Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 601 - 800 of 857 Journals sorted alphabetically
Ganesha Journal     Open Access  
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi     Open Access  
Gelanggang Pendidikan Jasmani Indonesia     Open Access  
Geographical Education     Full-text available via subscription   (Followers: 2)
Georgia Educational Researcher     Open Access  
Georgia Journal of College Student Affairs     Open Access  
Gestión de la educación     Open Access  
Gifted Child Quarterly     Hybrid Journal   (Followers: 6)
Gifted Education International     Hybrid Journal   (Followers: 7)
Global Education Review     Open Access   (Followers: 3)
Global Journal of Educational Research     Full-text available via subscription   (Followers: 2)
Global Journal of Educational Studies     Open Access  
Global Studies of Childhood     Full-text available via subscription   (Followers: 2)
Globalisation, Societies and Education     Hybrid Journal   (Followers: 12)
Góndola, Enseñanza y Aprendizaje de las Ciencias. (Bogotá, Colombia)     Open Access  
Graduate School Journal Chiang Rai Rajabhat University     Open Access  
Greater Faculties: A Review of Teaching and Learning     Full-text available via subscription  
Grief Matters : The Australian Journal of Grief and Bereavement     Full-text available via subscription   (Followers: 12)
GSTF Journal on Education     Open Access  
Hachetetepé. Revista científica de Comunicación y Educación     Open Access  
HAMUT'AY     Open Access  
Harvard Educational Review     Full-text available via subscription   (Followers: 21)
HCU Journal     Open Access  
Headteacher Update     Full-text available via subscription   (Followers: 2)
Health Education & Behavior     Hybrid Journal   (Followers: 14)
Health Education Research     Hybrid Journal   (Followers: 18)
Health Professions Education     Open Access   (Followers: 2)
Herausforderung Lehrer_innenbildung     Open Access  
High Ability Studies     Hybrid Journal   (Followers: 3)
High School Journal     Full-text available via subscription   (Followers: 4)
Higher Education     Hybrid Journal   (Followers: 128)
Higher Education Abstracts     Full-text available via subscription   (Followers: 18)
Higher Education in Europe     Hybrid Journal   (Followers: 13)
Higher Education Policy     Hybrid Journal   (Followers: 31)
Higher Education Quarterly     Hybrid Journal   (Followers: 118)
Higher Education Research & Development     Hybrid Journal   (Followers: 125)
Hikma : Journal of Islamic Theology and Religious Education     Hybrid Journal  
Histoire de l'éducation     Open Access   (Followers: 5)
História & Ensino     Open Access  
Historical and Social-educational Ideas     Open Access  
Historical Studies in Education / Revue d'histoire de l'éducation     Open Access   (Followers: 3)
History of Education Quarterly     Hybrid Journal   (Followers: 11)
History of Education Review     Hybrid Journal   (Followers: 10)
History of Education: Journal of the History of Education Society     Hybrid Journal   (Followers: 38)
HONAI : International Journal for Educational, Social, Political & Cultural Studies     Open Access  
Hoosier Science Teacher     Open Access  
Horyzonty Wychowania     Open Access  
HOW Journal     Open Access  
HSE - Social and Education History     Open Access   (Followers: 1)
Human Studies: a collection of scientific articles of the Drohobych Ivan Franko State Pedagogical University. Series of “Pedagogy”     Open Access  
Humanidades : Revista de la Universidad de Montevideo     Open Access  
Huria : Journal of the Open University of Tanzania     Full-text available via subscription   (Followers: 2)
i.e. : inquiry in education     Open Access  
IALLT Journal of Language Learning Technologies     Open Access   (Followers: 1)
Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains     Open Access  
IE Revista de Investigación Educativa de la REDIECH     Open Access  
IEEE Potentials     Full-text available via subscription   (Followers: 42)
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje     Hybrid Journal  
IEEE Transactions on Education     Hybrid Journal   (Followers: 11)
IJ-ATL (International Journal of Arabic Teaching and Learning)     Open Access   (Followers: 1)
IJEE (Indonesian Journal of English Education)     Open Access  
IJEM - International Journal of Educational Leadership and Management     Open Access   (Followers: 13)
IJERI : International Journal of Educational Research and Innovation     Open Access   (Followers: 1)
IJLRES : International Journal on Language Research and Education Studies     Open Access  
IJOLTL : Indonesian Journal of Language Teaching and Linguistics     Open Access  
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan     Open Access  
Imagens da Educação     Open Access  
Impact : The Philosophy of Education Society of Great Britain     Free   (Followers: 4)
Impacting Education : Journal on Transforming Professional Practice     Open Access   (Followers: 1)
Improvement : Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan     Open Access  
Improving Schools     Hybrid Journal   (Followers: 6)
Indian Journal of Continuing Nursing Education     Open Access   (Followers: 3)
Indivisa. Boletin de Estudios e Investigacion     Open Access  
INDONESIA : Jurnal Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Indonesia Performance Journal     Open Access  
Indonesian Basic Education Journal     Open Access  
Indonesian Journal Of Civil Engineering Education     Open Access  
Indonesian Journal of Contemporary Education     Open Access  
Indonesian Journal of Curriculum and Educational Technology Studies     Open Access   (Followers: 1)
Indonesian Journal of Early Childhood Education Studies     Open Access   (Followers: 2)
Indonesian Journal of Educational Review     Open Access   (Followers: 1)
Indonesian Journal of Educational Studies     Open Access  
Indonesian Journal of Guidance and Counseling     Open Access  
Indonesian Journal of Learning Education and Counseling     Open Access  
Indonesian Journal of Pharmaceutical Education     Open Access  
Indonesian Journal of Science and Mathematics Education     Open Access   (Followers: 1)
Indonesian Journal of Sociology and Education Policy     Open Access   (Followers: 1)
Indonesian Journal on Learning and Advanced Education     Open Access  
Industrial Management & Data Systems     Hybrid Journal   (Followers: 8)
Industry and Higher Education     Full-text available via subscription   (Followers: 10)
Infancia y Aprendizaje : Journal for the Study of Education and Development     Hybrid Journal  
Infancias Imágenes     Open Access  
Inferensi : Jurnal Penelitian Sosial Keagamaan     Open Access  
