Search

E-learning has become an emerging approach to delivering knowledge and information to students. It presents significant challenges to sharing and understanding learners' knowledge, inquiries, interest, and needs. Educational organizations are expected to apply the appropriate practice to address knowledge-sharing challenges in the e-learning environment. In this study, through a systematic literature review, we intend to identify and synthesize knowledge-sharing challenges and practices as well as classify the most discussed challenges and practices in various contextual settings. The findings classify the knowledge-sharing challenges and practices in e-learning from four perspectives: organization, individual, knowledge and technology. This study aims to build a knowledge base to support future research and effective knowledge-sharing practices in the e-learning environment.

Numerous researchers have developed technological pedagogical content knowledge (TPACK) instruments for English language teaching; however, a valid and reliable instrument to unbox the primary English language teacher's TPACK profile from graduates of the primary school teacher education study program does not yet exist. Consequently, this study aimed to design and validate a questionnaire to unbox the primary English language teacher's TPACK profile. This study used a mixed-methods approach. First, qualitative methods were employed to verify and validate the content of each construct. The items were generated through experts' and a primary English teacher's reviews. As a quantitative method, the questionnaire was then validated through explanatory factor analysis (EFA). The result of EFA yielded a comprehensive set of 40 items: technological knowledge (TK) section (consisting of 5 items), content knowledge (CK) section (consisting of 6 items), pedagogical knowledge (PK) section (consisting of 6 items), pedagogical content knowledge (PCK) section (consisting of 5 items), technological content knowledge (TCK) section (consisting of 5 items), technological pedagogical knowledge (TPK) section (consisting of 7 items), and TPACK section (consisting of 5 items). The reliability coefficients of each construct were acceptable. In conclusion, the study obtained a fruitful questionnaire for unboxing the primary English language teacher's TPACK profile.

The purpose of this study is to see how the inquiry-based nature of science (NOS) argumentation (IB-NOSA) instructional model affects scientific literacy skills. This research used a quasi-experimental method. The design of this research is a pretest-posttest control group design. This study describes the significance of the differences between participants who learn through IB-NOSA, guided inquiry, and discovery learning model. The subjects of this study were 288 students of grade VIII in the 2022/2023 academic year from three junior high schools in Sleman, Yogyakarta, Indonesia. Data analysis in this study used an analysis of variances (ANOVA) mixed design. The result showed that there was a difference between the pretest-posttest scores of scientific literacy skills in each group. There was a significant increase in the pretest-posttest scores of scientific literacy skills in each group. Effect size showed that the IB-NOSA in increased scientific literacy skills was 0.79; the guided inquiry was 0.76; and the discovery learning was 0.71. The IB-NOSA was the most effective in improving scientific literacy skills with a gain score of 0.49 (medium). So, it can be concluded that the IB-NOSA instructional model can be used as an alternative solution in improving scientific literacy skills.

Digital literacy is an important part of vocational secondary school education. Along with the development of technology and the expansion of access to digital resources, digital literacy is very important for vocational students. Digital literacy itself indirectly helps Vocational High School students to gain greater access to information and helps them in the learning process of various topics using trusted sources. This descriptive quantitative research aims to analyze the digital literacy skills of private vocational students in Surabaya City. Students' digital literacy ability was measured with the Likert Scale as a variable in this study. The population consists of students from four private vocational schools in Surabaya City with a total of 700 students. The sample consisted of 100 students, using a random sampling technique. Data collection is carried out through digital literacy instruments and data analysis using descriptive analysis. The results of the research data analysis showed that respondents' ability to elements of basic literacy skills averaged 2.79, average background knowledge 2.26, and information and communication technology (ICT) skills averaged 2.53. In addition, the attitudes and views of users of student information averaged 2.59. The results showed that the digital literacy ability of private vocational school students in Surabaya City was in the "Good" category.

The objective of this study is to ascertain the impact of interactive videos on web-based courses on students' technology proficiency and digital literacy levels, as well as their perceptions of this approach. To achieve this objective, the study was conducted using quasi-experimental designs, which are a type of quantitative research approach. The research group was selected using the convenience sampling method. The quantitative data gathered with the aid of data collection instruments were analyzed using dependent and independent samples t-tests. Qualitative data were analyzed using content analysis. The study's findings revealed a significant difference between the technology proficiency and digital literacy pre-test and post-test scores of the students in the experimental group. Furthermore, the findings indicated a significant difference between the technology proficiency and digital literacy scores of the groups, with the experimental group exhibiting superior performance. The results demonstrated that the use of interactive videos in web-based lessons can enhance students' technology proficiency and digital literacy levels. Therefore, the findings and results of the study will make a significant contribution to the field.

