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30.07.2024. Bei unserem Infoabend erhalten Sie detaillierte Informationen über die nachhaltigen Studiengänge Nachhaltiges Design (B.A. & M.A.) und Nachhaltiges Design Management (B.A. & M.A.), die an der ecosign/Akademie für Gestaltung angeboten werden. Wir beraten Sie ausführlich zum Bewerbungsverfahren, dem Studienverlauf, den Studieninhalten, der Finanzierung und den beruflichen Perspektiven nach dem Abschluss. Natürlich bieten wir Ihnen hier auch den Raum, alle Fragen zu stellen und sich mit zukünftigen Kommiliton:innen auszutauschen. Im Rahmen einer kleiner Präsentation lernen Sie darüber hinaus unsere Studierenden und deren Arbeiten kennen. Anhand dieser Beispiele gewinnen Sie einen Eindruck, was Sie im Studium an der ecosign erwartet. Veranstalter: Ecosign Akademie für Nachhaltiges Design. Link: https://www.ecosign.de/de/aktuelles/infoevents/infoabend-nachhaltige-studiengaenge.php .

18.09.2024. Die Bundesweiten Mathematik-Wettbewerbe laden zur digitalen Fortbildung "Spotlight Mathe – Einblicke in den Bundeswettbewerb Mathematik" ein. Im Mittelpunkt des einstündigen Livestreams steht die folgende Frage, die anhand der Aufgaben der zweiten Runde des Wettbewerbs 2024 aus verschiedenen Perspektiven beleuchtet wird. Welche Gedankenprozesse durchlaufen Jugendliche, um kreative Lösungsansätze für mathematische Aufgaben zu entwickeln? Im Gespräch mit Teilnehmenden werden deren Erfahrungen mit einer Aufgabe diskutiert – welche Hürden überwunden wurden und welche Ideen von Nutzen waren. Diese Einblicke helfen Lehrkräften, die Herausforderungen der Jugendlichen besser zu verstehen und deren Problemlösefähigkeiten zu fördern. Ein Mitglied des Aufgabenausschusses vertieft die mathematischen Grundlagen und zeigt mögliche Lösungswege. Die Präsentation bietet Lehrkräften praxisnahe Beispiele, wie sie mathematische Konzepte vermitteln und die analytischen Fähigkeiten ihrer Schützlinge stärken können. Zu einer dritten Aufgabe untersucht ein Mitglied der Korrekturkommission häufige Lösungswege und bemerkenswerte Ansätze. Lehrkräfte lernen kreative Lösungsstrategien im Unterricht zu entwickeln und Schülerinnen und Schüler zu motivieren, innovative Ansätze zu erkunden. Abschließend gibt es die Möglichkeit, Fragen zu stellen. Die Referentinnen und Referenten teilen ihre Expertise für die Unterstützung von Jugendlichen im Wettbewerb und Unterricht. Hinweis: Die Veranstaltung wird in verschiedenen Bundesländern als offizielle Lehrkräftefortbildung anerkannt. Veranstalter: Bundesweite Mathematik-Wettbewerbe, ein Projekt von Bildung & Begabung gGmbH, dem Talentförderzentrum des Bundes und der Länder . Link: https://www.mathe-wettbewerbe.de/erwachsene/spotlight-mathe .

04.09.2024. Ein Film über eine musikalische und bildreiche Reise durch den Sahel entlang einer Frontline gegen den KlimawandelIn dem Film „The Great Green Wall“ geht es um Klimawandel, Klimagerechtigkeit, Fluchtursachen und Handlungsmöglichkeiten. Es geht um eines der ehrgeizigsten Klima-Projekte der Welt. Quer über den afrikanischen Kontinent wird ein 8.000 Kilometer langer Gürtel aus Bäumen gepflanzt, der die Ausbreitung der Wüste aufhalten und Millionen von Menschen Nahrung, Arbeitsplätze und eine Zukunft bringen soll. Entlang dieser noch lückenhaften grünen Mauer reist die malische Sängerin Inna Modja zu den Menschen im Senegal, in Mali, Nigeria und Äthiopien. Sie spricht mit ihnen über ihre Ängste, Träume und Hoffnungen, und wo sich Wörter erschöpfen, fängt sie mit Musik ihre Begegnungen auf. So entspinnt der Film in einer kollektiven melodischen Collage den Soundtrack der „Great Green Wall“.  Veranstalter: Verein Niedersächsischer Bildungsinitiativen e. V. (VNB). Link: https://www.globaleslernen.de/sites/default/files/files/event/Einladung-Sommerkino-The-Great-Green-Wall-2.pdf .

04.09.2024. Ein Film über eine musikalische und bildreiche Reise durch den Sahel entlang einer Frontline gegen den KlimawandelIn dem Film „The Great Green Wall“ geht es um Klimawandel, Klimagerechtigkeit, Fluchtursachen und Handlungsmöglichkeiten. Es geht um eines der ehrgeizigsten Klima-Projekte der Welt. Quer über den afrikanischen Kontinent wird ein 8.000 Kilometer langer Gürtel aus Bäumen gepflanzt, der die Ausbreitung der Wüste aufhalten und Millionen von Menschen Nahrung, Arbeitsplätze und eine Zukunft bringen soll. Entlang dieser noch lückenhaften grünen Mauer reist die malische Sängerin Inna Modja zu den Menschen im Senegal, in Mali, Nigeria und Äthiopien. Sie spricht mit ihnen über ihre Ängste, Träume und Hoffnungen, und wo sich Wörter erschöpfen, fängt sie mit Musik ihre Begegnungen auf. So entspinnt der Film in einer kollektiven melodischen Collage den Soundtrack der „Great Green Wall“.  Veranstalter: Verein Niedersächsischer Bildungsinitiativen e. V. (VNB). Link: https://www.globaleslernen.de/sites/default/files/files/event/Einladung-Sommerkino-The-Great-Green-Wall-2.pdf .

23.08.2024. Zusammen lernen die Teilnehmenden Strategien im Umgang mit Alltagsrassismus kennen und üben diese in Rollenspielen. Drüber hinaus beschäftigen sie sich auch mit der Frage, wie erhöhte Sichbarkeit von Menschen mit Flucht- und Einwanderungsgeschichte hilfreich sein kann, um Vorurteile in der Gesellschaft abzubauen.Das Training (Inkl. Übernachtung & Verpflegung) findet auf der Insel Rügen statt und ist kostenlos. Auch Reisekosten können übernommen werden. Veranstalter: Eine-Welt-Landesnetzwerk Mecklenburg-Vorpommern. Link: https://www.globaleslernen.de/de/veranstaltungen/empowerment-training-fuer-junge-menschen-die-von-rassismus-betroffen-sind .

22.08.2024. Der Klimawandel, der sich zunehmend als Klimakrise abzeichnet, ist eine Folge der vom Menschen verursachten Kohlenstoffdioxid-Zunahme in der Atmosphäre. Diese Entwicklung gilt als bedrohlich oder gar gefährlich und es ist noch nicht absehbar, wie stark sich die Erde weiterhin erwärmen wird. Denn unser Handeln kann viel bewirken, im Positiven wie im Negativen. Gemeinsam soll herausgefunden werden, welchen Beitrag jede und jeder Einzelne im Alltag leisten kann, um die Erde zu schützen.Die Veranstaltung richtet sich an weiterführende Schulen und Berufskollegs, die im Landesprogramm "Schule der Zukunft" registriert sind. Für sie ist die Veranstaltung kostenlos.Die Anzahl der teilnehmenden Schülerinnen und Schüler ist pro Schule auf vier begrenzt. Außerdem sollten sie von mindestens einer Lehrkraft begleitet werden. Veranstalter: Naturzentrum Eifel. Link: https://www.sdz.nrw.de/aktuelles/veranstaltungen/detail/?event_id=122718 .