INFORMS Transactions on Education     Open Access  
Innoeduca. International Journal of Technology and Educational Innovation     Open Access  
Innovación educativa     Open Access  
Innovaciones Educativas     Open Access  
Innovation in Language Learning and Teaching     Hybrid Journal   (Followers: 35)
Innovations in Education and Teaching International     Hybrid Journal   (Followers: 24)
Innovations in Practice     Open Access  
Innovative Higher Education     Hybrid Journal   (Followers: 84)
Innovative Journal of Curriculum and Educational Technology     Open Access   (Followers: 6)
İnönü Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
İnönü University Journal of the Graduate School of Education     Open Access  
INOPENDAS : Jurnal Ilmiah Kependidikan     Open Access  
Inspiramatika     Open Access  
Instructional Science     Hybrid Journal   (Followers: 13)
Integral Transforms and Special Functions     Hybrid Journal  
Interacções     Open Access  
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 11)
Interchange     Hybrid Journal   (Followers: 2)
Intercultural Education     Hybrid Journal   (Followers: 10)
Interdisciplinaridade. Revista do Grupo de Estudos e Pesquisa em Interdisciplinaridade     Open Access  
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 3)
Interdisciplinary Journal of Education Research     Open Access   (Followers: 3)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
Interdisciplinary Journal of Problem-based Learning     Open Access   (Followers: 5)
Interdisciplinary Research in Education     Open Access   (Followers: 1)
Interdyscyplinarne Konteksty Pedagogiki Specjalnej     Open Access  
Interespe. Interdisciplinaridade e Espiritualidade na Educação     Open Access  
Interface - Comunicação, Saúde, Educação     Open Access   (Followers: 1)
Interfaces : Revista de Extensão da UFMG     Open Access  
Interfaces da Educação     Open Access  
International Developments     Open Access   (Followers: 3)
International e-Journal of Educational Studies     Open Access  
International Education Studies     Open Access   (Followers: 7)
International Educational Research     Open Access   (Followers: 1)
International Electronic Journal of Environmental Education     Open Access   (Followers: 1)
International Journal for 21st Century Education     Open Access  
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 7)
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Lesson and Learning Studies     Hybrid Journal   (Followers: 2)
International Journal for Research in Vocational Education and Training     Open Access   (Followers: 7)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 9)
International Journal of Academic Research in Education     Open Access   (Followers: 2)
International Journal of Active Learning     Open Access  
International Journal of Advanced Multidisciplinary Research and Review     Open Access  
International Journal of Aquatic Research and Education     Hybrid Journal  
International Journal of Art & Design Education     Hybrid Journal   (Followers: 24)
International Journal of Assessment Tools in Education     Open Access   (Followers: 3)
International Journal of Bilingual Education and Bilingualism     Hybrid Journal   (Followers: 20)
International Journal of Bullying Prevention     Hybrid Journal   (Followers: 1)
International Journal of Business, Humanities, Education and Social Sciences     Open Access   (Followers: 1)
International Journal of Child Care and Education Policy     Open Access   (Followers: 3)
International Journal of Chinese Education     Hybrid Journal   (Followers: 1)
International Journal of Christianity & Education     Full-text available via subscription   (Followers: 2)
International Journal of Cognitive Research in Science, Engineering and Education     Open Access   (Followers: 8)
International Journal of Comparative Education and Development     Hybrid Journal  
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 2)
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 4)
International Journal of Critical Pedagogy     Open Access   (Followers: 5)
International Journal of Culture and Modernity     Open Access  
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 3)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 34)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 12)
International Journal of Early Years Education     Hybrid Journal   (Followers: 9)
International Journal of Education     Open Access   (Followers: 16)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 9)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 8)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 7)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 14)
International Journal of Educational Psychology     Open Access   (Followers: 18)
International Journal of Educational Reform     Full-text available via subscription  
International Journal of Educational Research     Hybrid Journal   (Followers: 29)
International Journal of Educational Research Open     Open Access  
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 5)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 13)
International Journal of English Language Teaching     Open Access   (Followers: 4)
International Journal of Ethics Education     Hybrid Journal   (Followers: 1)
International Journal of Evaluation and Research in Education     Open Access   (Followers: 5)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 2)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 11)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 1)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 26)
International Journal of Indonesian Education and Teaching     Open Access   (Followers: 1)
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 6)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 8)
International Journal of Innovative Research in Education     Open Access   (Followers: 1)
International Journal of Instructional Technology and Educational Studies     Open Access   (Followers: 1)
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Teaching and Education     Open Access  
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 23)
International Journal of Learning and Development     Open Access   (Followers: 3)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 1)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 11)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 4)
International Journal of Management Education     Hybrid Journal   (Followers: 11)
International Journal of Management in Education     Hybrid Journal   (Followers: 6)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 9)

