Search

Pretendemos contribuir al conocimiento de las dinámicas colaborativas promovidas en un estudio de clase realizado en la formación inicial del profesorado. Analizamos un estudio de clase realizado con futuros profesores de matemáticas y los profesores supervisores y cooperantes. La investigación es cualitativa y los datos se recogieron mediante la observación y entrevistas individuales. Los resultados muestran que el estudio de clase en la formación inicial promueve dinámicas de colaboración a través de la discusión y el intercambio de ideas para alcanzar objetivos comunes. En el desarrollo de esta dinámica, se produjeron situaciones críticas que influyeron en la dinámica del grupo, que resultó positiva.

Esta investigación se centró en la gestión de aula que una maestra realiza durante una tarea de formulación de problemas con alumnado de Educación Infantil (4-5 años). Mediante un estudio de caso único, nos enfocamos en identificar las demandas matemáticas que la maestra establece para favorecer el avance en la formulación de un problema, la actividad del alumnado que las detona y las relaciones entre ambas. Los resultados indican que la mayoría de las demandas matemáticas están orientadas a favorecer el desarrollo del contexto del problema y, revelan que las dificultades que las detonan están ligadas al significado no matemático de problema que prevalece en el alumnado.

Este trabajo registra rasgos diferenciadores de talento matemático en estudiantes de primero y segundo de ESO que resuelven una prueba de acceso a un programa de estímulo del talento matemático. Se comparan los estudiantes admitidos en el programa y los no admitidos, centrando el análisis en la resolución de un problema de generalización que involucra una relación funcional. Los resultados revelan la aplicación de estrategias eficientes y la consistencia entre sus respuestas. Los estudiantes admitidos destacaron por realizar regularidades completas y representar simbólicamente sus generalizaciones evidenciando estructuras más variadas, coherentes y complejas que otros estudiantes.

Este estudio tiene como objetivo examinar las interrelaciones entre la competencia docente percibida por el profesorado de matemáticas de Educación Secundaria Obligatoria, la motivación matemática del alumnado y su rendimiento en esta materia, teniéndose en cuenta las diferencias preexistentes en la inteligencia y rendimiento académico anterior de los y las estudiantes. Se analizaron los datos de 84 docentes y sus 1945 estudiantes. Los análisis de trayectoria multinivel revelaron asociaciones significativas dentro y entre aulas de la competencia docente percibida con la motivación hacia las matemáticas del alumnado y su rendimiento académico.

Abstract Existing research on inclusive STEM-focused high schools (ISHSs) has focused on the design and implementation of ISHSs at the school-level, along with the positive effects of ISHSs on STEM course taking, college majoring, and STEM career orientations. Missing from the literature are studies that foreground the perspectives and voices of students of color and their perceptions of science and scientists from asset-based, critical perspectives. Thus, the purpose of this qualitative case study is to document the perceptions of science and scientists among racially, ethnically, and linguistically minoritized ninth graders at an urban, inclusive STEM-focused high school in a mid-sized, northeastern city in the United States, along with the contexts, sources, and associated experiences informing these perceptions. Iterative cycles of inductive and deductive coding and domain analysis, informed by theoretical perspectives on ecological systems and Discourses, revealed paradoxical perceptions. Students viewed science as a body of knowledge, testing and experimenting, a life-enhancing discovery, building on background information, and connected with other disciplines and everywhere. Students’ perceptions of scientists were both stereotypical and expansive, including that scientists are smart and serious; use science equipment and gear in traditional lab contexts; and are creative, curious, and open-minded. While students primarily identified deceased White males as scientists, three girls of color mentioned counter-stereotypical women and people of color when they thought of science. Students noted that science field trips and after school programs, as well as science in the media and school, informed their perceptions. These findings suggest that despite reform efforts such as Science for All, very little has changed regarding conceptions of science and scientists. What is more, these findings are troubling when minoritized students at an ISHS continue to replicate status quo perceptions of science and scientists. This study has implications for practice, research, and policy related to building on and extending these views in more critically conscious and equity-oriented ways.

Abstract Scientific integrity stands as a fundamental principle and benchmark for the conduct of research and the dissemination of scholarly content. The objective of this research aims to explore the impact of research, new and emerging areas of research, and to identify potential research collaborators and journals of scientific integrity for scholarly publishing over the last 20 years. Utilizing data sourced from the Scopus database, this research gathers publications linked to scientific integrity in scholarly publishing spanning from 2004 to 2023. These records were subjected to bibliometric analysis through Bibliometrix and VOSviewer. The findings indicate that research articles are the predominant mode of publication, constituting a substantial 67.27% of the total. Moreover, this content has been contributed by a diverse group of 2,596 authors. The Journal of Science and Engineering Ethics distinguishes itself with an outstanding record of publishing 62 articles and an impressive H-index of 19. The USA possesses the most extensive collaborative network, followed by Australia and the United Kingdom. Another significant discovery from this research underscores that over 20 years, dominant research trends have revolved around topics concerning scientific integrity, such as academic integrity, research integrity, and research misconduct.

