Wisner, William Biederman, Steven Cresawn, Mark Graham, Graham Hatfull, Danielle Heller, Deborah Jacobs-Sera, Denise Monti, Pushpa Ramakrishna, Daniel Russell, Viknesh Sivanathan
The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who implement a CRE within an established iREC and to explore how this identity contributes to the success of these programs. 97 CRE instructors from the Science Education Alliance (SEA) iREC participated in a 2-year, multi-stage, qualitative research project that involved weekly reflective journaling, autoethnographic description, small group evaluation and writing, and large-scale community checking. The resulting description of professional identity consisted of shared values (inclusivity, student success, community membership, ownership/agency, science, overcoming failure, and persistence), specified roles (mentor, advocate, scientist, educator, motivator, collaborator, community builder, learner, evaluator and project manager) and a stated sense of self (dedicated, resilient, pride in students, multiskilled, valued, community member, responsible and overworked). Analysis of individual reflective diary entries revealed how a professional identity underpinned and facilitated the ways in which faculty addressed challenges that arose and worked towards the success of every student. It is the self-concept of the professional identity of the instructor in the context of the CRE classroom that directed the extended commitment and effort that these instructors evidently put into their work with students, which facilitated student engagement, student persistence, and their collective scientific output. The study concludes that a professional identity of STEM faculty in the context of a CRE and iREC combines being a researcher and educator, and that this integrated identity is central for current initiatives aimed at transforming undergraduate STEM education.
{"title":"The Professional Identity of STEM Faculty as Instructors of Course-based Research Experiences.","authors":"David Hanauer, Richard Alvey, Ping An, Christa Bancroft, Kristen Butela, Kari Clase, Sean Coleman, D Parks Collins, Stephanie Conant, Pamela Connerly, Bernadette Connors, Megan Dennis, Erin Doyle, Dustin Edwards, Christy Fillman, Ann Findley, Victoria Frost, Maria Gainey, Urszula Golebiewska, Nancy Guild, Sharon Gusky, Allison Johnson, Kristen Johnson, Karen Klyczek, Julia Lee-Soety, Heather Lindberg, Matthew Mastropaolo, Julie Merkle, Jon Mitchell, Sally Molloy, Fernando Nieto-Fernandez, Jillian Nissen, Tiara Perez Morales, Nick Peters, Susanne Pfeifer, Richard Pollenz, Mary Preuss, German Rosas-Acosta, Margaret Saha, Amy Sprenkle, C Nicole Sunnen, Deborah Tobiason, Sara Tolsma, Vassie Ware, Yesmi Patricia Ahumada-Santos, Regina Alvarez, Justin Anderson, Mary Ayuk, María Elena Báez-Flores, Dondra Bailey, Frederick Baliraine, Elizabeth Behr, Andrea Beyer, Suparna Bhalla, Lisa Bono, Donald Breakwell, Christine Byrum, Iain Duffy, Alyssa Gleich, Melinda Harrison, Renee Ho, Lee Hughes, Jacob Kagey, Kathryn Kohl, Sean McClory, Alison Moyer, María Alejandra Mussi, Holly Nance, Imade Nsa, Shallee Page, Jesus Ricardo Parra-Unda, Jessica Rocheleau, Sarah Swerdlow, Kara Thoemke, Megan Valentine, Quinn Vega, Catherine Ward, Daniel Williams, Ellen Wisner, William Biederman, Steven Cresawn, Mark Graham, Graham Hatfull, Danielle Heller, Deborah Jacobs-Sera, Denise Monti, Pushpa Ramakrishna, Daniel Russell, Viknesh Sivanathan","doi":"10.3389/feduc.2024.1442306","DOIUrl":"10.3389/feduc.2024.1442306","url":null,"abstract":"<p><p>The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who implement a CRE within an established iREC and to explore how this identity contributes to the success of these programs. 