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Similar Journals
Journal Cover
Instructional Science
Journal Prestige (SJR): 1.345
Citation Impact (citeScore): 2
Number of Followers: 13  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1952 - ISSN (Online) 0020-4277
Published by Springer-Verlag Homepage  [2469 journals]
  • Enhancing computational thinking skills of students with disabilities

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      Abstract: Abstract Computational thinking (CT) and computer science (CS) are becoming more widely adopted in K-12 education. However, there is a lack of focus on CT and CS access for children with disabilities. This study investigates the effect of the robot development process at the secondary school level on the algorithmic thinking and mental rotation skills of students with learning disabilities (LD). The study was conducted with the single-subject model and as an A-B-A design. In the study, the CT skill development of four students with LD (1 female, 3 male) was monitored throughout 13 weeks with the pre-treatment sessions running from weeks 1–4, treatment sessions running from weeks 5–9, and post-treatment sessions running from weeks 10–13. During the treatment sessions, robot design and programming implementations were performed. During these 13 sessions, the observer scored participants’ both algorithmic problem-solving and mental rotation skills. These skills are also required to use some other cognitive sub-skills (i.e., selective attention, processing speed) which were defined by ten special education experts at the beginning of the study. All these skills were evaluated according to how well the students performed the following four criteria: (1) To start to perform the instructions quickly (processing speed), (2) to focus on the task by filtering out distractions (selective attention), (3) to fulfill the task without having to have the instructions repeated, (4) to perform algorithmic problem-solving/mental rotation tasks without any help. Considering the results on the participants’ algorithmic problem-solving skills, a significant improvement was obtained in their skills after the treatment process. The improvement obtained in the participants’ mental rotation skills is another important result of the study. Considering the study results from a holistic perspective, it can be concluded that the robot development implementation, as educational technology, can be used to support the cognitive development of students with learning disabilities.
      PubDate: 2022-04-29
       