Abstract Background We tested the broad generality of a model for predicting 9th–10th grade students’ STEM career expectations by age 30, focusing on hard science, mathematics and engineering professions only, known for driving innovation, research and development. The model’s predictors included motivation to learn mathematics, gender, and math classroom environments (disciplinary climate, teacher support and instructional strategies fostering conceptual understanding). Methods We used data from the Programme for International Student Assessment (PISA) 2022. Four countries were selected based on the percentage of students expecting STEM careers, representing high vs. low groups (Qatar and Morocco vs. Czech Republic and Lithuania, respectively). Analysis began with computing correlations between the variables, followed by path analyses for each country to determine both direct and indirect effects of the predictors on students’ STEM career expectations. Results We found that motivation to learn mathematics not only directly predicted STEM career expectations but also mediated the influence of the remaining variables: gender (boys show higher motivation to learn math), and math classroom environments (students in well-disciplined math classes with supportive teachers who employ instructional strategies fostering math reasoning also demonstrate higher motivation to learn math). Remarkably, our model consistently demonstrated robustness across all four countries, despite their significant economic, ethnic, and religious diversity. Conclusions Theoretically, the model reveals that 9th–10th grade students’ transitory long-term STEM career expectations are shaped by their interest in mathematics, their perceived importance of the subject, confidence in their self-efficacy to succeed in math tasks, perceptions of classroom disciplinary climate, teacher support, and their exposure to instructional strategies aimed at enhancing math reasoning. Practically, it suggests widespread potential for informing interventions aimed at increasing student motivation to pursue STEM careers through improved mathematics education practices.

Abstract Although computational thinking (CT) is becoming increasingly prevalent in K-12 education, many teachers find it challenging to integrate it with their classroom learning. In this systematic review, we have reviewed empirical evidence on teachers’ computational-thinking-focused professional development (PD). The findings depict the landscape of what has been done in terms of how PDs have been designed, how CT has been conceptualized, how learning outcomes have been assessed, and how teachers have been supported in integrating CT into their teaching practices. We have further summarized the lessons learned from the PDs and discussed the gaps as the field moves forward. These findings shed light on supporting teachers as the first step to creating an effective model for CT learning and development in K-12 education.

El artículo que se presenta considera las insuficiencias teórico-metodológicas en la formación de sentidos históricos que limitan el modo de actuación del profesor de historia en el cumplimiento de las funciones docente-metodológica, educativa y de investigación-superación. Revela las relaciones esenciales entre la formación de vivencias históricas y del pensamiento histórico inherente a los sentidos históricos. La metodología utilizada es cuali-cuantitativa, se emplearon métodos teóricos, empíricos y matemáticos que permitieron constatar la factibilidad y pertinencia de la propuesta.

El artículo aborda una problemática relacionada con la formación del Técnico Medio en los Institutos Politécnicos Agropecuarios en la especialidad Agronomía de Montaña, las actividades manuales agropecuarias. Su objetivo, ofrecer algunas consideraciones sobre la realización de estas actividades en este contexto, ello contribuirá a elevar la calidad del proceso de enseñanza aprendizaje, a tenor con el Tercer Perfeccionamiento Educacional. De ahí la necesidad de su integración con las asignaturas de formación profesional básica específica. Entre los métodos aplicados: análisis-síntesis, inducción-deducción, observación, análisis del producto de la actividad y entrevista. La propuesta mejora la labor de orientación a los profesores.

El objetivo del trabajo es dar a conocer una aplicación móvil para el sistema operativo androide, con la oferta académica de las carreras pedagógicas del curso escolar 2024 que se estudian en la Universidad de Matanzas, que le sirve a los estudiantes de enseñanza media como orientación vocacional. Nos apoyamos en investigaciones realizadas por otros autores que sirvieron para fundamentar los aspectos tratados. Como métodos empíricos se emplearon las entrevistas, observaciones, encuestas y análisis documental. Como teóricos, el histórico y lógico, análisis y síntesis y enfoque de sistemas. Para constatar los resultados se seleccionó el método matemático: análisis porcentual.

Se fundamenta la importancia que tiene el desarrollo de un pensamiento científico en la evolución de los métodos de investigación histórica con los métodos didácticos en el proceso de enseñanza aprendizaje de la Historia de Cuba. Utilizando los métodos de investigación científica histórico lógico, análisis-síntesis y el inductivo deductivo. El trabajo tiene como objetivo elaborar de una concepción didáctica para el desarrollo del pensamiento científico sustentada en la relación dialéctica entre los métodos de la investigación científica y los métodos de enseñanza aprendizaje de la Historia de Cuba.