19.08.2024. In dem Weiterbildungshighlight BNE-Sommerakademie erwartet Pädagoginnen und Pädagogen aus dem schulischen und außerschulischen Bildungsbereich ein breites Workshopangebot mit Ideen und Werkzeugen für die eigene Bildungsarbeit. Das Ziel ist es, Bildung für nachhaltige Entwicklung (BNE) und die globalen Nachhaltigkeitsziele mit Leben zu füllen. Analog wie digital. Bildung braucht Bewegung. Es wird ausreichend Raum und Zeit für das Erkennen von Zusammenhängen, für Perspektivenwechsel sowie für neue Denk- und Handlungsoptionen geboten. Ganz im Sinne einer Bildung für nachhaltige Entwicklung. Hier gehen Theorie und Praxis Hand in Hand – am besten ist immer noch das selbstständige Ausprobieren neuer Methoden. Die Sommerakademie lebt vom gegenseitigen Austausch. Niemand ist mit seiner Bildungsarbeit allein! Veranstalter: Forum Umweltbildung. Link: https://events.umweltbildung.at/event/voranmeldung-bne-soak-2024/ .

10.08.2024. „Und jetzt?!“ ist die Frage, die wir uns im Hinblick auf aktuelle Wahlergebnisse, brennende Sozialfragen, globale Krisen und persönliche Lebensumstände stellen. Die Konferenz richtet sich an alle Menschen, die sich nach einem guten Leben für alle sehnen und für eine gerechtere und zukunftsfähige Welt einsetzen möchten. Im Austausch und (gemeinsamem) Nachdenken in Workshops, Theater und Diskussionen machen die Teilnehmenden sich gemeinsam auf die Suche nach Wegen in eine gerechte(re) Welt. Wie wird unser Denken und Handeln wirksam? Wie können wir uns gesellschaftlich engagieren? Das Orgateam versteht die undjetzt?! als Mitmachcamp, das von Kooperation, Solidarität und Eigeninitiaitve lebt. Veranstalter: grenzenlos – Vereinigung internationaler Freiwilliger e. V.. Link: https://www.undjetzt-konferenz.de/ .

24.09.2024. Die Aktion zusammen wachsen lädt ein, um über "Chancen und Potenziale in Zeiten des zunehmenden Fachkräftemangels: Arbeitsmarktintegration von Jugendlichen mit und ohne Migrationsgeschichte" zu diskutieren. Ziel ist es, die berufliche Qualifizierung junger Menschen im Rahmen von Bildungspatenschaften zu fördern und ihre Teilhabechancen zu verbessern. Veranstalter: Bundesservicestelle "Aktion zusammen wachsen" . Link: https://www.aktion-zusammen-wachsen.de/startseite/detailseite/fachtag-der-aktion-zusammen-wachsen-24-september-2024-in-koeln-save-the-date/ .

26.09.2024. Tempolimit auf Autobahnen? Cannabis erlauben? TikTok verbieten? Ihr habt zu allem eine Meinung. Doch wie ist die eigentlich entstanden? Welche Informationen hatten Einfluss darauf, woher kamen sie? Hier seid ihr gefragt: Wie haltet ihr es mit der Meinungsbildung? Diskutiert mit uns und lasst euch von den Gedanken unserer Expert*innen inspirieren. Macht euch euer eigenes Bild! Veranstalter: Futurium - Haus der Zukünfte . Link: https://futurium.de/de/veranstaltung/deine-demokratie/deine-demokratie .

12.10.2024. Die Code Week ist eine seit 2013 bestehende europaweite Bewegung mit dem Ziel, Kindern und Jugendlichen einen selbstbestimmten Umgang mit digitalen Technologien zu vermitteln. Jedes Jahr im Herbst engagieren sich tausende Menschen und bieten Angebote an, in denen sich Kinder und Jugendliche mit digitalen Technologien ausprobieren können. Die Code Week ist eine Graswurzelbewegung. Egal ob Schule, Universität, Unternehmen, gemeinnützige Initiative oder engagierte Einzelperson – jede*r kann Veranstaltungen beisteuern. So fanden im letzten Jahr europaweit über 72.000 Workshops und Mitmachangebote statt, bei der Code Week Germany waren es knapp 1.500. Dieses Jahr findet die Code Week vom 12. – 27. Oktober statt. Seid dabei und fördert mit einem Code Week Angebot das Verständnis von Kindern und Jugendlichen für eine zunehmend digitalisierte Welt. Veranstalter: Code Week Germany . Link: https://www.codeweek.de/ .

29.07.2024. Education International (EI) ist ein globaler Gewerkschaftsverband von Lehrergewerkschaften mit mehr als 300 Mitgliedsorganisationen in über 170 Ländern und Territorien, der über 32 Millionen Lehrer und pädagogisches Hilfspersonal von der Elementarbildung bis zur Universität vertritt. Der EI-Weltkongress ist das oberste Entscheidungsgremium von Education International. Der Weltkongress bestimmt die Richtlinien, Handlungsgrundsätze, das Programm und das Budget der Organisation und wählt den Präsidenten, die Vizepräsidenten und den Generalsekretär sowie weitere Mitglieder des EI-Vorstands. Der Weltkongress besteht aus Delegierten, die von seinen Mitgliedsorganisationen nominiert werden und diese vertreten. In den Breakout-Sitzungen des Kongresses werden die folgenden Themen besprochen: Gehen Sie an die Öffentlichkeit! Bessere Gehälter und Arbeitsbedingungen sichern Berufliche Autonomie zurückgewinnen Gewalt und Belästigung im Bildungswesen beenden Künstliche Intelligenz und Bildung – Bedrohungen und Chancen für den Beruf Sich organisieren, um mächtig zu werden (einschließlich eines Fokus auf junge Mitglieder) Bildungsfinanzierung umgestalten Bessere Gehälter, Arbeitsbedingungen und Arbeitsplatzsicherheit in der frühkindlichen Bildung Unterrichten für den Planeten Für Rechte und Geschlechtergleichheit mobilisieren Wohlfühlen, Gutes tun Rechte und Demokratie durch internationale Solidarität verteidigen ESP-Rechte (Education Support Personnel) verteidigen [Zusammenfassung: Wikipedia-Informationen, Informationen der Webseite & Redakteure vonBildung Weltweit] Veranstalter: Education International (EI). Link: https://events.ei-ie.org/event/f4c2668f-81f8-46e9-89c1-2d61fff966d7/summary .

19.09.2024. In den letzten Monaten dieses Jahres wurden im Rahmen einer Qualifizierung unter dem Titel "Grundsätze und Qualitätskriterien antisemitismuskritischer Bildung" 20 Fachkräfte und Multiplikator*innen aus dem breiten Feld der (historisch-) politischen Bildung weitergebildet. Das Ziel der Qualifizierung war es, dass Teilnehmende ihre Kenntnisse in der Wahrnehmung des Phänomens Antisemitismus vertiefen, ihren Umgang mit gegenwärtigem Antisemitismus weiterentwickeln sowie Ansatzpunkte für die eigene Praxis entwickeln. Im Rahmen der Abschlusskonferenz werden ausgewählte empirische Befunde vorgestellt und die erarbeiteten Qualitätsmerkmale der antisemitismuskritischen Bildung ausgelotet und zur Diskussion gestellt. Nach fünf Jahren der Zusammenarbeit im Kompetenznetzwerk Antisemitismus soll zudem Bilanz gezogen und ein Blick auf den aktuellen Stand sowie die Zukunft des Feldes der antisemitismuskritischen Bildung geworfen werden. Eine Anmeldung ist bis zum 20.08.2024 möglich. Veranstalter: Kompetenznetzwerk Antisemitismus . Link: https://www.annefrank.de/termine/termin/ueber-uns-angebote-veranstaltungen-tipps-und-hinweise-presse-kontakt-datenschutz-impressum-en-abschlusstagung-grundsaetze-und-qualitaetsmerkmale-antisemitismuskritischer-bildung .

