Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) and the Pacific Island Literacy and Numeracy Assessment (PILNA), reveal that mathematics achievements in the Republic of Vanuatu remain below the minimum standard. This study drew on the constructivist grounded theory approach to explore teachers' perspectives of the learning and teaching processes in mathematics education in the Republic of Vanuatu. Specifically, the focus was on the ‘I do-we do-you do’ approach of teaching, which is common in mathematics education in the country. Teachers' opinions about the current situation of mathematics education and possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based on the constructivist grounded theory analysis, four major interlink themes were found. Overall, the findings show that mathematics achievements in the country can be improved through proven discovery-learning strategies for stimulating students' mathematical thinking in the 21st century, such as the ‘try-understand-apply-mastered’ (TUAM) discovery learning process.
{"title":"Analysing Teachers’ Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach","authors":"Kency Obed, S. Kusaka","doi":"10.12973/ijem.9.1.123","DOIUrl":"https://doi.org/10.12973/ijem.9.1.123","url":null,"abstract":"Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) and the Pacific Island Literacy and Numeracy Assessment (PILNA), reveal that mathematics achievements in the Republic of Vanuatu remain below the minimum standard. This study drew on the constructivist grounded theory approach to explore teachers' perspectives of the learning and teaching processes in mathematics education in the Republic of Vanuatu. Specifically, the focus was on the ‘I do-we do-you do’ approach of teaching, which is common in mathematics education in the country. Teachers' opinions about the current situation of mathematics education and possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based on the constructivist grounded theory analysis, four major interlink themes were found. Overall, the findings show that mathematics achievements in the country can be improved through proven discovery-learning strategies for stimulating students' mathematical thinking in the 21st century, such as the ‘try-understand-apply-mastered’ (TUAM) discovery learning process.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41401442","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}
The purpose of the study is to explore the ways of involving university stakeholders specifically in updating educational services. It combined exploratory and observational research methods which relied on qualitative or quantitative data gathered through the researcher-designed and validated tools which were the empirical and methodological contributions to the previous research. The five most frequent choices that might encourage the stakeholders to donate or invest in an educational institution were as follows: a portfolio of the use of donations, investments, or grants, having a stake in the educational services of more than 7%, having access to budgeting and cost reporting, having a share in the institutions’ profit and being one of the decision-makers. The factors that discouraged investors from investing in education were as follows: distrust of the activity of the educational institutions in terms of addressing the stakeholders’ needs or interests, lack of engagement or cooperation, institutional and government-imposed barriers between them and the institutions, uncertainty concerning the efficiency of the institutions and inefficient use of the resources by the institutions. The initiative was complimentarily perceived by stakeholders in terms of collaboration and investment opportunities. It was also found beneficial by the sampled students.
{"title":"Involvement of Stakeholders in the Transformation of Educational Services via Taking Advantage of Extra-Curriculum Educational Activities in the Settings of Education Reform","authors":"V. I., H. V., N. V., Larysa I., Illia О.","doi":"10.12973/ijem.9.1.107","DOIUrl":"https://doi.org/10.12973/ijem.9.1.107","url":null,"abstract":"The purpose of the study is to explore the ways of involving university stakeholders specifically in updating educational services. It combined exploratory and observational research methods which relied on qualitative or quantitative data gathered through the researcher-designed and validated tools which were the empirical and methodological contributions to the previous research. The five most frequent choices that might encourage the stakeholders to donate or invest in an educational institution were as follows: a portfolio of the use of donations, investments, or grants, having a stake in the educational services of more than 7%, having access to budgeting and cost reporting, having a share in the institutions’ profit and being one of the decision-makers. The factors that discouraged investors from investing in education were as follows: distrust of the activity of the educational institutions in terms of addressing the stakeholders’ needs or interests, lack of engagement or cooperation, institutional and government-imposed barriers between them and the institutions, uncertainty concerning the efficiency of the institutions and inefficient use of the resources by the institutions. The initiative was complimentarily perceived by stakeholders in terms of collaboration and investment opportunities. It was also found beneficial by the sampled students.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47956365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to prove and find out the influence of local wisdom-based learning media on the character of students in Indonesia. This research uses a quantitative method with a meta-analysis approach. The research data were analyzed using the 0.8.5 version of JASP software. The eligibility criteria used include: (a) The publications must be searchable in search databases such as Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publications are reputable indexed; (c) The publications must relate to learning media based on local wisdom and student character; (d) The publications must be in the range of 2015 to 2023; (e) The articles are worth (r), (t), or (F); (6) N ≥ 30. The results of the analysis of 30 studies showed that there was a significant effect of learning media on the character of students in Indonesia (z = 9.700; p < .001; 95% CI [.987; 1.487]). This effect is categorized as very strong (rRE = 1.237). This meta-analysis study is the result of accurate, valid, and representative research reviewed because publication bias was not detected. Thus, it can be concluded that learning media based on local wisdom has a big influence on student character.