  • Using heuristic worked examples to promote solving of reality-based tasks
           in mathematics in lower secondary school

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      Abstract: Abstract This study examined whether learning with heuristic worked examples can improve students’ competency in solving reality-based tasks in mathematics (mathematical modeling competency). We randomly assigned 134 students in Grade 5 and 180 students in Grade 7 to one of three conditions: control condition (students worked on reality-based tasks), worked example condition (students studied worked examples representing a realistic process of problem-solving by fictitious students negotiating solutions to the tasks), and prompted worked example condition (students additionally received self-explanation prompts). In all three conditions, the students worked on the tasks individually and independently for 45 min. Dependent measures were mathematical modeling competency (number of adequate solution steps and strategies) and modeling-specific strategy knowledge. Results showed that although strategy knowledge could be improved through the intervention for fifth and seventh graders, modeling competency was improved only for seventh graders. The prompting of self-explanations had no additional effect for either fifth or seventh graders.
      PubDate: 2022-04-19
       
  • Concept map as a tool to assess and enhance students' system thinking
           skills

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      Abstract: Abstract Concept map (CM) is introduced as a useful tool for studying students’ system thinking (ST). However, it is more known to represent students’ knowledge of system components and organization and less recognized as a tool to examine and enhance students’ understanding about the underlying causal mechanisms in complex systems. In this study, through a mixed method approach, we investigated the potential of CM in demonstrating undergraduate students’ (n = 173) ST. We also conducted a comparative analysis to examine the effects of different scaffolding on developing students’ ST skills. Through a theoretical framework of causal patterns, we present a new perspective on what CM reveals about students’ ST and what are its limitations in showing system complexities. The results indicated that CM can provide a platform for students to practice causal mechanisms such as domino, mutual, relational, and cyclic causalities, and accordingly, work as a tool for teachers to examine students’ knowledge of such mechanisms. The results also showed that students improved in demonstrating ST by CM when they were scaffolded for showing causal mechanisms and building CM. Eventually, this study concludes that the CM is a highly relevant tool to increase and examine students’ ST skills. To this end, we found it is important to explicitly teach students about causal patterns and guide them to construct CM with an emphasis on showing the interconnection among concepts.
      PubDate: 2022-04-12
       
  • Noticing and weighing alternatives in the reflection of regular classroom
           teaching: Evidence of expertise using mobile eye-tracking

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      Abstract: Abstract Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.
      PubDate: 2022-04-01
       
  • Examining ontological and self-monitoring scaffolding to improve complex
           systems thinking with a participatory simulation

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      Abstract: Abstract Most of humanity’s important and difficult problems such as pandemics, environmental health, and social unrest require recognizing and understanding complex systems. Students often have difficulty understanding complex systems concepts and previous research indicates that scaffolded computer simulations may facilitate learning. Few studies, however, have investigated which types of scaffolding can help students understand complex systems concepts with simulations. This study compares ontological and self-monitoring scaffolds with an agent-based participatory simulation on mainly undergraduate students’ (N = 96) understanding of complex systems. Data sources included pretest and posttest assessments of complex systems concepts. Results revealed that students in the ontological condition significantly improved from pretest to posttest on their agent actions and processes-based causality understanding, while apparently decreasing their understanding in action effects. In addition, students in the ontological condition improved more from pre- to post-test than students in the self-monitoring condition in their understanding of order. This study highlights how scaffolded, agent-based participatory simulations can help students learn complex systems concepts and that ontological scaffolding may help students understand decentralized and emergent order within complex systems.
      PubDate: 2022-04-01
       
  • Refined use of the eye-mind hypothesis for scientific argumentation using
           multiple representations