20.11.2024. Medienmittwoch der Stadtbibliothek Mannheim. Die sozialen Medien sind längst ein fester Bestandteil des Alltags geworden - gerade bei Kindern und Jugendlichen. Dies haben auch extremistische Akteure für sich erkannt und nutzen die Plattformen entsprechend, um sie mit ihren Themen, Weltanschauungen und Propaganda zu bespielen. Franziska Böndgen, Fachreferentin Politischer Extremismus bei jugendschutz.net, geht auf die wichtigsten Plattformen ein, zeigt extremistische Themen auf und gibt erste Tipps, um gegen solche Inhalte aktiv zu werden. Die Teilnahme ist kostenlos, um eine vorherige Anmeldung wird gebeten unter stadtbibliothek.zentralbibliothek@mannheim.de oder Tel. 0621 / 293 8933. Veranstalter: Stadtbibliothek Mannheim . Link: https://www.mannheim.de/de/veranstaltung/politischer-extremismus-auf-social-media .

17.09.2024. Die Kulturwissenschaftlerin, renommierte Autorin und Journalistin Mithu Sanyal liest aus ihrem Debütroman "Identitti". Veranstalter: Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut (GEI) . Link: https://www.gei.de/gei-aktuell/veranstaltungen/details/lesung-mithu-sanyal-identitti .

18.10.2024. Unter dem Motto "Breaking the News: Alles neu im Politikjournalismus von morgen?!" lädt die Jugendpresse Deutschland e.V. junge Medienbegeisterte zur YouMeCon | kompakt nach Köln ein. Als Rückblick auf das Superwahljahr 2024 können die Teilnehmer*innen im Alter von 16 bis 27 Jahren über die Zukunft des Politikjournalismus diskutieren und sich im Medienmachen ausprobieren. Das dreitägige Event bietet eine dynamische Mischung aus interaktivem Lernen, Diskussionen und Networking. Veranstalter: Jugendpresse Deutschland e.V. . Link: https://youmecon.de/ .

25.09.2024. Die 12. Jobmesse Berlin findet am 25. September 2024 von 12:00 bis 18:00 Uhr im Olympiastadion statt, mit kostenfreiem, aber verpflichtendem Eintritt. Die Messe zielt darauf ab, Unternehmen und Bewerber zusammenzubringen, um persönlichen Austausch und Informationen zu Berufseinstieg, beruflicher Neuorientierung sowie Aus- und Weiterbildung zu ermöglichen. Namhafte Unternehmen, Bildungseinrichtungen und Institutionen aus verschiedenen Branchen bieten umfassende Beratung und stehen für Fragen rund um das Thema Karriere zur Verfügung. Veranstalter: HR Business GmbH. Link: https://berliner-jobmesse.de/ .

21.09.2024. Die 13. Jobmesse Erfurt findet am 21. September 2024 von 10:00 bis 16:00 Uhr im Steigerwaldstadion statt und bietet kostenfreien Eintritt. Ziel der Messe ist es, Unternehmen und Bewerber zusammenzubringen und den persönlichen Austausch zu Themen wie Berufseinstieg, berufliche Neuorientierung sowie Aus- und Weiterbildung zu ermöglichen. Namhafte Unternehmen, Bildungseinrichtungen und Institutionen verschiedener Branchen stehen bereit, um umfassende Informationen und Beratung zu bieten. Veranstalter: HR Business GmbH. Link: https://jobmesse-erfurt.de/ .

19.09.2024. Die 27. Jobmesse Dresden findet am 19. September 2024 von 12:00 bis 18:00 Uhr im Rudolf-Harbig-Stadion statt und bietet kostenlosen Eintritt. Die Messe richtet sich an Menschen, die sich beruflich neu orientieren oder das Konzept von Arbeit in ihrem Leben überdenken möchten. Teilnehmer haben die Möglichkeit, neue Karrieremöglichkeiten zu entdecken und sich umfassend zu informieren. Veranstalter: HR Business GmbH. Link: https://jobmesse-dresden.de/ .

18.09.2024. Die 18. Jobmesse Nürnberg findet am 18. September 2024 von 12:00 bis 18:00 Uhr in der Meistersingerhalle statt und bietet kostenlosen Eintritt. Ziel der Messe ist es, Unternehmen und Bewerber zusammenzubringen, um persönlichen Austausch und Informationen zu Berufseinstieg, beruflicher Neuorientierung sowie Aus- und Weiterbildung zu ermöglichen. Namhafte Unternehmen, Bildungseinrichtungen und Institutionen aus verschiedenen Branchen bieten umfassende Beratung und sind auf der Suche nach geeigneten Mitarbeitern, Auszubildenden und Kursteilnehmern. Veranstalter: HR Business GmbH. Link: https://jobmesse-nuernberg.de/ .

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Abstract

Inquiry-based instruction has played an important role in science education, and been recognized as a critical approach to improve students’ scientific learning effectiveness. However, current research revealed that it is a challenge for teacher education programs to improve pre-service science teachers’ inquiry-based instructional activity design competency. Due to the dynamic and complicated process of the instructional design competency improvement, there is a strong need for new methods that could trace this process. Considering the Knowledge Integration (KI) theory has been demonstrated to be able to help science teachers design their inquiry-based instructional activities in a large amount of existing research, in this study, a KI-based collaborative learning environment was designed to support 19 pre-service science teachers’ inquiry-based instructional activity design. Epistemic network analysis (ENA) was applied to trace the development process of their inquiry-based instructional activity design e behaviour patterns. Data analysis results revealed that the pre-service science teachers demonstrated gradually more active in “guiding students to design exploratory activities” and “guiding students to communicate and cooperate” in their instructional designs during the process of using the KI-based collaborative learning environment. Through identifying and comparing the design patterns of the high-performing and low-performing groups, the results showed that the low-performing groups demonstrated more active on “posing inquiry questions” and “guiding students to formulate scientific explanation,” while the high performing groups demonstrated more active in “guiding students to design exploratory activities” and “guiding students to communicate and cooperate.” Furthermore, the semi-structured interview results demonstrated that the KI-based collaborative learning environment not only provided the pre-service science teachers a convenient way on online collaboration, but also helped them form more normative and integrated understandings on inquiry-based instruction. However, this study demonstrated that quite a few pre-service science teachers still had misconceptions on inquiry-based instruction. Suggestions are provided for improving pre-service science teachers’ inquiry-based instructional design competency in a technology-enhanced learning environment.

Abstract

Two questions regarding text signals’ influence on second language (L2) science expository text comprehension were examined. First, the contextual relationship between verbal headings and non-verbal underlining signals (i.e., related or unrelated) was manipulated to investigate how these verbal and nonverbal text signals influence L2 text comprehension. Second, the physical distance between a heading and the underlined terms (i.e., close or distant) was manipulated to investigate how the physical proximity to the heading influences L2 text comprehension. University mixed proficiency Korean English language learners (n = 160) were randomly assigned to one of four conditions by proficiency level in a 2 (related or unrelated) × 2 (close or distant) design; one coherent text and three incoherent texts. Then all participants read assigned multiple-topic expository text, created a visual map of the text they read, and then completed a comprehension posttest (all in English). For the low proficient L2 readers, a heading served primarily as a general visual cue, leading the readers to respond only to underlined information regardless of the relatedness of heading and distance. For the high proficient L2 readers, a heading acted as a content-specific cue leading the readers to respond more to underlined information that related to the heading content and heading closeness. These results have direct instructional text design implications for organizing L2 expository texts for L2 readers.