{"title":"Meta-Analysis: The Influence of Local Wisdom-Based Learning Media on the Character of Students in Indonesia","authors":"Furtasan Ali","doi":"10.12973/ijem.9.1.237","DOIUrl":"https://doi.org/10.12973/ijem.9.1.237","url":null,"abstract":"This research aims to prove and find out the influence of local wisdom-based learning media on the character of students in Indonesia. This research uses a quantitative method with a meta-analysis approach. The research data were analyzed using the 0.8.5 version of JASP software. The eligibility criteria used include: (a) The publications must be searchable in search databases such as Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publications are reputable indexed; (c) The publications must relate to learning media based on local wisdom and student character; (d) The publications must be in the range of 2015 to 2023; (e) The articles are worth (r), (t), or (F); (6) N ≥ 30. The results of the analysis of 30 studies showed that there was a significant effect of learning media on the character of students in Indonesia (z = 9.700; p < .001; 95% CI [.987; 1.487]). This effect is categorized as very strong (rRE = 1.237). This meta-analysis study is the result of accurate, valid, and representative research reviewed because publication bias was not detected. Thus, it can be concluded that learning media based on local wisdom has a big influence on student character. ","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44781732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to examine the 9th-grade 2018 physics curriculum according to various criteria. A cross-sectional survey model was used. The sample consists of 36 physics teachers working in various high schools in 12 regions of Turkey in the 2022-2023 academic year. The data of the study were collected via the “9th-grade 2018 physics curriculum Evaluation Form”. The data collected via the evaluation form were determined with the multilevel Rasch analysis program. The results of the research revealed that the criteria determined in the evaluation of the 9th-grade physics curriculum differed in terms of strictness and generosity. In addition, the quantitative data analysis revealed that the physics teachers mostly comply with the criteria set in the program while they disapprove of some criteria. The physics teachers reported some deficiencies in the objectives, content, and educational status of the elements included in the program. In this context, it is recommended that the achievements of the 9th-grade 2018 physics curriculum be reviewed in line with the evaluations of the stakeholders related to the subject.