Artificial Intelligence (AI) is a highly discussed subject, and its integration into our daily lives has grown significantly. This research evaluated how dental students in North Cyprus perceive and feel about artificial intelligence, with a focus on identifying educational needs to enhance their professional skills. A self-administered multiple-choice questionnaire with 24 questions was conducted. 5 questions focused on gathering basic demographic information, such as gender, age, academic year, AI knowledge self-assessment, dental news sources, and experience in AI development. The remaining 16 questions pertained to AI-related topics. In general, students stated that they have little knowledge about AI (71.4%), and usually get the latest medical and dental news and information through the Internet (65.7%). 43,6% of the participants were strongly agree that AI-related lectures should be included in the regular curriculum for dental hygiene. Male students showed that they have significantly more knowledge about AI than female students. (p<0.05) In general, participants demonstrated diminished confidence in AI. It is seen that the dental education curriculum provided minimal information about AI and most of the students stated that AI-related lectures should be included in the regular curriculum for dental hygiene. Based on these findings, it is important to arrange lectures and seminars aimed at enhancing dental students' comprehension of AI.

Schools are under intense pressure to improve quality and achieve long-term educational outcomes. To improve education, schools' teaching and learning environments must be improved. This research evaluated the various leadership philosophies used in South African schools to improve teaching and learning. The study's qualitative methodology included in-depth interviews with open-ended questions. A purposeful technique was used to select 16 participants from four different schools. The participants included four principals, four school management team members, four department heads, and four teachers. Themes guided the data analysis, focusing on patterns and resemblances while maintaining data quality. The study's findings revealed that school leaders had a basic understanding of the various leadership styles that can be used to improve teaching and learning, but only some were preferred by the leaders. Furthermore, it was discovered that some school leadership practices had a direct influence on both student and teacher dedication, as well as teaching and learning in classrooms. The paper then suggests that school leaders encourage leadership in schools through training initiatives.

Social studies have been marginalized in early childhood education amid the prevalence of standardized testing and political issues. However, a comprehensive approach to early education, including social studies, is gaining attention. This article emphasizes the significance of incorporating social studies into early childhood curriculum, illuminating its potential to enhance children's cognitive and social-emotional development. The second important aspect of this article focuses on the role of social studies in literacy skill development through building background knowledge, critical thinking, problem-solving, and communication skills of young children.

Sports and Physical Education (SPE), like any other discipline, contributes to students' education. These students, for a good acquisition of teaching content, should be invited to take notes of the theoretical and technological knowledge conveyed by Physical and Sport Activities (PSA), subject of teaching. This quantitative and qualitative study aims to identify the usefulness of the implementation of theoretical knowledge and note-taking of the information taught in the training of students in Physical Education classes at the secondary school level. To achieve this objective, certain key concepts from "The Anthropological Theory of Didactics" by Chevallard were employed. In accordance with this theoretical framework, a methodological approach was adopted that focuses on administering questionnaires to students in the second cycle. These students meet the criterion of regular attendance at physical education courses in two secondary colleges. This approach includes recording three sessions of physical education courses and conducting interviews with each teacher at the course's conclusion. The results indicated that the students do not have a favorable relationship with the theoretical knowledge transmitted in PE during the practice of the different Physical and Sports Activities (PSA). This is due to the fact that the teacher does not focus the student's attention on what he or she has really learned and what he must retain in order to facilitate the practice of the different Physical and Sports Activities. To summarize, the essential finding derived from this study was that students in PE would greatly benefit from an introduction of theoretical courses combined with written documentation of the pedagogical information provided. The integration of both elements could foster the development of citizens who are proficient both physically and intellectually.

In a rapidly emerging world, knowledge management capabilities, including knowledge creation, acquisition, sharing, and utilization, become more critical for organizational change, growth, and competitiveness. Therefore, this article argues that organizations should consider implementing effective journal club meetings as an opportunity to acquire external knowledge, evaluate and integrate new knowledge into previous existing knowledge, and disseminate and utilize new knowledge to enhance product or service quality, innovation, and the performance of an organization. The article reviews relevant literature, proposes a framework for conducting effective journal club meetings, and aligns those activities with the knowledge management processes. The article proposes a framework for conducting effective journal club meetings and a process that integrates both journal club activities and the knowledge management process. By adopting this framework, journal club activities would be more effective in developing new knowledge management capabilities among individual members and enhancing organizational performance, i.e., implementing evidence-based practices (EBP), improving service quality, and producing research.

This work focuses on understanding how researchers in Spain perceive the importance of social media in scientific communication and dissemination and deepening their understanding of the influential underlying factors. From the initial identification of 5,314 researchers affiliated with higher education institutions in Spain, who published in journals indexed in Scopus and Web of Sciences from 2016 to 2020, 487 were surveyed, and 20 were interviewed. The results show how despite the potential of non-academic social media for the social dissemination of scientific knowledge, use remains low among the researchers surveyed in this study. Also, data allow us to recognize how the time of use of social media and the perception of the training needed influence the perception of the usefulness of social media by Spanish researchers on education. Use that does not seem to be oriented toward dialogue and citizen participation. Higher education institutions should improve the communication and scientific dissemination led by researchers through training and the design of dissemination policies that guarantee an active and general use of them (not only academics but also generalists like Facebook or YouTube) to transfer scientific knowledge to society better.