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      Abstract: Abstract Our objective in this study was to investigate how the eye-movement behavior and concurrent verbal protocols of students with high-/low-prior-knowledge were reflected in the use of multiple representations for scientific argumentation. We also examined the degree of consistency between eye-fixation data and verbalization to ascertain how and when the eye-mind hypothesis (EMH) applies in this subdomain of scientific argumentation. Our results focused on fixation duration and recorded arguments from 96 college students. The high-prior-knowledge group did not present static patterns in the inspection of multiple representations, which indicates that they tended to select representations according to the contingent demands of the current task, indicating that for them, there was no “most appropriate representation”. The high-prior-knowledge group also submitted a greater number of representations and more frequently mentioned multiple representations in their verbal protocols. Finally, the students demonstrated notable discrepancies between eye-movement data and verbal protocols related to representations as well as inconsistencies with previous findings. Thus, the fact that the EMH does not always hold could perhaps be attributed to the scope of interpretation in argumentation tasks and the complexity of information related to some representations, both of which could hinder the instantaneous formation of a gist. Our findings may contribute to reducing the ambiguity and uncertainty involved in the analysis of eye-fixation data when multiple representations are employed for scientific argumentation.
      PubDate: 2022-03-24
       
  • Classifying Examples is More Effective for Learning Relational Categories
           Than Reading or Generating Examples

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      Abstract: Abstract Successful teaching requires that student teachers acquire a conceptual understanding of teaching practices. A promising way to promote such a conceptual understanding is to provide student teachers with examples. We conducted a 3 (between-subjects factor example format: reading, generation, classification) x 4 (within-subjects factor type of knowledge: facts, concepts, principles, procedures) experiment with N = 83 student teachers to examine how different formats of learning with examples influence the acquisition of relational categories in the context of lesson planning. Classifying provided examples was more effective for conceptual learning than reading provided examples or generating new examples. At the same time, reading provided examples or generating new examples made no difference in conceptual learning. However, generating new examples resulted in overly optimistic judgments of conceptual learning whereas reading provided examples or classifying provided examples led to rather accurate judgments of conceptual learning. Regardless of example format, more complex categories were more difficult to learn than less complex categories. The findings indicate that classifying provided examples is an effective form of conceptual learning. Generating examples, however, might be detrimental to learning in early phases of concept acquisition. In addition, learning with examples should be adapted to the complexity of the covered categories.
      PubDate: 2022-03-24
       
  • Outside the standard test: The development of a model-based assessment and
           corresponding rubric

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      Abstract: Abstract Models and modeling are central to both scientific literacy and practices as demonstrated by the Next Generation Science Standards. Through a design-based research framework, we developed a model-based assessment (MBA) and associated rubric as tools for teachers to understand and support students in their conceptualization of the flow of energy and matter within ecosystems. The MBA was piloted with four middle school students (n = 4) and implemented in two sixth grade student cohorts (n = 89 & n = 98). The MBA and rubrics went through several design iterations in order to best capture student understanding of complex systems. The design of the MBA allows students to express conceptual understanding while also capturing the transformation of their understanding as they are exposed to new information and experiences within the curricular content.
      PubDate: 2022-03-23
       
  • Correction to: Futurising science education: students’ experiences
           from a course on futures thinking and quantum computing

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      PubDate: 2022-03-22
       
  • How many words are enough' Investigating the effect of different
           configurations of a software scaffold for formulating scientific
           hypotheses in inquiry-oriented contexts

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      Abstract: Abstract We extended research on scaffolds for formulating scientific hypotheses, namely the Hypothesis Scratchpad (HS), in the domain of relative density. The sample comprised of secondary school students who used three different configurations of the HS: Fully structured, containing all words needed to formulate a hypothesis in the domain of the study; partially structured, containing some words; unstructured, containing no words. We used a design with two different measures of student ability to formulate hypotheses (targeted skill): A global, domain-independent measure, and a domain-specific measure. Students used the HS in an intervention context, and then, in a novel context, addressing a transfer task. The fully and partially structured versions of the HS improved the global measure of the targeted skill, while the unstructured version, and to a lesser extent, the partially structured version, favored student performance as assessed by the domain-specific measure. The partially structured solution revealed strengths for both measures of the targeted skill (global and domain-specific), which may be attributed to its resemblance to completion problems (partially worked examples). The unstructured version of the HS seems to have promoted schema construction for students who revealed an improvement of advanced cognitive processes (thinking critically and creatively). We suggest that a comprehensive assessment of scaffolding student work when formulating hypotheses should incorporate both global and domain-specific measures and it should also involve transfer tasks.
      PubDate: 2022-03-21
       