97 CRE instructors from the Science Education Alliance (SEA) iREC participated in a 2-year, multi-stage, qualitative research project that involved weekly reflective journaling, autoethnographic description, small group evaluation and writing, and large-scale community checking. The resulting description of professional identity consisted of shared <i>values</i> (inclusivity, student success, community membership, ownership/agency, science, overcoming failure, and persistence), specified <i>roles</i> (mentor, advocate, scientist, educator, motivator, collaborator, community builder, learner, evaluator and project manager) and a stated <i>sense of self</i> (dedicated, resilient, pride in students, multiskilled, valued, community member, responsible and overworked). Analysis of individual reflective diary entries revealed how a professional identity underpinned and facilitated the ways in which faculty addressed challenges that arose and worked towards the success of every student. It is the self-concept of the professional identity of the instructor in the context of the CRE classroom that directed the extended commitment and effort that these instructors evidently put into their work with students, which facilitated student engagement, student persistence, and their collective scientific output. The study concludes that a professional identity of STEM faculty in the context of a CRE and iREC combines being a researcher and educator, and that this integrated identity is central for current initiatives aimed at transforming undergraduate STEM education.</p>","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 ","pages":"1442306"},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11649311/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142840248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.3389/feduc.2023.1329810
Therese M. Cumming, Aaron Saint-James Bugge, Karen Kriss, Ian McArthur, Karin Watson, Zixi Jiang
Neurodivergent students are one of the fastest growing diversity groups in tertiary education. This highlights the need for a Universal Design for Learning (UDL) perspective in course design and delivery. One important component of UDL is student voice, which has been historically lacking, especially for neurodivergent students. In this perspectives article, the authors present a viewpoint on the importance of promoting co-production in course design and delivery between neurodivergent students and instructors and illustrate the concept with examples from the Diversified Project. The “Diversified Group” was established by neurodivergent students and faculty members to address the perceived inadequacy in instructor awareness regarding the varied needs of an expanding neurodiverse student population at the university. The authors provide recommendations for systemic, faculty, school, and instructor-level actions to improve the learning experience for neurodivergent students. Current advances and future directions in promoting co-production in university course design and delivery are provided.
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This study aims to investigate the impact of a Problem-Based Learning (PBL) course on cognitive skills (i.e., Critical Thinking, Problem-Solving, Logical Reasoning, Creativity, and Decision-Making) in the context of solving geometric construction problems.The research utilized a quasi-experimental design involving a control group and an experimental group to assess the effects of the PBL intervention. Cognitive skills were measured using a custom-designed questionnaire. Additionally, Structural Equation Modeling (SEM) was employed in a subsequent phase to scrutinize the causal interrelationships among these cognitive skills.In the initial phase, the findings revealed that the PBL intervention had a statistically significant positive impact on problem-solving and creativity skills. However, the effects on critical thinking, logical reasoning, and decision-making skills did not reach statistical significance. In the subsequent phase employing SEM, the analysis demonstrated significant positive relationships, particularly between critical thinking and problem-solving, critical thinking and logical reasoning, logical reasoning and problem-solving, and logical reasoning and creativity. Notably, creativity also exhibited a significant positive effect on problem-solving.This study underscores the nuanced impact of PBL on different cognitive skills, with clear enhancements observed in problem-solving and creativity. However, the study suggests that the effects may not be uniform across all cognitive skills. These findings offer valuable insights for educators and curriculum designers, emphasizing the need for tailored approaches when integrating PBL to foster cognitive skill development.