There is a critical issue of special education teacher shortages in the United States. Student populations, many of whom are multilingual and have disabilities, continue to grow while there is a decrease in the teaching workforce. One policy initiative developed to combat the teacher shortage is the Assistant to Teacher Program. The Assistant to Teacher Program is a school district policy that aims to fill high-need teacher vacancies by supporting paraprofessionals to become certified teachers in a career advancement cohort. This qualitative study examines the working experiences of multilingual paraprofessionals in special education and their perceptions of the Assistant to Teacher program within their school district. A thematic analysis reveals the bureaucratic and financial obstacles that multilingual paraprofessionals encounter in their career advancement, and their working conditions specific to special education as linguistic liaisons. Findings from the study are then linked to recommended policy actions intended to mitigate special education workforce disparities.

The period of a child's growth and development that is most notable is from 0 to 8 years old. These are the years when all that is learned is laid down. Putting strong foundations in place today will yield big dividends later. Greater learning in the classroom and better educational results have a positive social and economic impact on society. Children who get early childhood education (ECE) have a strong foundation, which increases the effectiveness and productivity of every subsequent educational stage. The goal of the current study was to determine the pre-primary teachers' level of awareness regarding early childhood education, given their critical position in the field. To determine the level of knowledge of early childhood education (ECE) among teachers employed in pre-primary institutions in Bengaluru city, the study used a survey approach and a custom application. A sample of 106 teachers were drawn through cluster sampling. The study found out that the demographic variables like locality, marital status and teaching experience have no influence on the awareness of ECE among pre-primary teachers. The study found that 10% of teachers have average awareness, 31% have good awareness, 37% have very good awareness and 22% have excellent awareness of ECE. Thus, close to 90% of them are found to have better awareness of ECE. This means that preprimary teachers are well aware of the nature, learning needs etc. of children and also methodology of teaching and evaluation. In spite of better awareness of ECE found in teachers, the study comes out with few of educational implications in order to regulate and sustain the awareness of ECE among them and also in proper handling of children.

Growing human capacities in STEM remain the most practicable way to solving present and future challenges. Improved test score, opportunities to learn, resources and facilities have been recommended in the literature to build capacity and improve achievement for effective and qualitative delivery in STEM classrooms. We focus on the two primary stakeholders in teaching and learning in the university who are students and lecturers. This manuscript explores the causes of underachievement among undergraduates in STEM fields by employing a mixed methods for data collection and analysis among 150 undergraduates and 45 lecturers from six public universities using purposive and quota sampling. Three main research questions were raised on student, lecturer and institution base factors along with perceived hindrances to STEM learning and teaching. Three instruments; Students Factors for Underachievement (SFUA), Lecturers Factor for Underachievement (LFUA) and Lecturers Perceived Factors for Underachievement (LPFU) were employed for data collection through survey and interview. Among other findings, poor prior knowledge among learners, non-utilisation of instructional resources, inaccessibility to library and laboratory and it resources were principal hindrances of undergraduates, lecturers and institution-base factors. The study concluded that efforts and better commitment is required from stakeholders to alleviate the present inadequacies and recommend interventions to remediate areas of need.

The present study analysed digital literacy issues encountered by elementary school teachers in remote classrooms due to COVID-19. The study sought to derive a plan for cultivating teachers' digital literacy to support students' distance education. To this end, focus group interviews were conducted with five elementary school teachers in charge of upper grades, the results were analysed, and strategies to improve teacher digital literacy were derived. Specifically, three main areas of teacher digital literacy were identified for improvement. The first was providing training to use digital devices and online platforms, develop online content, and strengthen copyright understanding. The second was providing professional development programs to train digital teaching methods or pedagogies by level and by subject characteristics. The third was activating online and offline platforms for information sharing among teachers and establish a digital teaching support system. This study will be of value to teachers and school administrations in preparing for distance education in the era of digital transformation because it presents measures to foster teachers' digital literacy required by future society.

This study explores elementary teacher and administrator perspectives related to mathematics specialty teachers in elementary schools, in a jurisdiction, where such roles were known by researchers to not be used. Mathematics specialty teachers are those teachers that have specialized training in both mathematics content and pedagogy. Online surveys were administered and completed by teachers and administrators in one school district in Ontario, Canada. The surveys included open- and closed-ended questions. The results of both the teacher and the administrator survey show that most participants were in favor of a mathematics teacher specialization model in elementary schools. Our findings contribute to the ongoing debate on the need for mathematics specialist teachers. While our findings are small and preliminary in nature, they represent a great interest amongst teachers and administrators on this school board in implementing such a model. These findings will have implications for policymakers both in the province of Ontario, but also in other regions looking to understand international models of mathematics education.

The purpose of the study is to investigate school counselors' support of youth experiencing homelessness going to college. Using survey methods, school counselors reported their knowledge, perceived competence, advocacy, and actions related to supporting students experiencing homelessness in their college preparation. The results suggested that training and the number of students experiencing homelessness on counselors' caseloads were significantly related to their knowledge and competence. Knowledge, competence, and advocacy all impacted the number of interventions utilized by participants. The implications of these results for school counselors and counselor educators are discussed.