Abstract

K-12 educators who engage their students in designing using digital technologies face the challenge of teaching the act of designing in classroom contexts, yet books and articles on the topic of design processes and methods tend to focus on the instruction of design strategies for adult learners rather than children. One framework, the Informed Design Teaching and Learning Matrix (Crismond and Adams, Journal of Engineering Education 101:738–797, 2012) does address dimensions of design practices and instructional approaches specifically within K-16 educational contexts, but it has yet to be revised based on empirical evidence. Using multiple case studies, we examined this framework against teacher perceptions of how design should be taught and the observed instructional practices of those secondary educators. We argue that refinement to the IDTL Matrix is warranted and suggest expanding the framework to include design strategies that address collaborative learning, peer communication, and the integration of digital and non-digital tools and materials. Such revisions to the IDTL Matrix would contribute to providing the best possible support to teachers who seek to develop their students’ design strategies in classroom contexts.

Abstract

In formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are not embedded in the courses in which learners are enrolled. Therefore, we present three field studies examining instructor presence in instructional videos embedded in higher education courses to strengthen external validity (exam-relevant topic, > 30 min long, personally known instructor). The results of these studies show positive effects of a visible instructor compared to no visible instructor on some affective measures: social presence in Study 1 (n = 18, d = .85) and well-being in Study 3 (n = 38, d = 1.01), but not on others (well-being in Studies 1 & 2 (n = 53); motivation in Studies 1–3, social presence in Studies 2 & 3). They also show no effects on extraneous processing or learning outcomes (Studies 1–3). Thus, no general effect of instructor presence can be shown for instructional videos embedded in university courses in higher education, but there are also no detrimental effects. This leads to implications for future research, teaching, and design practice.

Abstract

Computational thinking is acknowledged as an essential competency for everyone to learn. However, teachers find it challenging to implement the existing learning approaches in K-12 settings because the existing approaches often focus on teaching computing concepts and skills (i.e., programming skills) rather than on helping students develop their computational thinking competency—a competency that can be used across disciplinary boundaries in accordance with curriculum requirements. To address this need, the current study investigated how game-based learning influenced middle school students’ learning processes, particularly on the development of computational thinking competency, self-efficacy toward computational thinking, and engagement during gameplay. Additionally, the study examined how these outcomes were moderated by individual differences. We observed evidence that the gaming experience influenced students’ computational thinking self-efficacy, but not computational thinking competency or game-based engagement. Compared to age (grade) and prior gaming experience, gender tended to play a more important role in moderating students’ computational thinking competency, self-efficacy toward computational thinking competency, and game-based engagement. Implications and possible directions for future research regarding using game-based learning to enhance computational thinking competency are discussed.

Abstract

Although the metaverse is a trending topic in several fields, it is not a new concept within the field of education. In this study, we followed the PRISMA framework and identified 37 articles since 2008 that researched the metaverse in education. We critically reviewed these articles, aiming to examine the evolution of the field’s conceptual understanding of the metaverse in education, identify its applications and effects, as well as synthesize the technical solutions and adoption challenges for implementing metaverse systems in schools. We found that the early empirical implementation of metaverse concepts in education mainly emphasized the characteristics of 3D virtual environments and avatars using the Second Life and OpenSim platforms. These traditional applications were found to be effective in supporting various teaching methods and enhancing students’ learning experiences and outcomes. In recent studies, more advanced technologies that pursue the fusion of physical and virtual environments (e.g. AI techniques, VR/AR devices, cloud platforms, wearable devices) have been incorporated into metaverse systems. However, the extent to which physical and virtual environments were fused in metaverse applications in education needs to be further clarified. We suggest that the conceptual clarity of the metaverse in education will keep evolving along with the technology development, and teacher preparedness for this new technical revolution needs more attention.

Abstract

A majority of research in Computational Thinking (CT) mainly focuses on teaching coding to school students. However, CT involves more than just coding and includes other skills like algorithmic thinking. The current study developed an Online Inquiry-based Learning Platform for Computational Thinking (CT-ONLINQ) that follows Inquiry-Based Learning (IBL) pedagogy to support CT activities. IBL-based CT steps include algorithm design, analysis, and comparison of algorithms. Also, the platform allows students to explore multiple solutions to a problem and provides multiple-try feedback with hints as support during problem-solving activities. The hint generation strategy uses a Knowledge Graph that captures knowledge about the problem's solution in a machine-processible form. A six-week quasi-experimental study was conducted to determine the effectiveness of multiple-try feedback with hints on students’ CT skills. The study included 79 high school students: 41 students as part of the experimental group (EG) were provided problem-specific hints, and 38 as part of the control group (CG) with CT-general hints. The results showed that the students in the EG group improved their CT skills significantly more than those in the CG group. In addition, the study also evaluates the effectiveness of intervention considering biases in gender and prior coding experience. Female students performed better than male students in both groups after the intervention. Furthermore, in EG group, observations showed that students without coding experience performed better than their counterparts with experience. The findings suggest that the IBL-based CT activity on CT-ONLINQ can be deployed to improve the CT skills of school students.

Abstract

Recent years have seen an increase in the use of immersive virtual reality (IVR) technology in education and training. Studies examining the efficacy of IVR-based interventions have shown improved performance compared to traditional training programmes; however, little is known about whether such improvements can be detected at the level of individual cognitive abilities. The present study sought to examine the effect of IVR on memory using an incidental learning paradigm. Undergraduate volunteers viewed a three-minute 360° video clip under immersive and non-immersive conditions—respectively, using a Head Mounted Display (HMD) or a 2D flat screen monitor—followed by a surprise recall task. Although both devices supported active exploration of the scene in 360°, recall was significantly improved for learners in the immersive condition. These findings suggest that IVR has a facilitative effect on cognition, and that learners may naturally engage with IVR-delivered content without any special instruction or preparation.

Abstract

This study aimed to examine the effect of four types of assessment on overall student success in an online college-level climate change course. Quizzes, midterms, lab assignments, and a capstone project as well as knowledge check questions were used to assess different aspects of student learning, consistent with Bloom’s taxonomy hierarchy. Quizzes and midterms assess basic knowledge, including remembering and understanding concepts, laboratory assignments require students to analyze and integrate concepts, and the capstone allows students to evaluate their understanding and create new content. Binary logistic regression, multiple regression analysis, continuous-by-continuous interaction modeling, and path analysis were used to investigate the moderating and mediating effects of these assessment types. We found both direct and indirect positive interactions as well as one negative interaction. Positive interactions were identified between quiz and lab assignment achievement and between capstone achievement and lab assignment achievement. The total score for correctly answered knowledge check questions positively affected quiz and lab assignment achievements. The interaction between capstone project achievement and total score for correctly answered knowledge check questions showed a negative interaction. Finally, the total score for correctly answered knowledge-check questions had an indirect positive effect on overall student success in the course. Results show that different types of assessment in an online course are complementary and amplify student learning.