Uno de los problemas que limitan una formación más integral de los futuros docentes de la facultad de Pedagogía son las insuficiencias en la gestión curricular de dicho proceso formativo. Para ello, este artículo tiene como objetivo identificar algunos retos que deben enfrentar docentes y directivos para coadyuvar a dicha integralidad. Se utilizaron métodos como el análisis-síntesis, el análisis de contenido y la revisión de documentos. Los resultados apuntan a un consenso en un conjunto de desafíos para el proceso de gestión curricular que, atendidos oportunamente, pueden hacer más pertinente el cumplimiento de la misión de la Universidad con su sociedad.

Una de las dificultades que afecta la salud ocupacional de los docentes universitarios en Ecuador son los riesgos laborales. El objetivo es analizar los riesgos laborales con la finalidad de fortelecer el bienestar ocupacional desde una mirada integral. Tipificamos los riesgos laborales en ergonómicos, psicosociales, y organizacionales para la toma de decisiones. Se sugieren políticas para la prevención de riesgos, creando un ambiente laboral adecuado, que den cuenta de una labor formativa de calidad. Se utilizaron métodos teóricos y empíricos del enfoque mixto de investigación, con una aproximación fáctica realizada por docentes de la Universidad Técnica Estatal de Quevedo, Ecuador.

Uno de los problemas que se identifica en función de la integralidad en la formación pedagógica de los futuros docentes de Física y Matemática es el insuficiente aprovechamiento de las potencialidades de las estrategias curriculares. Para ello, este artículo tiene como objetivo definir este concepto y ofrecer pautas para la implementación de dichas estrategias. Se utilizaron métodos como el análisis-síntesis, el análisis de contenido y la revisión de documentos. Los resultados evidencian consenso en el uso de dichas estrategias, para lo cual, el trabajo curricular, la preparación de los docentes y el protagonismo de los estudiantes es condición indispensable.

El desempeño profesional de los profesores universitarios de las carreras pedagógicas tiene limitaciones por el pobre uso de metodologías activas para lograr mejores resultados en la formación inicial de los futuros docentes. Para ello, este artículo tiene como objetivo definir este concepto e identificar y caracterizar algunas de esas nuevas metodologías, como premisa para contribuir a la formación permanente de estos profesionales. Se utilizaron métodos como el análisis-síntesis, el análisis de contenido y la revisión de documentos. Los resultados de la sistematización permitieron la identificación de metodologías activas que se consideran provechosas para la preparación de los docentes.

El estudio se enfoca en evaluar el estado actual de la preparación técnica del tiro en suspensión en jugadores de baloncesto de la categoría pioneril de 11-12 años. Se busca abordar las deficiencias identificadas en esta técnica mediante la presentación de una metodología para su desarrollo. Para lograr este objetivo, se emplearon diversos métodos y técnicas de investigación, incluyendo el análisis teórico-metodológico y la observación de entrenamientos y juegos. Los resultados obtenidos revelaron deficiencias significativas en la técnica del tiro en suspensión en esta categoría de jugadores, lo que subraya la necesidad de implementar una metodología específica para su mejora.

El estudio se orienta a la búsqueda de la mejora continua en la preparación de los estudiantes de Pedagogía de los Idiomas Nacionales y Extranjeros. Su objetivo es fundamentar la modificación curricular de las asignaturas de la etapa de admisión y su integración con las de los primeros semestres de la carrera como estrategia para el fortalecimiento de la proficiencia de los estudiantes en inglés. Como resultado se favorece una transición fluida desde la etapa de nivelación hacia las materias especializadas. La integración estratégica de habilidades lingüísticas, contenidos académicos y competencias profesionales es la base de esta propuesta.

El artículo tiene por objetivo caracterizar la evolución histórica de la formación permanente de los directivos de las escuelas pedagógicas en Cuba y su gestión. Para ello se establecieron las siguientes etapas: la primera desde 1959- 1974, la segunda de 1975– 2009 y la tercera del 2010 hasta la actualidad. Además, para en análisis del mencionado proceso, se plantean indicadores homogéneos que permitieron describir su comportamiento en cada uno de las etapas establecidas.

El presente trabajo es fruto de un proyecto dirigido a la precisión de uno de los problemas profesionales de la carrera Licenciatura en Educación Primaria en la Universidad de Guantánamo relacionado con el diagnóstico del grupo, el entorno comunitario, familiar y los educandos cuyo propósito es elaborar una metodología para el desarrollo de esta habilidad en el futuro profesional del nivel educativo primario. Para ello se utilizaron varios métodos de investigación científica tales como el análisis y síntesis, inducción deducción el histórico-lógico entre otros que permitieron arribar a conclusiones acerca de la efectividad de la propuesta.