This study focused on the perception of the students on entrepreneurship education. Entrepreneurship education is considered an effective tool for influencing students' learning orientation and expression. This study examined the effects of entrepreneurship education and learning on the entrepreneurial implementation intentions of students at the Universities. This study employed an explanatory method. For the study, 600 questionnaires were collected from north Indian university students. Multiple regression was used for the analysis of the study. The results showed that teaching methods significantly impact entrepreneurship stimulate students' interest and enhance students' knowledge innovation for business start-ups. The findings of the analysis also revealed that practical activities are mainly based on vocational skill activities, the teaching methods should contain extensive attention to critical thinking and idea generation activities as graded mechanisms of the degree program. It was also recommended that engagement of students with entrepreneurial development initiatives provided by institutions should involve students across all degree levels. Therefore, to increase the prospect of assignation in entrepreneurial activities after graduation students should generate viable business ideas, identify market gaps, engage in business startups, and practical business plans, and engage in invention and innovations. [Note: The page range (143-156) shown on the PDF is incorrect. The correct page range is 143-155.]

This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI-VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacherabout HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.

Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage of solving mathematical problems.

This study investigated the contributions of flipped and blended teaching to EFL learners' pragmatic awareness. The participants were 90 Iranian intermediate female EFL learners in six intact classes divided into three 30-member groups each comprising two classes (i.e., two experimental and one control group). A Preliminary English Test (PET) was administered to assure language proficiency homogeneity. Next, the three groups received a discourse completion test (DCT) before instruction in flipped and blended modes for the experimental groups and conventional instruction for the control group. After treatment, the posttest of DCT was administered. Moreover, 20 students took part in semi-structured interviews. The results of One-way ANOVA revealed that flipped and blended instruction significantly improved participants' pragmatic awareness. The analysis of interview responses indicated that both groups held positive attitudes towards using flipped and blended instruction. EFL teachers may decide to implement flipped and blended instruction to enhance EFL learners' pragmatic awareness.

The coronavirus disease 2019 (COVID-19) pandemic has underscored the importance of mRNA vaccines. The mechanism for how such vaccines work is related to the core biology topic of the central dogma, which students often misunderstand despite its importance. Therefore, we wanted to know whether students can apply their biology knowledge of central dogma to the real-world issue of how mRNA COVID vaccines work. Accordingly, we asked college biology students of different expertise levels how the COVID vaccine worked. Later, we cued them by telling them the vaccine contains mRNA and asked them what the mRNA does. We used thematic analysis to find common ideas in their responses. In the uncued condition, fewer than half of the students used central dogma-related ideas to explain what was in the vaccine or how the vaccine worked. Inaccurate ideas were present among all groups of biology students, particularly entering biology majors and non-biology majors, including the idea that the COVID vaccines contain a weakened, dead, or variant form of the COVID virus. After students were cued, many more students in all expertise groups expressed central dogma-related themes, showing that students could apply the knowledge of central dogma if prompted. Advanced biology majors were much more likely to state that the vaccines code for a viral protein, indicating their advanced application of central dogma concepts. These results highlight inaccurate ideas common among students and show changes in the ability to apply knowledge with student expertise level, which could inform future interventions to support student learning about vaccines and central dogma.

Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

This study aims to examine the self- confidence and self-efficacy levels of soccer referees. It was conducted with relational using survey model quantitative research method. The sample of the study consisted of 100 people working as football referees in Nicosia, Famagusta, Kyrenia, Güzelyurt and Iskele districts in TRNC. As data collection tools, a form containing personal information of the participants, the Self-Confidence Scale developed by Akin (2007) and the Referee Self-Efficacy Scale developed by Myers, Feltz, Gullien, and Dithurbide (2012) and the Turkish validity oath reliability study conducted by Karaçam and Pulur (2017) were used. According to the data obtained, it is seen that soccer referees generally have a high level of self-confidence and self-efficacy. Of particular, it is noteworthy that the average values of general self-confidence and general self-efficacy are quite high. However, there are lower means values in some areas in the subscales, indicating that there is potential for improvement in certain areas. Moreover, a positive oath significant relationship was found between self-efficacy levels of soccer referees oath internal self-confidence. Similar to a positive oath significant relationship was found between external self-confidence and self-efficacy levels (Sertel, Gökbörü & Yinal, 2023). Similar results were obtained by examining self-efficacy in general, and positive oath significant relationships were found between physical self-efficacy, game knowledge, decision making, pressure oath communication and self-efficacy. However, the relationship between external self-confidence and self-efficacy was not statistically significant the effect of general self-confidence on self-efficacy levels are statistically uncertain As a result, it is seen that external self-confidence does not have a significant role in explaining self-efficacy levels, but the The effect of general self-confidence is uncertain. Others variables may need to be taken into consideration to further explain this model.