Abstract

Researchers have indicated the importance of engaging learners in self-regulated learning (SRL) states when situated in game-based learning contexts; however, it remains a challenge for both educational and educational technology researchers to effectively integrate both. To this end, this study investigated how SRL strategies are interwoven with game-based learning in higher education by searching the web of science database to systematically review the papers published between 2009 and 2020 in academic journals. The encoded dimensions ranged from the primary research purpose to research issues, including application domains, research methods, duration of the studies, SRL strategies, game types, and game genres. It was found that since 2015, the research purposes have become increasingly diverse, with skills acquisition in game-based learning being regarded as the most important goal, followed by knowledge acquisition and behavior change. Such games took goal orientation, peer learning, and regulating as the main SRL strategies, which exerted a positive effect on learning performance, self-efficacy/confidence, attitudes/effort, satisfaction/interest, and learning behavior. Meanwhile, these SRL strategies were well embedded into problem-solving, simulation, multi-type, and RPG game types against the setting of the real-life-related storyline as the main game genre. Since previous studies lacked the systematic application of all SRL strategies within a game-based learning environment, they could not uncover the dynamic and cyclic processes of SRL in game-based learning environments. Hence, this study proposed corresponding suggestions for future research issues as a reference for researchers, teachers, and decision-makers.

Abstract

The effectiveness of digital game-based language learning (DGBLL) has been recognized by scholars. With the development of computer technology and multimedia learning environments, computer agents have been widely used in game systems to provide learning guidance or assistance. A computer agent is a virtual character created in a digital learning system to achieve instructional goals. However, in traditional teaching systems, computer agents are designed to perform a single role, such as a teacher or a student. Computer agents with a single interactive logic often lack the functionality required to understand students’ conditions and needs from various perspectives, and cannot adapt for better learning support. Therefore, this study proposed an adaptive role-switching strategy that allows computer agents to adjust their roles and functions according to students' needs in digital games to promote their learning achievement. An adaptive computer agent-based digital game was developed to investigate the impact of this model on English vocabulary learning achievement, motivation, self-efficacy, and English anxiety among EFL (English as Foreign Language) students. A quasi-experiment was designed and 56 middle school students in four classes were recruited. Two classes (n = 30) were arranged to be the experimental group which used an adaptive computer agent-based digital game (adaptive computer agent-based digital game, ACA-DG), while two classes (n = 26) were arranged to be the control group which used the conventional computer agent-based digital game (conventional computer agent-based digital game, CCA-DG). The results showed that students in the experimental group had significantly higher learning achievement and self-efficacy than those in the control group. On the other hand, students in the experimental group had significantly lower English anxiety than those in the control group. There was no significant difference between the two groups regarding learning motivation.

Abstract

In the contemporary society, it is important to cultivate students’ visual literacy. However, there has been a lack of sufficient training for students to improve their visual literacy in the classroom. A problem-posing approach (Visual Thinking Strategy, VTS, a learning strategy with question sequences to facilitate critical inquiry) has been proposed to achieve this objective. However, problem-posing should be supported with scaffolds to help learning deeply. And concept mapping is such a scaffold to aid problem-posing in visual literacy cultivation. In this study, a quasi-experiment was conducted on two classes of undergraduate students in Shanghai to evaluate the effects of the proposed approach. An online learning system was developed based on the proposed approach; moreover, a quasi-experiment was conducted on two classes of undergraduate students to evaluate the effects of the proposed approach. The experimental results show that the concept mapping-based online problem-posing approach improved the depth of students’ visual analysis, which indicates sharpening of students’ visual literacy and their critical thinking tendency. The interview results further showed that the students perceived the approach as being effective from the perspectives of “increasing visual analysis capability,” “developing thinking capability,” and “improving self-reflection in learning.”

Abstract

A large body of research shows that physical activity helps school-aged children and adolescents improve their health and academic performance, and many different types of technology can be used to facilitate and promote physical activity within a school community. This study aimed to develop a valid and reliable questionnaire, titled the Comprehensive School Physical Activity Program Technology Practice Questionnaire (CSPAP-TPQ) that investigates the current practice of technology use for physical activity promotion among various school stakeholders. Two rounds of the Delphi method (n = 24 experts) were employed to determine the content validity of questionnaire items. Reliability was established using the test–retest method among 43 registered Active Schools Champions. The final version of the questionnaire encompasses 41 unique technologies with items related to respondent demographics, school characteristics, and technology experience. Expert consensus, percent agreement, and chi-square analyses suggest that the CSPAP-TPQ is a valid and reliable tool for examining technology use in school-based physical activity, which can positively impact not only students’ health and well-being but also their academic achievement.

Abstract

Dialectical thinking is a way of discussing and analyzing things from different viewpoints to reach a solution. It is often taught in language courses by conducting argumentation activities. However, without providing effective strategies or tools, learners generally encounter difficulties in structuring their viewpoints during the argumentation process. To solve this problem, this study proposed dialectical constructivist scaffolding-based argumentation mapping (DCS-AM), which integrates a structured, four-stage process to support students’ dialectical thinking and oral and dialogical argumentation complexity. The argumentation map refers to a visualized tool that enables learners to structure their viewpoints for making arguments. A quasi-experiment was conducted in an English as a Foreign Language course. A total of 26 students were in the DCS-AM group, while 22 students were in the conventional constructivist scaffolding-based argumentation mapping (CS-AM) group, which adopted a more conventional format, emphasizing direct discussion and teacher-led knowledge transmission. The experimental results found that students in the DCS-AM group exhibited significantly better dialectical thinking than those in the CS-AM group. Also, an epistemic network analysis (ENA) of oral and dialogical argumentation revealed that students in the DCS-AM group frequently developed more complex argumentation than those in the CS-AM group in terms of the structural component and discourse activity, including the process of students’ dialectical thinking that was found in both groups. This finding shows that technology-supported dialectical constructivist scaffolding can help students improve their dialectical thinking and argumentation skills.

Abstract

Collaborative engagement is a quality that contributes successful learning by examining social interactions among students. In natural contexts, online collaborative learning is an evolving process that is subject to fluctuation in how students engage in social interactions. However, few studies have explored the interplay and intertwining of maintaining positive socio-emotional processes and high-level cognitive processes. Additionally, how social interactions fluctuate and transition in online collaborative learning is still unclear. In this process-oriented study, we qualitatively and quantitatively analyzed the screen-recorded collaborative learning of 15 groups of students (n = 45) and adopted the deep neural network model to automatically evaluate collaborative engagement in the online environment. The results show that neutral socio-emotional interaction is significantly associated with decreased cognitive interaction, while positive socio-emotional interaction is significantly associated with increased cognitive interaction. Furthermore, socio-emotional interactions become more positive when cognitive interactions fluctuate from deep to medium, accompanied by a relaxing group atmosphere and group members mobilizing the social climate through jokes. Cognitive interactions increase significantly when socio-emotional interactions shift from neutral to positive, mainly because positive socio-emotional interactions lead to active discussion among group members. Cognitive interactions decrease significantly when socio-emotional interactions shift from positive to neutral, mainly because the group members are less motivated and the learning goal becomes task completion instead of exploring more in-depth and comprehensive solutions. Research limitations and future research directions are also discussed concerning supporting and studying collaborative engagement in online collaborative learning.

Abstract

Carrying out opportunistic collaboration, a method of flexible collaboration centering around ideas and free collaboration structures, is important in knowledge creation organizations, especially for knowledge-building community formation. However, fixed-group collaboration is still widely employed in educational practice, hindering the development of students’ knowledge creation activities. In this design-based study, we created and applied distance-shortening strategies, which are strategies for shortening students’ physical distance and idea distance, to support their opportunistic collaboration. The participants were 24 master’s degree students who took a required one-semester course titled Learning Sciences in Knowledge-Building Environments that included online and offline activities. Data included (1) records of students’ online activities; (2) video clips of students’ offline activities; and (3) the content of students’ online notes. Social network analysis, video analysis and content analysis were applied. The findings revealed that with distance-shortening strategies for constructing community knowledge and collective responsibility, the students were able to overcome the barriers of a fixed group and engage in opportunistic collaboration. Implications for principle-based and design-oriented knowledge-building activities and approaches to fostering knowledge creation are discussed.