{"title":"Evaluation of the 9th-grade 2018 Physics Curriculum With Multilevel Rasch Analysis","authors":"Fatih Selim, Serdar Arcagök","doi":"10.12973/ijem.9.1.271","DOIUrl":"https://doi.org/10.12973/ijem.9.1.271","url":null,"abstract":"This study aims to examine the 9th-grade 2018 physics curriculum according to various criteria. A cross-sectional survey model was used. The sample consists of 36 physics teachers working in various high schools in 12 regions of Turkey in the 2022-2023 academic year. The data of the study were collected via the “9th-grade 2018 physics curriculum Evaluation Form”. The data collected via the evaluation form were determined with the multilevel Rasch analysis program. The results of the research revealed that the criteria determined in the evaluation of the 9th-grade physics curriculum differed in terms of strictness and generosity. In addition, the quantitative data analysis revealed that the physics teachers mostly comply with the criteria set in the program while they disapprove of some criteria. The physics teachers reported some deficiencies in the objectives, content, and educational status of the elements included in the program. In this context, it is recommended that the achievements of the 9th-grade 2018 physics curriculum be reviewed in line with the evaluations of the stakeholders related to the subject.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43260662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to examine the effect of coding education on the analytical thinking skills of gifted students. The participants are 18 students, 11 to 12 years old. An embedded experimental mixed design was used in the research. The data collection was carried out with the Analytical Thinking Skill Scale to determine the difference in the analytical thinking skills of the study group before and after the coding training; the Analytical Thinking Skill Observation Form to determine the analytical thinking skill levels during the implementation process; and the semi-structured interview form to get their opinions on the coding training. The data were analyzed with a pre-test-post-test quasi-experimental design, descriptive analysis, and content analysis. The results show that coding education developed the participants' analytical thinking skills. The difference in the analytical thinking skills of the study group was not statistically significant in terms of gender. According to the students' views on the coding education application process, there was an improvement in the sub-dimensions of sorting, classification, comparison, and evaluation in analytical thinking skills; coding education developed problem-solving and thinking skills, was useful, encouraged students to choose a profession, and was entertaining, as well as negative opinions such as being difficult, boring, and requiring a lack of time.
{"title":"The Effect of Coding Education on Analytical Thinking of Gifted Students","authors":"B. Kocaman","doi":"10.12973/ijem.9.1.95","DOIUrl":"https://doi.org/10.12973/ijem.9.1.95","url":null,"abstract":"This research aims to examine the effect of coding education on the analytical thinking skills of gifted students. The participants are 18 students, 11 to 12 years old. An embedded experimental mixed design was used in the research. The data collection was carried out with the Analytical Thinking Skill Scale to determine the difference in the analytical thinking skills of the study group before and after the coding training; the Analytical Thinking Skill Observation Form to determine the analytical thinking skill levels during the implementation process; and the semi-structured interview form to get their opinions on the coding training. The data were analyzed with a pre-test-post-test quasi-experimental design, descriptive analysis, and content analysis. The results show that coding education developed the participants' analytical thinking skills. The difference in the analytical thinking skills of the study group was not statistically significant in terms of gender. According to the students' views on the coding education application process, there was an improvement in the sub-dimensions of sorting, classification, comparison, and evaluation in analytical thinking skills; coding education developed problem-solving and thinking skills, was useful, encouraged students to choose a profession, and was entertaining, as well as negative opinions such as being difficult, boring, and requiring a lack of time.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49317935","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}
Considering the fact that learning difficulties are mostly related to academic learning, and students first encounter tasks related with academic learning during the pre-school, it is critical for early intervention that the first symptoms of students with potential learning disability are detected by the pre-school teachers. The aim of this research is to examine knowledge levels of pre-school teachers about the characteristics of learning difficulties that 3–6 years old students, in the pre-school period, may show. With this aim in mind, the development of the “Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)” was completed with 471 pre-school teachers and pre-school teacher candidates of the last grade of pre-school education program. The research has been done in the survey model with a quantitative approach. The sample of the study consists of 291 pre-school teachers. The data have been collected by means of the “Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)” and analyzed using descriptive statistics techniques. At the end of the research, it has been found that there are no statistically significant differences in knowledge levels of pre-school teachers regarding the cognitive, affective, social and motor characteristics of learning disabilities in terms of their gender, the program they have graduated from, having taken courses on special education, having taken courses on learning disabilities, the types of institutions they worked at, and their class sizes. It has been found that there are statistically significant differences in their knowledge levels about cognitive, affective, social and motor characteristics of learning disabilities according to the length of service, teaching students with learning disabilities, having inclusive students in their class, having a relative in need of special education, and teaching students with learning disabilities variables.