{"title":"The effect of problem-based learning on cognitive skills in solving geometric construction problems: a case study in Kazakhstan","authors":"Elmira Tursynkulova, Nurlybay Madiyarov, Turlybek Sultanbek, Peruza Duysebayeva","doi":"10.3389/feduc.2023.1284305","DOIUrl":"https://doi.org/10.3389/feduc.2023.1284305","url":null,"abstract":"This study aims to investigate the impact of a Problem-Based Learning (PBL) course on cognitive skills (i.e., Critical Thinking, Problem-Solving, Logical Reasoning, Creativity, and Decision-Making) in the context of solving geometric construction problems.The research utilized a quasi-experimental design involving a control group and an experimental group to assess the effects of the PBL intervention. Cognitive skills were measured using a custom-designed questionnaire. Additionally, Structural Equation Modeling (SEM) was employed in a subsequent phase to scrutinize the causal interrelationships among these cognitive skills.In the initial phase, the findings revealed that the PBL intervention had a statistically significant positive impact on problem-solving and creativity skills. However, the effects on critical thinking, logical reasoning, and decision-making skills did not reach statistical significance. In the subsequent phase employing SEM, the analysis demonstrated significant positive relationships, particularly between critical thinking and problem-solving, critical thinking and logical reasoning, logical reasoning and problem-solving, and logical reasoning and creativity. Notably, creativity also exhibited a significant positive effect on problem-solving.This study underscores the nuanced impact of PBL on different cognitive skills, with clear enhancements observed in problem-solving and creativity. However, the study suggests that the effects may not be uniform across all cognitive skills. These findings offer valuable insights for educators and curriculum designers, emphasizing the need for tailored approaches when integrating PBL to foster cognitive skill development.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"53 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138946218","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 : 2023-12-21DOI: 10.3389/feduc.2023.1302693
Marc T. Sager, Maximilian K. Sherard, Saki Milton, Candace A. Walkington, Anthony J. Petrosino
This qualitative case study examines the learning that occurred when a small group of middle grade youths embarked upon a personal excursion during a game-based math walk. Math walks are an informal learning activity where learners and facilitators explore mathematical concepts embedded in everyday spaces. The MathExplorer app is a location-based mobile game designed to enhance and gamify math walks. In our broader research, we investigated a group of 18 middle grade learners who used MathExplorer to engage in math walks at a local nature preserve. While most youths in this study used the game as planned by the researchers, one group deviated from the plan and devised new ways of playing the game and participating in the math walks. We see this deviation, or personal excursion, as a source of insight for research on game-based math walks. To understand the learning that took place during this personal excursion, we draw upon sociocultural and self-directed theories of learning. Using methods of interaction analysis and embodied action conversation framework, we analyzed the small groups’ discussion, movement, and game-use to understand: (1) the point at which the students departed from the planned use of MathExplorer; and (2) the learning that took place after this departure. The findings include how the youth explicitly incorporate mathematics into game play through an activity-as-planned, and how the youth embark on a personal excursion relating to game mechanics and gamification, with an implicit focus on mathematics. We discuss the importance of personal excursions for designing informal mathematics learning experiences.
{"title":"Rising in the ranks!: learning math or playing games?","authors":"Marc T. Sager, Maximilian K. Sherard, Saki Milton, Candace A. Walkington, Anthony J. Petrosino","doi":"10.3389/feduc.2023.1302693","DOIUrl":"https://doi.org/10.3389/feduc.2023.1302693","url":null,"abstract":"This qualitative case study examines the learning that occurred when a small group of middle grade youths embarked upon a personal excursion during a game-based math walk. Math walks are an informal learning activity where learners and facilitators explore mathematical concepts embedded in everyday spaces. The MathExplorer app is a location-based mobile game designed to enhance and gamify math walks. In our broader research, we investigated a group of 18 middle grade learners who used MathExplorer to engage in math walks at a local nature preserve. While most youths in this study used the game as planned by the researchers, one group deviated from the plan and devised new ways of playing the game and participating in the math walks. We see this deviation, or personal excursion, as a source of insight for research on game-based math walks. To understand the learning that took place during this personal excursion, we draw upon sociocultural and self-directed theories of learning. Using methods of interaction analysis and embodied action conversation framework, we analyzed the small groups’ discussion, movement, and game-use to understand: (1) the point at which the students departed from the planned use of MathExplorer; and (2) the learning that took place after this departure. The findings include how the youth explicitly incorporate mathematics into game play through an activity-as-planned, and how the youth embark on a personal excursion relating to game mechanics and gamification, with an implicit focus on mathematics. We discuss the importance of personal excursions for designing informal mathematics learning experiences.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"72 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948107","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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