Abstract

The purpose of this study was to examine the systemic factors that impact instructional designers’ practices in higher education. The primary research goal was to examine the relationships and tensions that exist between administration, instructional designers, faculty, and resources. Semi-structured interviews were conducted with 15 instructional designers to gain an understanding of their responsibilities, working in higher education. Interview questions focused on identifying systemic factors influencing their ability to complete their instructional design responsibilities. Activity theory served as the theoretical lens to explore the systemic relationships impacting instructional designers’ practices in higher education. The results of this study produced eight themes according to three metathemes: (1) relationships between instructional designers and faculty, (2) support from upper administration, and (3) technological infrastructure. The findings revealed inner contradictions pertaining to role clarity and expectations among faculty and instructional designers, lack of incentives to support faculty engaged in collaborative projects with instructional designers, and organizational barriers imposing strain on the allocation of technological resources. Other recommendations are provided for how to support instructional designers’ practice in higher education.

Abstract

The main goal of this study was to evaluate the impact of an animation and visualization of data structures (AVDS) tool on both perceptions and objective test performance. The study involved a rigorous experiment that assessed the usability, acceptability, and effectiveness of the AVDS tool in solving exercises. A total of 78 participants responded to questionnaires and were exposed to the AVDS tool, after which they completed a performance test, half (39) with the AVDS tool (the experimental group) and half (39) without the tool (the control group). Findings showed that the usability of AVDS was good; the experimental group even perceived AVDS usability as excellent. The results show that perceived usefulness, perceived ease of use, and attitudes toward usage jointly led to positive intention to use the AVDS tool. Furthermore, perceived ease of use was a key factor influencing participants’ intention to use AVDS. In addition, the AVDS system improved test results and provided flexibility in use, enhancing learning experience and performance.

Abstract

Relying on multiple documents to answer questions is becoming common for both academic and personal inquiry tasks. These tasks often require students to explain phenomena by taking various causal factors that are mentioned separately in different documents and integrating them into a coherent multi-causal explanation of some phenomena. However, inquiry questions may not make this requirement explicit and may instead simply ask students to explain why the phenomenon occurs. This paper explores an Activity Model Hypothesis that posits students lack knowledge that their explanation should be multi-causal and how to engage in the kind of thinking needed to construct such an explanation. This experiment, conducted on a sample of eigth grade students, manipulated whether students received a short 10-min lesson on the nature of scientific explanations and multi-causal reasoning. Students who received this causal chain lesson wrote essays that were more causally complex and integrated, and subsequently performed better on an inference verification test, than students who did not receive the lesson. These results point to relatively simple changes to instructions that can provide the support students need for successful multiple-document comprehension.

Abstract

Self-explanation prompts in example-based learning are usually directed backwards: Learners are required to self-explain problem-solving steps just presented (retrospective prompts). However, it might also help to self-explain upcoming steps (anticipatory prompts). The effects of the prompt type may differ for learners with various expertise levels, with anticipatory prompts being better for learners with more expertise. In an experiment, we employed extensive modelling examples and different types of self-explanations prompts to teach 78 automotive apprentices a complex and job-relevant problem-solving strategy, namely the diagnosis of car malfunctions. We tested the effects of these modelling examples and self-explanation prompts on problem-solving strategy knowledge and skill, self-efficacy, and cognitive load while learning. In two conditions, the apprentices learned with modelling examples and received either retrospective or anticipatory prompts. The third condition was a control condition receiving no modelling examples, but the respective open problems. In comparison with the control condition, modelling examples did not promote learning. However, we observed differential effects of the self-explanation prompts depending on the learner’s prior knowledge level. Apprentices with higher prior knowledge learned more when learning with anticipatory prompts. Apprentices with less prior knowledge experienced a greater increase in self-efficacy and a higher germane cognitive load when learning with retrospective prompts. These findings suggest using different self-explanation prompts for learners possessing varying levels of expertise.

Abstract

Academic self-concept plays a central role in successful learning and is substantially shaped by social comparisons. Research on the so-called Big-Fish-Little-Pond Effect (BFLPE) has yielded a highly robust and generalizable pattern of negative effects of higher class/school average achievement on students’ self-concept when controlling for individual achievement. However, most BFLPE studies have not provided information about the causes behind or the mechanisms underlying the proposed effects. To address this, we used a fully immersive virtual reality (IVR) classroom to experimentally test the extent to which students recognized performance-related classroom behavior as implicit social comparison information and how these perceptions explained differences in students’ self-concepts. Participants (N = 381 sixth-grade students) experienced an authentic yet standardized IVR teaching situation with virtual classmates who exhibited different performance levels (operationalized as 20% vs. 35% vs. 65% vs. 80% of classmates raising their hands). Hand-raising behavior had a significant positive effect on students’ perceptions of the class’ performance level (d20% vs. 65% = 0.60; d20% vs. 80% = 1.24). In line with the BFLPE, results showed a negative effect of higher performing classmates on students’ situational self-concept (d20% vs. 80% = 0.30). Students’ perceptions of the class’ performance level fully explained the effect of classmates’ hand-raising behavior on students’ situational self-concept. The study’s experimental approach provided new insights into the emergence of social comparison effects in the classroom, highlighting the major role of students’ perceptions of their classmates’ performance-related behavior, and moreover demonstrated the general potential of using IVR in classroom research.

Abstract

Teachers form expectations that can influence their students’ performance, and there are a variety of ways these expectations can be communicated. In the current study, we tested a novel method for communicating expectations via examples of student work—examples that contain basic, entry-level work and communicate low, but manageable expectations or examples that contain complex, advanced-level work and communicate high and challenging expectations. Across three semesters, 91 college students in a data management course completed a class assignment that involved exploratory coding activities. Prior to the assignment, students were randomly assigned to view basic or advanced examples of student work. Students assigned to the advanced-examples condition reported higher perceptions of task difficulty and frustration, but they also exhibited higher levels of performance in terms of the complexity of their own work. Results suggest that setting challenging expectations can create a desirable difficulty that ultimately benefits students’ performance in an authentic learning environment.

Abstract

There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism.

The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning.

Abstract

Because of the improvement-oriented nature of peer-feedback activities, students have to deal with errors (e.g., spelling and argumentation errors) when providing and processing peer-feedback on writing assignments. Despite the central role of errors in feedback activities, it is uncertain how students deal with errors and whether the dealing with errors is affected by interpersonal perceptions. Therefore, this study explores (1) whether cognitive sub-phases are distinguishable during the process of dealing with errors and (2) the extent to which dealing with errors is affected by interpersonal perceptions. Six dyads of Dutch 11th grade students provided and processed peer-feedback on argumentative texts while thinking-aloud, and they reflected on the processes in a post-interview. The think-aloud utterances and interviews were analyzed with a mixed-methods design, using quantitative content analyses, and qualitative thematic analyses. The dealing with errors during peer-feedback provision displayed two patterns: error identification either occurred simultaneously with the decoding and often any evaluation-related thoughts lacked, or error-identification occurred as a result of an interpreting/evaluating phase. Also during peer-feedback processing, two main patterns were observable: students either knew immediately whether they agreed with feedback, or they first had to study the feedback more thoroughly. Additionally, interpersonal perceptions seemed to affect most students implicitly during feedback provision, and most students explicitly during feedback processing. As such, this study provides empirical evidence for the existence of cognitive sub-phases in the process of dealing with errors during peer-feedback activities, and portrays how these activities may be affected by interpersonal perceptions.