{"title":"Examination of Pre-school Teachers' Knowledge Levels of the Symptoms of Learning Disability According to Different Variables","authors":"Rukiye Konuk, Süleyman Arslantaş, A. Kurnaz","doi":"10.12973/ijem.9.1.215","DOIUrl":"https://doi.org/10.12973/ijem.9.1.215","url":null,"abstract":"Considering the fact that learning difficulties are mostly related to academic learning, and students first encounter tasks related with academic learning during the pre-school, it is critical for early intervention that the first symptoms of students with potential learning disability are detected by the pre-school teachers. The aim of this research is to examine knowledge levels of pre-school teachers about the characteristics of learning difficulties that 3–6 years old students, in the pre-school period, may show. With this aim in mind, the development of the “Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)” was completed with 471 pre-school teachers and pre-school teacher candidates of the last grade of pre-school education program. The research has been done in the survey model with a quantitative approach. The sample of the study consists of 291 pre-school teachers. The data have been collected by means of the “Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)” and analyzed using descriptive statistics techniques. At the end of the research, it has been found that there are no statistically significant differences in knowledge levels of pre-school teachers regarding the cognitive, affective, social and motor characteristics of learning disabilities in terms of their gender, the program they have graduated from, having taken courses on special education, having taken courses on learning disabilities, the types of institutions they worked at, and their class sizes. It has been found that there are statistically significant differences in their knowledge levels about cognitive, affective, social and motor characteristics of learning disabilities according to the length of service, teaching students with learning disabilities, having inclusive students in their class, having a relative in need of special education, and teaching students with learning disabilities variables.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47909596","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}
Online game addiction and psychological distress are two continuously developing problems in the Philippines, with Filipinos aged 18 to 24 being the second largest age group to overuse interactive online-related games. This sequential explanatory mixed method study aimed to assess the young adults’ gaming addiction and perceived psychological distress during the COVID-19 pandemic and identify the other factors contributing to the respondents’ frequent engagement in online interactive games, which served as a basis for a preventive intervention program. The researcher administered the survey questionnaires of the Gaming Addiction Scale and Depression Anxiety Stress Scale-21 to 399 young adults aged 18–24 and a semi-structured interview guide to 20 addicted and non-addicted gamers. Key results showed that a small percentage of the respondents experienced polythetic and serious monothetic addiction to interactive online games. In contrast, half of the respondents manifested mild to moderate symptoms of depression and anxiety during the COVID-19 pandemic. Major findings also found no significant gender differences in the level of online game addiction and psychological distress during the COVID-19 pandemic, and a moderate level of relationship substantiated the association. Further results revealed that the negative compensatory factors were associated with addicted gamers’ frequent engagement with online games, whereas non-addicted gamers were associated with positive, beneficial factors. This phenomenon has hardly ever been the focus of in-depth research, and the results of this study can be used to further refine the conceptualization of “internet gaming disorder” as a mental disorder and develop a more comprehensive treatment method.