The objective of this study is to determine the ways in-service teachers in Turkiye make use of open educational resources and their opinions on using them. For this purpose, the explanatory sequential design has been employed. 588 teachers have participated in the quantitative part of the study; and ten have participated in the qualitative part on a voluntary basis. Data collection instruments have been (a) a personal information form developed by the researchers comprised of 16 questions and (b) a semi-structured interview form with 3 questions. The personal information form has been administered online to participants via social media. Whereas the interviews have been conducted using Zoom teleconferencing software. According to the findings, more than half of the teachers are knowledgeable on the matter of open educational resources and information resources consist of social media. It has been determined that female teachers make greater use of open educational resources than males. It has been established that the most significant affordance of open educational resources is the way it saves time and space for teachers, whereas lack of time and knowledge are the primary obstacles against using open educational resources. Additionally, the opinions of teachers show a demand from their employing organizations towards activities for raising awareness towards the matter of open educational resources and it has been shown that they wish to be encouraged on this matter. It has also been expressed that they expect quantitative and qualitative improvement of the resources provided by the Ministry of National Education, as well as support and cooperation on the use of open educational resources.

Despite growing interest in evaluating the social and emotional learning of students and the development of standardized assessment tools for this purpose, there remains a dearth of validated instruments for evaluating teachers' social and emotional skills. We set out to address this knowledge gap by investigating the psychometric characteristics of the Social-Emotional Competence Teacher Rating Scale (SECTRS) questionnaire, an instrument originally developed and validated in North America. Participants were 572 teachers from Italy (n=324), Latvia (n=139), and Portugal (n=109) ranging from 40 to 59 years of age. We performed confirmatory factor analysis procedures to validate a four-factor model measuring Teacher-student relationships, Emotion regulation, Social awareness, and Interpersonal relationships. The data supported this factorial structure, with a total of 14 items included in the final model. The outcomes of a multi-group comparison indicated that the model exhibited partial invariance, up to and including metric invariance, across the three cultural settings. We discuss these findings in relation to selecting appropriate instruments for assessing the social and emotional skills of teachers in different cultural contexts.

The purpose of this research was to identify the need for gender equality education. For this purpose, the views of mathematics, science, and information technology teachers on the current situation of gender equality in schools were determined. In addition, the awareness of sixth, seventh and eighth grade middle school students on gender equality was examined. This study was a descriptive research conducted in a qualitative context. In data collection, an interview form on teachers' views and a written view form on students' awareness about gender equality were used. Research data were collected in the spring semester of the 2017-2018 academic year. As a result of the research, it is thought that an interdisciplinary gender equality education will be beneficial to improve students' awareness.

During the COVID-19 pandemic, students faced increased risk of contracting the virus due to the relaxation of health protocols by the Philippine government and the authorization of face-to-face instruction in schools by the Department of Education. There is little data on basic education school students' awareness of COVID-19 in the Philippines, particularly in Cebu City. A cross-sectional descriptive-correlational research design was utilized to determine junior and senior high school students' knowledge, attitudes, and practices regarding COVID-19. In this study, a survey questionnaire was used to compare and attempt to identify relationships between the demographic profile of students and their KAPs regarding COVID-19. This study also investigated the relationships between students' KAPs. JHS and SHS students exhibited outstanding KAPs for COVID-19. Students' demographic characteristics, including grade level and family income, were significantly associated with their KAPs toward the disease. However, their gender was not significantly associated with their KAPs. There was a significant relationship between students' COVID-19 KAPs. It is imperative that the DepEd develop strategies and programs to combat the situation due to pandemic and prepare for similar situations in future. With the aid of curriculum designers, science educators must adapt the science education curriculum to address current and future health concerns.

Alternative conceptions become obstacles in physics. However, it is difficult to find instruments that can identify students' alternative conceptions, especially in gases kinetic theory (DIGaKiT). The purpose of this research was to development of diagnostic instrument of DIGaKiT in identifying students' alternative conceptions by Rasch analysis model. The research method used the defining, designing, developing, and disseminating (4D). The samples are 31 students (12 male students and 19 female students, their ages were typically 16 years old) at one of the senior high schools at Belitung. Rasch analysis was used to identify the validity, reliability, and distribution of students' alternative conceptions. The result is that the level of validity and reliability of the instrument is in a good category. Meanwhile, alternative conceptions of the kinetic theory of gases can be identified in all questions, and the questions with the highest alternative conceptions are questions with code Q11 (77%) and the lowest are questions with codes Q1, Q5, and Q6 (4%). Therefore, teachers must design learning processes that can reduce students' alternative conceptions of the kinetic theory of gases material.

The teaching of English First Additional Language (EFAL) in South Africa is gradually changing from the traditional style because of the devastating effects of the COVID-19 pandemic. Efforts are being made to stimulate learners' interest in learning which include using information communication technology (ICT) in the form of e-learning to enhance understanding. The outbreak of the coronavirus disease (COVID-19) was a major challenge as it compelled teachers to engage in online teaching -- even those who were never trained in the use of technology. A qualitative research method in the form of semi-structured interviews was used to collect data from 15 EFAL teachers who were purposefully selected on the basis that they used e-learning to supplement their face-to-face teaching. I found that the integration of e-learning to the traditional physical contact style was essential in improving the teaching of EFAL. The majority of participants, however, highlighted that they still encountered challenges related to heavy workload and efforts to complete items listed in the work programme. Inadequate training of teachers on e-learning, a lack of resources and poor connectivity also acted as barriers to the full implementation of blended learning, which considerably improves learners' performance.