  • How preparation-for-learning with a worked versus an open inventing
           problem affect subsequent learning processes in pre-service teachers

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      Abstract: Abstract A worked-out or an open inventing problem with contrasting cases can prepare learners for learning from subsequent instruction differently regarding motivation and cognition. In addition, such activities potentially initiate different learning processes during the subsequent (“future”) learning phase. In this experiment (N = 45 pre-service teachers), we aimed to replicate effects of earlier studies on learning outcomes and, on this basis, to analyze respective learning processes during the future-learning phase via think-aloud protocols. The inventing group invented criteria to assess learning strategies in learning journals while the worked-example group studied the same problem in a solved version. Afterwards, the pre-service teachers thought aloud during learning in a computer-based learning environment. We did not find substantial motivational differences (interest, self-efficacy), but the worked-example group clearly outperformed their counterparts in transfer (BF+0 > 313). We found moderate evidence for the hypothesis that their learning processes during the subsequent learning phase was deepened: the example group showed more elaborative processes, more spontaneous application of the canonical, but also of sub-optimal solutions than the inventing group (BFs around 4), and it tended to focus more on the most relevant learning contents. Explorative analyses suggest that applying canonical solutions to examples is one of the processes explaining why working through the solution leads to higher transfer. In conclusion, a worked-out inventing problem seems to prepare future learning more effectively than an open inventing activity by deepening and focusing subsequent learning processes.
      PubDate: 2022-03-16
       
  • Learning to solve ill-defined statistics problems: does self-explanation
           quality mediate the worked example effect'

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      Abstract: Abstract Extensive research has established that successful learning from an example is conditional on an important learning activity: self-explanation. Moreover, a model for learning from examples suggests that self-explanation quality mediates effects of examples on learning outcomes (Atkinson et al. in Rev Educ Res 70:181–214, 2000). We investigated self-explanation quality as mediator in a worked examples—problem-solving paradigm. We developed a coding scheme to assess self-explanation quality in the context of ill-defined statistics problems and analyzed self-explanation data of a study by Schwaighofer et al. (J Educ Psychol 108: 982–1000, 2016). Schwaighofer et al. (J Educ Psychol 108: 982–1000, 2016) investigated whether the worked example effect depends on prior knowledge, working memory capacity, shifting ability, and fluid intelligence. In our study, we included these variables to jointly explore mediating and moderating factors when individuals learn with worked examples versus through problem-solving. Seventy-four university students (mean age = 23.83, SD = 5.78) completed an open item pretest, self-explained while either studying worked examples or solving problems, and then completed a post-test. We used conditional process analysis to test whether the effect of worked examples on learning gains is mediated by self-explanation quality and whether any effect in the mediation model depends on the suggested moderators. We reproduced the interaction effects reported by Schwaighofer et al. (J Educ Psychol 108: 982–1000, 2016) but did not detect a mediation effect. This might indicate that worked examples are directly effective because they convey a solution strategy, which might be particularly important when learning to solve problems that have no algorithmic solution procedure.
      PubDate: 2022-03-15
       
  • Detecting threshold concepts through Bayesian knowledge tracing: examining
           research skill development in biological sciences at the doctoral level

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      Abstract: Abstract Threshold concepts are transformative elements of domain knowledge that enable those who attain them to engage domain tasks in a more sophisticated way. Existing research tends to focus on the identification of threshold concepts within undergraduate curricula as challenging concepts that prevent attainment of subsequent content until mastered. Recently, threshold concepts have likewise become a research focus at the level of doctoral studies. However, such research faces several limitations. First, the generalizability of findings in past research has been limited due to the relatively small numbers of participants in available studies. Second, it is not clear which specific skills are contingent upon mastery of identified threshold concepts, making it difficult to identify appropriate times for possible intervention. Third, threshold concepts observed across disciplines may or may not mask important nuances that apply within specific disciplinary contexts. The current study therefore employs a novel Bayesian knowledge tracing (BKT) approach to identify possible threshold concepts using a large data set from the biological sciences. Using rubric-scored samples of doctoral students’ sole-authored scholarly writing, we apply BKT as a strategy to identify potential threshold concepts by examining the ability of performance scores for specific research skills to predict score gains on other research skills. Findings demonstrate the effectiveness of this strategy, as well as convergence between results of the current study and more conventional, qualitative results identifying threshold concepts at the doctoral level.
      PubDate: 2022-03-14
       