{"title":"Assessment of Gaming Addiction and Perceived Psychological Distress Among Filipino Young Adults During COVID-19 Pandemic","authors":"Sakshi Kumari, M. Subida","doi":"10.12973/ijem.9.1.29","DOIUrl":"https://doi.org/10.12973/ijem.9.1.29","url":null,"abstract":"Online game addiction and psychological distress are two continuously developing problems in the Philippines, with Filipinos aged 18 to 24 being the second largest age group to overuse interactive online-related games. This sequential explanatory mixed method study aimed to assess the young adults’ gaming addiction and perceived psychological distress during the COVID-19 pandemic and identify the other factors contributing to the respondents’ frequent engagement in online interactive games, which served as a basis for a preventive intervention program. The researcher administered the survey questionnaires of the Gaming Addiction Scale and Depression Anxiety Stress Scale-21 to 399 young adults aged 18–24 and a semi-structured interview guide to 20 addicted and non-addicted gamers. Key results showed that a small percentage of the respondents experienced polythetic and serious monothetic addiction to interactive online games. In contrast, half of the respondents manifested mild to moderate symptoms of depression and anxiety during the COVID-19 pandemic. Major findings also found no significant gender differences in the level of online game addiction and psychological distress during the COVID-19 pandemic, and a moderate level of relationship substantiated the association. Further results revealed that the negative compensatory factors were associated with addicted gamers’ frequent engagement with online games, whereas non-addicted gamers were associated with positive, beneficial factors. This phenomenon has hardly ever been the focus of in-depth research, and the results of this study can be used to further refine the conceptualization of “internet gaming disorder” as a mental disorder and develop a more comprehensive treatment method.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43888684","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}
M. Muzaini, S. Rahayuningsih, Muhammad Ikram, Fathimah Az-Zahrah
The definition of creativity among professional mathematicians and the definition of mathematical creativity in the classroom context are significantly different. The purpose of this study was to investigate the relationship between students’ mathematical creativity (i.e., cognitive flexibility) and figure apprehension when solving geometric problems with novel auxiliary features such as straight lines and curved lines. In other words, this study determined if geometry knowledge influenced mathematical creativity (cognitive flexibility) in problem-solving. Grade-12 students participated in the intervention. The high school that is the research topic attempts to equip students with academic abilities and is, except for vocational schools, the most popular form of high school among all other types. Such a school was chosen for the study so that a significant proportion of students in Makassar could be represented. In this study, we discovered a relationship between cognitive flexibility and the geometric ability of pupils while solving problems involving auxiliary lines. This indicates that the usage of auxiliary lines as a reference for developing pupils’ creative thinking skills must be advocated. In addition, good geometric abilities (e.g., visual thinking, geometrical reasoning) will encourage pupils to generate various problem-solving concepts. This finding contributes significantly to future research by focusing on auxiliary lines.
{"title":"Mathematical Creativity: Student Geometrical Figure Apprehension in Geometry Problem-Solving Using New Auxiliary Elements","authors":"M. Muzaini, S. Rahayuningsih, Muhammad Ikram, Fathimah Az-Zahrah","doi":"10.12973/ijem.9.1.139","DOIUrl":"https://doi.org/10.12973/ijem.9.1.139","url":null,"abstract":"The definition of creativity among professional mathematicians and the definition of mathematical creativity in the classroom context are significantly different. The purpose of this study was to investigate the relationship between students’ mathematical creativity (i.e., cognitive flexibility) and figure apprehension when solving geometric problems with novel auxiliary features such as straight lines and curved lines. In other words, this study determined if geometry knowledge influenced mathematical creativity (cognitive flexibility) in problem-solving. Grade-12 students participated in the intervention. The high school that is the research topic attempts to equip students with academic abilities and is, except for vocational schools, the most popular form of high school among all other types. Such a school was chosen for the study so that a significant proportion of students in Makassar could be represented. In this study, we discovered a relationship between cognitive flexibility and the geometric ability of pupils while solving problems involving auxiliary lines. This indicates that the usage of auxiliary lines as a reference for developing pupils’ creative thinking skills must be advocated. In addition, good geometric abilities (e.g., visual thinking, geometrical reasoning) will encourage pupils to generate various problem-solving concepts. This finding contributes significantly to future research by focusing on auxiliary lines.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46232806","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}
V. Županec, T. Lazarević, Vanja Sekulić, T. Pribićević
Interdisciplinary teaching and learning is an approach that synthesizes the curricular objectives and methods of two or more disciplines or subjects focusing on a specific topic or issue. While it is being increasingly implemented in universities, at lower levels of education there are still countries where science subjects are taught and learned fragmentarily. To assess the significance of the interdisciplinary approach in primary school biology teaching, the paper aims at an experimental verification of the effectiveness of this method in relation to the quality and retention of student knowledge, compared to the monodisciplinary approach to teaching and learning biology. The paper also describes a scenario for teaching a topic in which biological and geographical contents correlate. The study applied a pedagogical experiment with parallel groups. In total, 180 students attending two primary schools in the city of Novi Sad participated in the experiment and were divided into an experimental and a control group. The findings suggest that the interdisciplinary approach improved the quality and retention of student knowledge. The experimental group was more successful in completing tasks that required comprehension and practical application of knowledge. The study thus emphasizes the need for a professional curriculum development that would enhance the interdisciplinary correlation of various disciplines.