This study aims to develop a knowledge test to assess secondary school students' awareness of scientists. After determining the topics that the questions in the test would measure, 50 multiple-choice questions were prepared and presented to six experts in the field. Following the experts' feedback, the number of questions in the test was reduced to 44 due to issues related to question clarity, alignment with the curriculum, and cognitive appropriateness. The 44-question test underwent item analysis. The prepared test was subjected to a preliminary pilot application with 222 secondary school students. As a result of the preliminary pilot application, two questions with discrimination indices of 0.19 or lower were removed, and the final version of the test was arranged to consist of 42 questions for the pilot application. The pilot application was conducted with 211 secondary school students. In this application, secondary school students were administered the Knowledge Test of Scientists consisting of 42 questions, and item analysis was performed again. Two questions with discrimination indices of 0.19 or lower were removed from the pilot application. As a result of the pilot application, the Knowledge Test of Scientists had a KR-20 reliability coefficient of 0.94, and the Spearman Brown two-half test correlation coefficient was calculated as 0.92. The final version of the scale was arranged to consist of 40 items. These results demonstrate that the test is highly reliable, meaning that the test results accurately reflect the measured attribute and are replicable.

The purpose of this study was to examine the level of knowledge and skills related to food decoration, and to identify consistent study activities for each academic year in the food service industry's student program through correspondence analysis. The population was 304 people. The results demonstrated a high level of knowledge and behavioral learning in the area of artistic skills. An analysis of the correlation between the academic year and activities aimed at enhancing knowledge, skills, and creativity in the art of food decoration revealed that the 1styear students engaged in activities related to analyzing food decoration design, the 2nd year students focused on the fundamentals of food decoration, the 3rd year students explored visual elements and art principles in food design and decoration, and the 4th year students assessed their ability to design food decorations before class. Activities to enhance art skills involved 1st year students participating in exhibitions, 2nd year students participating in artificial decoration activities, and 3rd and 4th year students participating in culinary workshops and learning about food decoration techniques. Activities to enhance creativity involved the 1st and 2nd students creating images from points, the 3rd students participating in art camp activities, and the 4th students learning how to add value to food through plating and photography

Preparing pre-service teachers is a crucial element to consider when looking to improve student success. Many teachers are not given sufficient resources and feel unprepared when entering the profession particularly around the topic of reading instruction. This study examined the effectiveness of an undergraduate course, with an embedded community partnership, designed to train pre-service teachers in the areas of literacy assessment and intervention. In addition to this, upon completion of the course, pre-service teachers are required to take a state proctored exam, measuring the knowledge and ability to apply content that is taught throughout the course. Pre-service teachers must pass the exam in order to go on to the next phase of the education program. We measured the efficacy of the course by administering (a) a teacher knowledge survey focusing on knowledge and practice growth, and (b) the state-based literacy exam pre-service teachers are required to pass as part of their teacher training program. We found that the course, paired with the community-based individualized tutoring program, provided pre-service teachers the opportunity to gain significant knowledge about teaching literacy. They were able to immediately embed evidence-based instruction into their tutoring sessions, and they felt confident about their ability to do this.

Preservice teachers engage in clinical experiences with in-service teacher mentors to observe and apply theories being learned in coursework in classroom settings. Among the obstacles with clinical experiences is that mentor teachers may lack knowledge of theories being practiced by preservice teachers and may struggle to provide mentorship supports. This convergent mixed-method study engaged four undergraduate student researchers in exploring how a clinical-based course supports the development of the preservice teacher and how professional learning and mentoring experience support the development of the in-service mentor teacher. Findings indicate increases in knowledge and applications of PBI for preservice teachers and mentor teachers and increases in confidence from the in-service teachers to serve as mentors.

American Occupational Therapy Association fellowship programs are an emerging post-professional educational opportunity aimed at developing practitioners in specialized areas of occupational therapy practice. Mentored practice is a critical and substantial component of fellowship programs; however, the experiences of mentors and fellows have not been well described in the literature. The purpose of this study was to describe the mentored practice experience from the perspectives of the fellow and mentor. This study sought to understand the perceived influence mentored practice may have on the advancement of skills and knowledge in specialty practice areas of occupational therapy. A qualitative exploratory phenomenological design was used to understand the fellowship experience. Four fellows and eight mentors from three American Occupational Therapy Association-accredited fellowship programs at a single institution participated in semi-structured interviews and provided an in-depth understanding of the mentored practice experience. Interview data was coded and analyzed for themes. Key themes emerged related to the mentoring experience, mentoring relationship, and the perceived influence of mentoring on skill and knowledge development. The mentoring experience in fellowship programs was consistently reported as beneficial by both mentors and fellows, particularly in conjunction with fellowship program learning activities. Findings suggested fellows perceive mentoring as having a positive influence on the development of skills and knowledge. Results suggested a need for improved mentor training and support as well as continued exploration of best practices for supporting the unique needs of the post-professional learner, specifically in assessment methods and feedback delivery.