Abstract

In learning journals, prompts were shown to increase self-regulated learning processes effectively. As studies on effects of long-term prompting are sparse, this study investigates the effects of prompting cognitive and metacognitive self-regulation strategies short-term and long-term in learning journals on learners’ strategy use, self-efficacy, and learning outcome. Therefore, 74 university students kept a weekly learning journal as follow-up course work over a period of eight weeks. All students’ learning journals included prompts for a short-term period, half of the students were prompted long-term. While self-efficacy was assessed via self-reports, strategy use was measured with self-reports and qualitative data from the learning journals. Learning outcomes were assessed via course exams. Short-term prompting increased self-reported cognitive and metacognitive strategy use, and the quantity of cognitive strategy use. Yet, it did not affect self-efficacy, which predicted the learning outcome. Irrespective whether prompting continued or not, self-reported cognitive and metacognitive strategy use, and self-efficacy decreased. Qualitative data indicate that the quantity of learners’ cognitive strategy use kept stable irrespective of the condition. The results indicate that short-term prompting activates cognitive and metacognitive strategy use. Long-term prompting in learning journals had no effect on strategy use, self-efficacy, and performance. Future research should investigate possible enhancers of long-term prompting like feedback, adaptive prompts or additional support.

Abstract

In this paper, we examine how researchers and teachers in a multi-year professional development program shifted their conceptualizations of equity. Following (Grapin et al (2023) Sci Educ 107:999–1032), we ground our analysis in two conceptualizations of equity that exist across fields: equity-as-access (learners should have access to disciplinary knowledge, practices, and career paths) and equity-as-transformation (learners should transform what it means to learn and participate in disciplines). In this study, we describe a professional development (PD) design initially intended to support equitable science teaching and learning by focusing on representations. This initial framing did not distinguish between conceptions of equity-as-access versus equity-as-transformation. As a result, the PD did not provide facilitators or teachers with resources for ideological sensemaking towards equity-as-transformation. Catalyzed by teachers’ request for PD focused on multilingual learners (MLs), we noticed aspects of our design that offered only images of equity-as-access. In response, we designed activities for teachers that offered space and resources for considering equity-as-transformation. As a case study (Yin (2014) Case study research: design and methods, SAGE) using interaction analysis (Jordan and Henderson (1995) J Learn Sci 4:39–103) of PD videos, we describe how we PD activities and facilitation strategies to integrate transformative conceptualizations of equity. These findings have implications for both research and practice. In terms of research, they demonstrate the importance of using multiple lenses to consider equity in science classrooms. In terms of practice, they underscore the importance of providing teachers with opportunities to explicitly connect new perspectives of equity with day-to-day experiences of classroom teaching.

Abstract

Promotion of students’ scientific literacy has long been and continues to be a central goal for reform efforts in science education. Although there is a great number of research conducted to evaluate student’s scientific literacy, less is known about how we can improve students’ scientific literacy through variety of scientific practices. In this study we aimed to refer to this shortcoming in the literature by examining the effect of argument driven inquiry (ADI) instructional model to promote 8th grade students’ scientific literacy. A mixed method quasi experimental design was used in this study. Sixty-seven eighth grade students from the same public school attended the study. Two intact classes were randomly assigned either in structured inquiry (SI) or ADI groups. The data sources included a Scientific Literacy Assessment (SLA) and semi-structured interviews. The results indicated that students experiencing ADI instruction scored higher on the SLA-D test and personal epistemology dimension of SLA-MB test than students experiencing SI instruction. The results propose that engaging students in meaningful scientific practices may support their scientific literacy.

Abstract

Advances in graphing technologies and learning sciences pedagogy have the potential to equitably support students when exploring complex systems depicting dynamic relationships across multiple disciplinary topics in Science, Technology, Engineering, and Mathematics (STEM). We report on the cumulative impact of science units designed in a Research Practice Partnership (RPP) that leveraged Knowledge Integration (KI) pedagogy to support middle school students to generalize insights to new graph representations and science topics. Teachers across 11 schools incorporated the graph-science units into their curriculum plans. We analyzed ~ 8000 responses to validated and reliable graph-science KI assessment items administered before the first year and after one, two, or three years of instruction aligned with KI pedagogy. With random coefficient, multi-level, mixed-effect regression modeling, we analyzed performance after one-, two-, and three-years of graph-science KI instruction. We also analyzed the growth trajectories of subgroups, i.e., multilingual learners. Data suggest two years of graph-science KI instruction is needed to make significant impacts on student learning and ameliorated the disparity between students with different native language fluencies. These results illustrate the value of technology-enhanced, pedagogically aligned K-12 science instruction that is designed to support connecting diverse graph data and science knowledge comprehensively and cumulatively.

Abstract

The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instruction may support students to integrate their intermediate knowledge (acquired during problem solving) with the newly introduced knowledge components. While these effects have been shown for learning the concept of variance in multiple studies, it remains unclear whether these effects generalize to other situations. We conducted a conceptual replication study of Loibl and Rummel (Loibl and Rummel, Learning and Instruction 34:74–85, 2014a) choosing Bayesian reasoning as target knowledge. 75 students were assigned to four conditions in a 2 × 2 design (factor 1: PS-I vs. I-PS; factor 2: instruction phase with vs. without typical student solutions). In contrast to Loibl and Rummel (2014a), we did neither find a main effect for PS-I vs. I-PS, nor for building on typical student solutions. The missing effect of PS-I can be explained by the fact that students merely activated their prior knowledge on probabilities without exploring the problem-solving space and without becoming aware of their knowledge gaps. The missing effect of building on typical student solutions can be explained by a mismatch of the solutions generated and the ones included in the explicit instruction. Therefore, building on typical student solutions did not foster an integration of students’ intermediate knowledge and the introduced knowledge components.

Abstract

Comparison is an important mechanism for learning in general, and comparing two worked examples has garnered support over the last 15 years as an effective tool for learning algebra in mainstream classrooms. This study was aimed at improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to effective mathematics learning in an ESOL (English to Speakers of Other Languages) context. It investigated a novel instructional approach to help English Learners (ELs) develop better understanding in mathematical reasoning, problem solving, and literacy skills (listening, reading, writing, and speaking). Findings suggest that MLS-WEPs not only enhanced ELs’ ability to solve algebra problems, but it also improved their written explanation skills and enabled them to transfer such skills to different mathematical concepts. Moreover, when controlling for ELs’ prior knowledge, the effectiveness of the MLS-WEPs intervention for performing and explaining calculations did not vary by their English proficiency.

Abstract

We compare the scheme for educational dialogue analysis (SEDA) to the actor-network theory (ANT) for the analysis of educational dialogues. We show that ANT unearths the socio-material structure of classroom talk as networks in which human and non-human actors (texts, diagrams, instructions, etc.) exert power on each other. The application of ANT to classroom talk led us to identify (non-)dialogic networks when human actors are not subordinated (resp. subordinated) to other actors. Roles in networks are not predetermined but translated in interactions, and networks are often blackboxed, as the original process and circumstances of their creation might be ignored. We show then that the adoption of ANT (resp. SEDA) uncovers phenomena that SEDA (resp. ANT) did not identify. SEDA helps observe the co-construction of ideas and describe shifts from the dialogic to the non-dialogic but does not explain the mechanisms that lead to these shifts. ANT explains shifts from one network to another, as it conveys the change of power relations between the different actors, role of non-human actors, and shows how they shape the dynamics of networks in classroom talk. We draw from this comparison implications both for research and educational practice in dialogic education.

