Dyads Composed of Members with High Prior Knowledge are Most Conducive to Digital Game-based Collaborative Learning
Computers & Education,
Год журнала:
2025,
Номер
unknown, С. 105266 - 105266
Опубликована: Фев. 1, 2025
Язык: Английский
Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence
Educational Psychology Review,
Год журнала:
2024,
Номер
36(1)
Опубликована: Март 1, 2024
Abstract
In
educational
research,
there
is
the
general
trade-off
that
empirical
evidence
should
be
generalizable
to
applicable
across
contexts;
at
same
time,
as
specific
possible
localizable
in
subject-specific
interventions
successfully
transfer
practice.
This
further
increased
by
fact
diverse
instructional
contexts,
such
school
or
student
characteristics
constrain
applicability
of
evidence.
Several
approaches
have
been
proposed
address
this
issue,
however,
emphasized
different
problems
(i.e.,
localization,
generalization,
transferability)
rather
an
isolated
manner.
To
end,
article,
we
introduce
a
synergistic
approach,
LoGeT
(localize,
generalize,
transfer)
model,
which
systematically
integrates
co-design
(localization
strategies)
and
ManyClasses
principles
(generalization
with
co-constructive
activities,
generate
may
illustrate
present
three
long-term
projects,
covering
granularities
durations
fields
education
(teacher
education,
adaptive
teaching,
non-interactive
teaching)
applied
approach.
Finally,
outline
directions
for
future
iterations
model.
We
hope
approach
stimulus
guide
researchers
well
practitioners
alike
design
evidence-based
are
rooted
localized
contexts.
Язык: Английский
Development of an assessment tool for collaborative problem-solving skills in chemistry
Disciplinary and Interdisciplinary Science Education Research,
Год журнала:
2024,
Номер
6(1)
Опубликована: Ноя. 14, 2024
Abstract
Collaborative
problem-solving
(CPS)
skills
are
recognised
as
an
essential
aspect
of
21st
century
and
STEM
education.
In
the
framework,
students’
CPS
in
learning
process
need
to
be
appropriately
monitored,
yet
assessment
tools
for
currently
not
widely
developed
chemistry.
This
study
aimed
develop
validate
tool
measuring
high
school
collaborative
chemistry
(CPS-C).
Fifty-two
students
participated
assessment,
which
included
tasks
on
Coke
Titration,
Fruit
Battery,
Soap
Making.
The
data
were
analyzed
using
Multidimensional
Item
Response
Theory
(MIRT)
models
Generalized
Partial
Credit
Model
(GPCM).
results
indicated
that
CPS-C
showed
good
internal
consistency
item
fit.
Additionally,
ten
interviewed,
interview
content
was
MAXQDA,
emphasizing
importance
providing
clear
concise
instructions,
reducing
number
tasks,
offering
meaningful
relevant
options.
Moreover,
this
also
validated
reliability
cognitive
ability
tests,
mental
load
effort
interest
motivation
tests.
satisfactory
all
tests
except
had
a
lower
coefficient
0.68.
Despite
some
limitations,
great
potential
effectively
assessing
skills.
Further
research
is
needed
tool’s
effectiveness
across
larger,
more
diverse
samples
different
cultural
contexts.
Язык: Английский
Navigation of Pedagogical Excellence: Mobile Learning’s Moderating Effect on Teachers’ Pedagogical Competency and Professional Competency in Evaluating Students Religious Characters
SHS Web of Conferences,
Год журнала:
2024,
Номер
204, С. 05003 - 05003
Опубликована: Янв. 1, 2024
This
study
examines
the
impact
of
mobile
learning
on
teachers’
pedagogical
and
professional
competencies
as
well
their
religious
disposition.
The
research
was
carried
out
at
SMA
Muhammadiyah
6
5
Yogyakarta
with
aim
gaining
a
deeper
comprehension
in
context
education.
employed
quantitative
design
recruited
total
102
individuals
through
use
random
sampling.
Information
gathered
questionnaires
consisting
34
statements.
questionnaire
responses
exhibited
high
dependability,
shown
by
reliability
coefficient
0.7.
Hypotheses
were
tested
using
multiple
linear
regression.
revealed
that
educational
enhance
nature.
initial
moderating
influence
had
notable
adverse
effect
nature,
but
later
favourable.
results
did
not
provide
evidence
to
support
hypothesis
these
talents
character.
schools
implementation
enhances
teaching
methods
fosters
promotion
Islamic
principles.
These
findings
indicate
instructors
students
must
comprehend
process
order
attain
best
possible
outcomes.
Mobile
can
be
included
into
evaluation
processes
institutions
anticipate
progress.
Язык: Английский
Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study
Education Sciences,
Год журнала:
2024,
Номер
14(12), С. 1342 - 1342
Опубликована: Дек. 9, 2024
One
goal
of
teacher
education
is
to
create
learning
environments
where
pre-service
teachers
can
explore
and
enhance
their
digital
competencies.
We
aim
contribute
knowledge
on
how
these
should
be
designed.
First,
our
study
focuses
examining
the
changes
in
teachers’
Technological
Pedagogical
Knowledge
(TPK)
Content
(TPACK)
over
one
semester.
Secondly,
we
evaluate
impact
various
teaching
strategies
aimed
at
fostering
professional
competencies,
as
conceptualized
by
Synthesis
Qualitative
Evidence
(SQD)
model.
Our
sample
comprised
308
(30%
male
students;
x¯age
=
23.29)
from
German
University
attending
different
seminars
(N
40).
Utilizing
latent-change
score
models
bi-factor
exploratory
structural
equation
models,
indicated
no
significant
overall
change
TPK
TPACK
across
seminars.
Taking
into
account
SQD
students’
satisfaction
with
these,
not
single
but
orchestration
significantly
positively
impacted
development
within
a
These
findings
highlight
importance
employing
TPACK.
Язык: Английский