Extant literature about the history and impact of federal financial aid is robust, however, financial aid eligibility and its connection to persistence for continuing students is an area less understood. As a result, this study describes how at-promise students articulate their knowledge of federal financial aid policy during COVID-19. We interviewed 14 students who were on financial aid warning, a status defined by federal financial aid policy regulations, to examine what students understand about their financial aid standing and the criteria to keep their funding. Findings suggest students were often confused about financial aid eligibility criteria, even though they confidently expressed incorrect information about financial aid policies. Moreover, students were uncertain about how to connect with institutional financial aid resources and did not understand that financial aid advising extended beyond their first semester. This study fills multiple gaps in the literature and articulates how institutions can improve students' understanding of financial aid policy through multiple modes of communication, intentional interventions, and clearer policies. Implications such as the inclusion of Financial Aid counselors and departments in retention support are discussed. [The pagination cited on the .pdf (p1-24) is incorrect. The correct pagination is p2-24.]

The purpose of this study was to test STEM career interventions through a theoretically integrated STEM Career Education (SCE) Module. The effectiveness of SC education was tested on STEM Career (SC) interests, self-efficacy, and knowledge of students from two middle schools. The sample included middle school students from two private schools (N=33) in Islamabad, Pakistan. By using a mixed-method sequential explanatory research design, quantitative data were obtained before and after the intervention while qualitative focus group discussions were conducted post-intervention. A significant increase in SC interest, self-efficacy, and knowledge after participating in the SCs Program is reported, even after statistically controlling key variables. The training seems to be more effective for those with low SC knowledge. Findings indicate a need for robust interventions to target math self-efficacy. Results provide further directions for effective STEM interventions. By pinpointing limitations and future directions, this pilot study contributes to STEM education in Pakistan and provides a model of CE for other countries.

The study assessed, designed, developed, validated, implemented, and evaluated the effects of the e-training package on TPACK. The study was conducted at Bukidnon State University from 2021-2022. Using Research and Development, an e-training package on TPACK involved Content Knowledge, Technological Knowledge, and Pedagogical Content Knowledge was developed. The level of TPACK knowledge of secondary pre-service teachers was measured using weighted mean and sd. Findings revealed that pre-service teachers' TPACK level of knowledge shows advancement across all levels of knowledge except for pedagogical knowledge, which is expert. From the needs analysis result, an e-training package on content knowledge, technological knowledge, and pedagogical knowledge was designed. With the development of e-training package, Integrating Resources in Science, feedback from the panel of experts was used as the basis for the revision of the lessons with the guidance of a systematic set of criteria. The e-training was implemented through an online platform for both 3rd year and 4th-year science pre-service teachers. From the evaluation result, preservice teachers have a thorough initial comprehension and fundamental knowledge of TPACK.

Argumentation-based classroom interventions are a growing alternative for stimulating conceptual learning, thinking, and communicative skills. However, not all classroom argumentation is desired, nor does every argumentation design lead students to develop their abilities and understanding. In the educational literature, productive argumentation has been associated particularly with deliberation due to the design properties that deliberative practices demand from students, such as collaborating towards a goal, revising one's own opinion, listening to others, and changing their minds when it is necessary to arrive at a collective decision or problem resolution. We contend that what makes deliberation productive is not argumentation in itself, but how a certain type of design scaffolds students into virtuous-like behavior, which can be the enabling condition for productive argumentation in classroom activities. Through the exploration of three cases of classroom argumentation and discussion experiences, we hypothesize that virtuous-like behavior may serve as an enabling condition for each intervention. In particular, intellectually humble behaviors could be scaffolded within these interventions because all three create the proper environment for students to revise their own positions, listen carefully to others, and change their minds in light of appropriate reasoning or new evidence. Employing an intellectual virtues framework, advances our understanding of how to design classroom environments for productive argumentation. This paper thus presents a novel and pioneering approach to understanding argumentation in the classroom by incorporating the concept of intellectual virtues, bridging the gap between virtues and traditional research, and offering fresh perspectives on the field.

Disability and chronic disease can have a profound effect on individuals' sexuality and sexual health, resulting in decreased quality of life for many. While sexuality and sexual health are identified within the domain of occupational therapy (OT), this topic is not routinely addressed in clinical practice. This qualitative phenomenological study explored the perceived needs, facilitators, and barriers to addressing sexuality in clinical practice by 10 graduate OT students recruited from one Western New York (WNY) university. Semi-structured virtual interviews were conducted utilizing a researcher developed interview guide. The Theoretical Domains Framework (TDF) was used as the conceptual framework for the study. Data were analyzed inductively using thematic analysis, followed by mapping the identified themes deductively to the established domains of the TDF. Ten domains were identified as likely to influence whether or not sexuality is addressed in clinical practice, including knowledge, skills, social/professional role and identity, beliefs about capabilities and consequences, intentions, environmental context and resources, social influences, emotions, and behavior regulation. The results highlight the barriers, facilitators, and action steps, as perceived by OT students, that are needed in order to effectively address sexuality in clinical practice, including increasing sexual health curriculum within OT education, providing opportunities for practice and experience, and integrating sexual content into routine practice.