Abstract

Peer feedback is widely applied to support peer learning and accumulating studies pointed out that feedback features directly impact its learning benefits. However, existing peer feedback studies provide limited insights into group-level peer feedback activities in authentic classrooms. This study conducted group-level peer feedback activity in social studies classrooms of a Singapore secondary school. Fourteen groups of students (N = 61, Female = 61) participated in group-level peer feedback during the computer-supported collaborative argumentation activities. Students’ collaborative argumentation and peer feedback were collected. Paired sample t-test was conducted to compare each group’s argumentation performance before and after peer feedback activity. Qualitative content analysis was implemented to identify the cognitive and affective features of peer feedback given and received by more-improvement groups and less-improvement groups. A comparison of the feature networks between two student groups revealed the effective practices of peer feedback. The results demonstrated the key role of the specific solution when student groups gave and received peer feedback apart from problem identification and general suggestions. Besides, providing peer feedback at the overall argumentation level was found to be more beneficial than a word or evidence level. When receiving feedback, the use of hedge was found to bring more group improvement than mitigation language. These findings highlight the important features of peer feedback in group-level peer feedback activities, providing insights for the design and instruction of group-level peer feedback activities in authentic classrooms.

Abstract

Students’ individual characteristics influence the effectiveness of instruction and learning and, therefore, the depth of learning. This study brings forth the voices of middle school students regarding their science learning preferences through four modalities: visual, auditory, sensorimotor, and agency support. We examined the relationship between the students’ science learning preferences and three of their personal characteristics (gender, having or not having a learning disability, and level of scientific knowledge and skills). The study encompassed 305 students (166 girls) and applied a quantitative methodology employing two questionnaires: Scientific Knowledge and Skills and Learning Preferences. Analysis of variance and multiple regressions revealed that the participants favored all four learning modalities, with a significant preference for learning via visual and sensorimotor means. Girls significantly preferred learning preferences via visuals and agency support. A significant correlation was found between the level of preference for learning science via auditory means and the students’ level of scientific knowledge and skills. Hierarchical regression analysis showed a significant positive contribution of gender and preference for learning science via auditory means but no contribution of having a learning disability to the students’ level of scientific knowledge and skills. The study results show the importance of implementing multi-faceted instructional strategies to address students’ diversity and learning preferences. Our findings underscore the need for educators and policymakers to be attentive to the students’ voices when striving to narrow gaps, achieve equality among students, and elevate students’ knowledge and skills in science studies.

Abstract

The purpose of the study was to investigate (a) whether the effects of hand tracing and whole-body tracing reported in the literature could be extended to adults, and (b) the relative superiority of whole-body tracing over hand tracing. Two experiments were conducted to investigate the potential effects of these two kinesthetic approaches on learning outcomes, cognitive load, and intrinsic motivation. The results of Experiment 1 revealed that hand tracing enhanced germane load contingent upon a low-to-medium level of perceived difficulty. This effect disappeared in Experiment 2 where additional measures were taken to improve treatment fidelity. The findings of Experiment 2 revealed the beneficial effects of whole-body tracing on germane load, extraneous load, interest, and self-monitoring, some of which were dependent upon learners’ perceived difficulty and invested effort. These findings, along with implications, limitations, and future research directions, were discussed within the framework of cognitive load theory and embodied cognition theory.

Abstract

To investigate whether a creative writing unit in upper secondary education would improve students’ creative as well as argumentative text quality and to examine whether it would change students’ writing behavior, we tested a creative writing unit based on encouraging writing in flow by using divergent thinking tasks. Four classes (Grade 10) participated in a switching replications design. Students received either creative writing instruction (CWI) or argumentative writing instruction (AWI). Key stroke logging software recorded students’ writing processes, their Creative Self-Concept (CSC) was measured, and text quality was rated holistically. Students were positive about the design of the creative writing unit and the lessons. The effects varied per panel. The first panel showed that CWI had an effect on creative text quality compared to AWI, while AWI had no effect on argumentative text quality, compared to CWI. This pattern indicates a transfer effect of creative writing instruction on argumentative text quality. The transfer effect was moderated by CSC, with larger effects for relatively high CSC-participants. The second panel did not replicate this pattern. Instead, a crossover effect was observed of CWI in panel 1 on the effect of participating in the unit on argumentative writing in panel 2, most pronounced in high CSC-participants. Students’ creative writing speed decreased in the first panel, except for students with a relatively high Creative Self-Concept, and then increased in the second panel. Our findings may guide decisions on incorporating creative writing in the curriculum.

Abstract

Creativity is a valuable skill for instructional designers. However, few studies have researched creativity in instructional design (ID) graduate courses. Future professionals' creative thinking is necessary to address societal, technological, and economic challenges. Developing creative thinking in novice instructional designers could allow them to generate creative solutions to ill-structured problems in real-world contexts. This multiple case study investigated the extent to which the nine core courses in an online instructional design master’s program encouraged creativity. We conducted a document analysis of course materials for each course, to analyze whether creativity indicators derived from creativity literature were present. Subsequently, a cross-case synthesis was used to identify patterns across the cases. Semi-structured interviews of the lead course instructors were conducted to evaluate the extent to which they deliberately included creativity concepts into the course design process. Results indicated core courses include learning activities and instructional strategies with the potential to foster creativity. However, explicit references mentioning creativity or being creative were only found in three courses. Lead instructors considered creativity an important aspect of teaching and learning and a concept that needs to be further developed and discussed in ID education. Implications for instructional design education are discussed.

Abstract

Inquiry includes a broad spectrum of approaches, depending on students’ responsibility over the process and the extent of the teacher’s guidance. While numerous studies have examined students’ achievements and engagement across different types of inquiry-based environments, analyses of teachers’ guidance during the process are lacking. Therefore, our overarching goal was to examine the interplay between characteristics of the inquiry-based environment and teacher’s just-in-time support. Specifically, we examined the learning processes and achievements of middle-school students as they collaboratively engaged in either a structured or a guided inquiry-based task and were supported by their teacher. Structuring scaffolds were designed to support the structured inquiry task, while problematizing scaffolds were designed to support the guided inquiry task. Post-test scores indicated a similar significant increase in students’ scientific understanding for both research conditions, despite significant differences in students’ engagement in metacognitive processes during their scientific trials. Students from the guided inquiry group engaged in longer discussions and made more references to metacognitive processes, in comparison to students from the structured inquiry group. A low to moderate correlation between students’ engagement in metacognitive processes and test-scores was identified. The teacher’s regulation of students’ discourse in the structured inquiry group was significantly greater than in the guided inquiry group, though the nature of regulation was similar. We propose that the teacher’s regulation of students’ metacognitive discourse outweighed the differences between students’ learning processes in the two learning environments, resulting in similar achievements in the two conditions albeit differences in metacognitive engagement. Implications are discussed.

Abstract

Classroom interactions emerging from socioscientific argumentation may be incompatible with the traditional definitions of learning, thus creating tension and potentially undermining its implementation. Leveraging existing literature, we identify argumentative talk that shifts away from scientific content and toward subjective claims, as well as instances of unproductive argumentation as the points of incompatibility. We contend that attention to the degree of compatibility of enactments of socioscientific argumentation with traditional schooling practices may be necessary for substantive implementation. The role of teachers’ and students’ interactional moves in relation to this compatibility is qualitatively examined using two analytical frameworks related to the content and form of the students’ arguments. To generate practical implications with empirical foundations, compatibility is examined in teacher-led and peer-led argumentation. In teacher-led argumentation, we show that the degree of incompatibility can be managed when teachers extend their elicitation of responses with follow-up interrogative questioning, leading students to rely more on scientific knowledge. In peer-led argumentation, incompatibility can be identified when the argumentation collapses into confrontational disagreement or uncritical agreement, obscuring instances in which students rely on scientific knowledge. We discuss the significance of productive talk moves as a way to advance from incompatibility with traditional schooling toward integrating socioscientific argumentation as a core instructional practice.

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