  • Effects of interactive teacher-generated drawings on students’
           understanding of plate tectonics

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      Abstract: Abstract We investigate an interactive teacher-generated drawing strategy in which the teacher constructs a drawing with the help of the students. The students contribute their ideas on how to visualize to-be-drawn concepts, embedded in an interactive process. The present study explored whether learning from a scientific text on plate tectonics could be enhanced by an interactive teacher-generated drawing strategy. A number of studies on student-generated drawings have shown that students have difficulties to accurately represent scientific information (i.e. Van Meter & Garner, 2005). One solution to such difficulties—providing external illustrations for comparison—has not always been helpful (Fiorella & Zhang, 2018), because students need support on how to process the provided illustrations. Ninety-four 8th-grade students (M = 13.34, SD = 0.50) participated in the study. Instructions varied according to a 2 × 2 factorial between-subjects design with “student-generated drawings” (yes, no) and “interactive teacher-generated drawings” (yes, no) as the two factors. The following conditions were applied: reading a scientific text; reading and creating drawings; reading and engaging in the interactive drawing process; reading and creating drawings as well as engaging in the interactive drawing process. Subsequently, the students answered questions about their comprehension (transfer, recall, and drawing). The interactive teacher-generated drawing groups (interactive teacher-generated drawing group, student-and-interactive teacher-generated drawing group) showed better transfer, recall, and drawing performance than the non-interactive groups (no-strategy group, student-generated drawing group). No effects were found for student-generated drawings on the immediate posttests. However, interactive teacher-generated drawings and student-generated drawings enhanced drawing performance in the long term. Interactive teacher-generated drawing can be seen as an effective strategy for fostering mental model building to enhance learning and understanding of scientific text.
      PubDate: 2022-03-12
       
  • Two comparative studies of computer simulations and experiments as
           learning tools in school and out-of-school education

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      Abstract: Abstract Interactive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current topics with social relevance (socioscientific issues), suitable methods in science education are of great importance. However, previous studies could not sufficiently clarify the educational advantages and disadvantages of both methods and often lack adequate comparability. This paper presents two studies of direct comparisons of hands-on experiments and interactive computer simulations as learning tools in science education for secondary school students in two different learning locations (Study I: school; Study II: student laboratory). Using a simple experimental research design with type of learning location as between-subjects factor (NStudy I = 443, NStudy II = 367), these studies compare working on computer simulations versus experiments in terms of knowledge achievement, development of situational interest and cognitive load. Independent of the learning location, the results showed higher learning success for students working on computer simulations than while working on experiments, despite higher cognitive load. However, working on experiments promoted situational interest more than computer simulations (especially the epistemic and value-related component). We stated that simulations might be particularly suitable for teaching complex topics. The findings reviewed in this paper moreover imply that working with one method may complement and supplement the weaknesses of the other. We conclude that that the most effective way to communicate complex current research topics might be a combination of both methods. These conclusions derive a contribution to successful modern science education in school and out-of-school learning contexts.
      PubDate: 2022-03-09
      DOI: 10.1007/s11251-021-09566-1
       
  • Futurising science education: students’ experiences from a course on
           futures thinking and quantum computing