Occupational therapists play a vital role in the care of individuals with feeding, eating, and swallowing (FES) disorders across the lifespan. Although there are certain standards created by the Accreditation Council of Occupational Therapy (ACOTE) for understanding of assessment and management practices specific to FES, there are inconsistencies in how occupational therapy programs in the United States address FES disorders within their curriculum. This cross-sectional exploratory survey study received responses from 54 Master of Occupational Therapy (MSOT) programs and 63 entry-level Occupational Therapy Doctoral (OTD) programs. Survey questions included quantitative and qualitative information on general information regarding FES content taught within the program. Survey results indicated only 4.8% of programs had a course dedicated to FES disorders and an average of 6.37 hours were dedicated to FES across the lifespan. Chi-squared tests for independence demonstrated a significant difference between pediatric educational hours over adult occupational therapy educational hours in FES (p<0.001). There was no significant difference however between the number of hours dedicated to FES between MSOT and OTD programs (p=0.146). The results question the adequacy of educational hours dedicated to FES management across the lifespan. In order for occupational therapy practitioners to bring their inherent value in contributing holistically to assessment and management of FES disorders, therapists must have knowledge and confidence in their skills. Ensuring that entry-level occupational therapists are adequately prepared to evaluate and treat individuals with FES disorders is imperative for the profession to remain liable and competent in the field of FES. While occupational therapy education programs are meeting the ACOTE dysphagia standard, the question remains if the number of hours programs are dedicating is enough to ensure entry level competency, as well as enough to compete with speech and language pathologists.

This study aimed to explore the familiarity with and opinions toward Education for Sustainable Development (ESD) among Montenegrin students at the end of their basic school years and upon entering upper-secondary school. The participants of the study were gathered in 2022, and the data were recorded via an online survey platform. The results were obtained from 705 students in the first grade of upper-secondary school. The results indicate a notable lack of student familiarity with the content of the ESD curriculum, despite it being a compulsory part of the basic school since 2014. The content listed in the curriculum of ESD for basic school is only sporadically or rarely integrated into teaching practice. Respondents mostly showed a neutral opinion toward the ESD content and its implementation practices. They did not demonstrate a clear majority opinion toward embracing sustainable thinking and behavior. Based on the study findings, there is an urgent need for comprehensive teacher training in all subjects for basic school teachers. The study recommends developing effective assessment tools for ESD concepts, providing teaching materials, and appropriate literature to integrate ESD content into each subject, ensuring the competent achievement of ESD goals.

Trauma is pervasive worldwide and is associated with poor health outcomes if left unaddressed, however, a gap in practice continues to exist in the implementation of trauma-informed care (TIC). Occupational therapy practitioners will encounter individuals, communities, and populations influenced by trauma, which warrants the need for TIC to improve overall service delivery across the lifespan. However, TIC is currently not systematically integrated into any Accreditation Council for Occupational Therapy Education (ACOTE) occupational therapy educational standards. The purpose of this study was to design, implement, and evaluate a TIC application-based workshop for a sample of entry-level occupational therapy doctorate (OTD) students. The program evaluation component utilized pre-and post- survey design with Likert, forced choice, short-answer, and open-ended questions related to the delivery of content from the trauma-informed care workshop. Outcomes were evaluated through descriptive statistics and content analysis examining participants' perception of change in TIC knowledge, confidence, and competence in application to occupational therapy practice. Overall, participants' perception of TIC application knowledge, confidence, and competence improved following the workshop. The workshop and its associated program evaluation built on prior work across healthcare disciplines establishing the need for proactive TIC education. The current study supports the need for TIC to be intentionally situated within occupational therapy academia to prepare occupational therapy practitioners to understand and apply TIC across the lifespan and practice settings to improve patient outcomes and experiences.

A central objective of science education is to foster a profound comprehension of fundamental scientific principles among students. Research has shown that a highly integrated knowledge structure is a key factor in achieving a deep understanding. This research has developed a friction force conceptual framework to model students' different understandings of friction force from a knowledge integration perspective. Utilizing the established conceptual framework, this study devised and implemented an evaluation of friction force among a cohort of 598 grade-10 students in China. The assessment outcomes were then analyzed quantitatively and qualitatively. The results show that the conceptual framework model effectively represents the knowledge structures of students at different levels of knowledge integration, and the students' understanding of friction force can be divided into three levels: novice, intermediate, and expert. Furthermore, emphasizing the passivity of friction force can help students gain a deeper understanding of the concept of friction force, thereby forming a more comprehensive knowledge structure. This study provides an effective strategy for students to progress from novices to experts.