Navigating the online learning journey by self-regulation: Teachers as learners
Computers & Education,
Год журнала:
2024,
Номер
219, С. 105074 - 105074
Опубликована: Май 13, 2024
Язык: Английский
Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers’ PCK and Enhance Their Preparation Program
Journal of Science Education and Technology,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 18, 2024
Abstract
Integrating
generative
artificial
intelligence
(GenAI)
in
pre-service
teachers’
education
programs
offers
a
transformative
opportunity
to
enhance
the
pedagogical
development
of
future
science
educators.
This
conceptual
paper
suggests
applying
GenAI
tool
evaluate
content
knowledge
(PCK)
among
teachers.
By
holding
interactive
dialogues
with
GenAI,
teachers
engage
lesson
planning
way
that
reveals
their
understanding
content,
pedagogy,
and
PCK
while
facilitating
practical
application
theoretical
knowledge.
Interpretation
these
interactions
provides
insights
into
teachers-to-be
skills,
enabling
personalized
learning
experiences
targeted
program
adjustments.
The
underscores
need
equip
necessary
competencies
utilize
effectively
teaching
practices.
It
contributes
ongoing
discourse
on
technology’s
role
teacher
preparation
programs,
highlighting
potential
addressing
existing
challenges
evaluating
developing
via
GenAI.
suggested
research
directions
aim
further
investigate
usage
implications
educational
contexts.
Язык: Английский
Self-regulated learning and reflection: a tool for teachers and students
Metacognition and Learning,
Год журнала:
2025,
Номер
20(1)
Опубликована: Апрель 22, 2025
Язык: Английский
Science and Mathematics High School Students’ Perceptions of Self-Regulated Learning
International Journal of Science and Mathematics Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 26, 2024
Abstract
We
investigated
the
advancement
of
self-regulated
learning
(SRL)
in
diverse
educational
settings,
including
science,
mathematics,
and
humanities
disciplines.
identified
practices
for
assessing
students'
SRL
encouraging
reflection.
The
research
questions
were:
(1)
Can
sustained
changes
perceptions
over
time
be
assessed,
if
so
how?
(2)
What
assessment
strategies
effectively
influence
their
SRL?
Research
tools
included
a
specially-designed
questionnaire
graphic-facilitated
focus
group.
first
compared
184
high
school
students
humanities,
followed
by
closer
look
at
development
72
science
mathematics.
Six
then
engaged
graphical
facilitation
to
identify
shifts
reflections.
findings
showed
that
skills
consisted
multiple
factors,
with
help-seeking
being
highest
reflection
lowest.
No
significant
differences
were
found
between
skills.
Mathematics
exhibited
improvements
after
an
intervention,
while
no
change.
However,
group
elicited
through
use
facilitation.
Despite
limitations
generalizability,
this
highlights
value
promoting
SRL.
It
underscores
importance
employing
during
promotion
self-regulation
processes
foster
meaningful
advancements
Our
study
contributes
linking
cyclical
model
timing
adopting
multimodal
approach
assessment.
Язык: Английский