{"title":"The Effectiveness of an Interdisciplinary Approach in Biology Teaching in Primary School: A Comparison With Monodisciplinary Approach","authors":"V. Županec, T. Lazarević, Vanja Sekulić, T. Pribićević","doi":"10.12973/ijem.9.1.169","DOIUrl":"https://doi.org/10.12973/ijem.9.1.169","url":null,"abstract":"Interdisciplinary teaching and learning is an approach that synthesizes the curricular objectives and methods of two or more disciplines or subjects focusing on a specific topic or issue. While it is being increasingly implemented in universities, at lower levels of education there are still countries where science subjects are taught and learned fragmentarily. To assess the significance of the interdisciplinary approach in primary school biology teaching, the paper aims at an experimental verification of the effectiveness of this method in relation to the quality and retention of student knowledge, compared to the monodisciplinary approach to teaching and learning biology. The paper also describes a scenario for teaching a topic in which biological and geographical contents correlate. The study applied a pedagogical experiment with parallel groups. In total, 180 students attending two primary schools in the city of Novi Sad participated in the experiment and were divided into an experimental and a control group. The findings suggest that the interdisciplinary approach improved the quality and retention of student knowledge. The experimental group was more successful in completing tasks that required comprehension and practical application of knowledge. The study thus emphasizes the need for a professional curriculum development that would enhance the interdisciplinary correlation of various disciplines.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43130217","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}
Higher education institutions around the world had to implement an emergency remote education (ERE) modality due to the COVID-19 pandemic. This study aimed to determine the individual and relational factors that affect the perception of learning in engineering, education, and health students during emergency distance education. Through a quantitative, non-experimental, and correlational study, an online survey was administered to a sample of 929 higher education students regarding their ERE experience. They were surveyed regarding their perceived learning, empathy, classroom interaction, self-regulation of learning, positive agency, student engagement, learning approaches, and use of digital resources. Data was analyzed using quantitative methods, namely correlations, comparisons of means and a linear regression analysis. Education students showed a more positive perception of learning, used a deep learning approach, and rated more positively the empathy shown by their professors and the possibilities for class participation than other students. Engineering students had the lowest scores on perceived learning and on almost all other variables. In general, students with a better perception of learning presented a higher engagement in their studies and a lower use of surface learning approach.
{"title":"Students' Learning Perception in Engineering, Health and Education During Emergency Remote Education in Chile","authors":"Verónica Villarroel, Alvaro González","doi":"10.12973/ijem.9.1.41","DOIUrl":"https://doi.org/10.12973/ijem.9.1.41","url":null,"abstract":"Higher education institutions around the world had to implement an emergency remote education (ERE) modality due to the COVID-19 pandemic. This study aimed to determine the individual and relational factors that affect the perception of learning in engineering, education, and health students during emergency distance education. Through a quantitative, non-experimental, and correlational study, an online survey was administered to a sample of 929 higher education students regarding their ERE experience. They were surveyed regarding their perceived learning, empathy, classroom interaction, self-regulation of learning, positive agency, student engagement, learning approaches, and use of digital resources. Data was analyzed using quantitative methods, namely correlations, comparisons of means and a linear regression analysis. Education students showed a more positive perception of learning, used a deep learning approach, and rated more positively the empathy shown by their professors and the possibilities for class participation than other students. Engineering students had the lowest scores on perceived learning and on almost all other variables. In general, students with a better perception of learning presented a higher engagement in their studies and a lower use of surface learning approach.","PeriodicalId":92378,"journal":{"name":"International journal of educational methodology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47346265","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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