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      Abstract: Abstract To promote students’ value-based agency, responsible science and sustainability, science education must address how students think about their personal and collective futures. However, research has shown that young people find it difficult to fully relate to the future and its possibilities, and few studies have focused on the potential of science education to foster futures thinking and agency. We report on a project that further explored this potential by developing future-oriented science courses drawing on the field of futures studies. Phenomenographic analysis was used on interview data to see what changes upper-secondary school students saw in their futures perceptions and agentic orientations after attending a course which adapted futures thinking skills in the context of quantum computing and technological approaches to global problems. The results show students perceiving the future and technological development as more positive but also more unpredictable, seeing their possibilities for agency as clearer and more promising (especially by identifying with their peers or aspired career paths), and feeling a deeper connection to the otherwise vague idea of futures. Students also felt they had learned to question deterministic thinking and to think more creatively about their own lives as well as technological and non-technological solutions to global problems. Both quantum physics and futures thinking opened new perspectives on uncertainty and probabilistic thinking. Our results provide further validation for a future-oriented approach to science education, and highlight essential synergies between futures thinking skills, agency, and authentic socio-scientific issues in developing science education for the current age.
      PubDate: 2022-02-02
      DOI: 10.1007/s11251-021-09572-3
       
  • A generative professional development program for the development of
           science teacher epistemic orientations and teaching practices

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      PubDate: 2022-01-17
      DOI: 10.1007/s11251-021-09569-y
       
  • The Effects of Group differentiation by students’ learning
           strategies

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      Abstract: Abstract This study analyses the effects of group differentiation by students’ learning strategies of around 1200 students in 46 classes from eight secondary schools in the Netherlands. In an experimental setup with randomization at the class level, division of students over three groups per class (an instruction-independent group, an average group, and an instruction-dependent group) is based on learning strategies, measures using the Motivated Strategies for Learning Questionnaire (MSLQ). Each group is offered instruction fitting their own learning strategy. The results show that student performance is higher in classes where the differentiation was applied, and that these students score higher at some scales of the posttest of the questionnaire on motivation, metacognition and self-regulation. However, there are differences between classrooms from different teachers. Additional teacher questionnaires confirm the discrepancy in teacher attitudes towards the intervention.
      PubDate: 2022-01-11
      DOI: 10.1007/s11251-021-09575-0
       
  • Augmenting the effect of virtual labs with "teacher
           demonstration" and "student critique" instructional designs
           to scaffold the development of scientific literacy

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      Abstract: Abstract Virtual labs provide space for students to iteratively test, observe, and revise their understanding so as to improve their scientific literacy. However, one of the challenges that students face is that they need to think and act like scientists so as to be sensitively alert to methodological flaws and various sources of error. This study thus compared the effect of two instructional approaches using a virtual lab to enhance students’ scientific literacy. Before students were given the opportunity to conduct science inquiries with the virtual lab, they were required to critique problematic inquiry cases (the critique group) or watch teachers’ demonstrations (the teacher demonstration group) before taking part in the inquiry. By analyzing data from 50 middle school students, this study found that the effect of applying virtual labs can be augmented by an instructional design that engages students in critiquing experiments prior to their inquiry with the virtual lab. This study also found a limitation of the use of virtual labs in helping students transfer what they have learned from the teacher’s demonstration to new inquiry contexts. A close relation among scientific literacy post-test scores, critiquing performance, and inquiry performance in the inquiry activity was detected, suggesting that student critiquing prior to inquiry is in alignment with the goal of developing students’ inquiry skills and scientific literacy with virtual labs.
      PubDate: 2022-01-04
      DOI: 10.1007/s11251-021-09571-4
       
  • Challenging conceptual understanding in a complex system: supporting young
           students to address extended mathematical inquiry problems

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      Abstract: Abstract Conceptual challenge is often considered a necessary ingredient for promoting deep learning in an inquiry-based environment. However, challenge alone does not support conceptual development. In this paper, we draw on complexity theory as a theoretical lens to explore how a primary teacher facilitated students’ conceptual change through repeated cycles of challenge and support to develop increasingly robust concepts. Data are drawn from a primary class as they were developing initial understandings of distribution, informal statistical inference and sampling variability in the process of solving an extended mathematical inquiry problem. Data included classroom video, researcher journal and student work samples. The findings suggest two benefits to guiding students through multiple iterations of challenge and guidance: the opportunity to provoke and guide richer mathematical concepts; and the opportunity to provide earlier exposure to advanced mathematical concepts. Building on this research, we argue for the value of multiple iterations of challenge-support phases to develop increasingly robust understanding over time.
      PubDate: 2021-11-25
      DOI: 10.1007/s11251-021-09564-3
       
 
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