El director de la institución educativa debe tener conocimientos sólidos de todas las materias, a las que no escapa la gestión del desarrollo local. El objetivo de este artículo centra su atención en: argumentar los impactos en la preparación del director de las instituciones educativas del municipio Venezuela en la gestión del desarrollo local. Los impactos obtenidos expresaron la efectividad y pertinencia en las acciones de preparación realizada al elevar de forma significativa cuantitativa y cualitativamente los conocimientos, las habilidades y las actitudes para dirigir la institución educativa en la gestión del desarrollo local desde la perspectiva educativa.

La presente investigación parte de un análisis empírico y teórico vinculando estos con los componentes de la preparación del tiro con arco, lo que permite diagnosticar el estado actual del problema y el desempeño profesional, que permitió arribar a conclusiones. La importancia radica en las potencialidades que se puede lograr en el proceso de interiorización para el desarrollo de los profesores. La estrategia está estructurada por cinco etapas: diagnóstico, planificación de las formas organizativas de superación, ejecución, evaluación y control, así como un conjunto de acciones que garantizan su operatividad en la práctica.

En el proceso formativo del estudiante de la carrera Educación Preescolar resulta insuficiente la planificación, ejecución, control y evaluación de la dimensión extensionista de manera que revele la singularidad en su integración con los objetivos formativos del modelo del profesional; por tanto se propone una estrategia educativa de dimensión extensionista que contribuya a la formación del estudiante de dicha carrera. Con la utilización de los métodos: histórico y lógico, análisis y síntesis, inducción y deducción, sistematización, entrevista y pre experimento se determina la situación del problema y la importancia de la dimensión extensionista con las especificidades de formación profesional pedagógica.

La atención a educandos con retraso del lenguaje en condiciones de inclusión educativa en el contexto regular asume un enfoque pedagógico de corte cuantitativo y cualitativo con los procedimientos que contribuyan a resolver ese problema de la comunicación. El presente trabajo es el resultado de una investigación centrada en la necesidad de proponer acciones intencionadas hacia la labor preventiva, correctiva, compensatoria con la participación del logopeda y los agentes que intervienen en un contexto educativo. En este artículo se propone una estrategia metodológica con acciones dirigidas a la preparación del maestro primario en la atención inclusiva al retraso del lenguaje.

La empleabilidad es un proceso complejo, caracterizado en los últimos años por disímiles requerimientos, por lo que representa un reto para los graduados de las universidades, debido a la exigencia de competencias profesionales y sociales que demanda el mercado. Dada la preocupación existente, para garantizar de forma eficaz el proceso de empleo de los graduados de las carreras de turismo en las Universidades de Santiago de los Caballeros, de la República Dominicana, se realizó un diagnóstico que permitió la identificación de los factores que inciden en el proceso.

Abstract Quality science education is crucial in preparing students for real-world challenges by fostering scientific literacy and critical thinking skills. Field trips and work immersion programs support this goal by providing hands-on experiences and real-world applications of scientific concepts, thereby enhancing student engagement and understanding. This autoethnographic study explores the management of school field trips and work immersion programs, emphasising their impact on student engagement and learning outcomes. Through personal experiences and reflective practices, I examine the logistical planning, risk management, and curriculum alignment necessary for successful implementation. The findings highlight how these programs enhance students’ understanding of scientific principles, foster critical thinking, and encourage STEM career interests. Key strategies include collaborative planning, flexibility, and ongoing evaluation, providing insights into optimising educational programs and bridging the gap between classroom learning and real-world application.

Abstract Background Students’ mathematics and science motivational beliefs are crucial determinants of their school academic achievement in math and science. The current study aimed to identify the group memberships of students’ motivational beliefs in math and science, which are closely related. Furthermore, this study probed the predictive effects of individual students’ experiences at school on forming group membership. We also tested the mean differences of the identified latent groups in math and science achievement. Results Using latent profile analysis modeling, we examined data from 3857 Korean eighth-grade students participating in the 2019 Trends in International Mathematics and Science Study. The theoretical rationale and supplementary statistical indices showed a five-group membership as the optimal solution. The five groups are high motivation, medium motivation, low math/high science motivation, low motivation, and very low motivation. Students’ sense of school belonging was the most crucial predictor in forming group membership, whereas perceived student bullying did not predict group membership. Finally, students in distinct motivational belief groups exhibited differences in their math and science achievements. Conclusions This study identified five subgroups of students based on their distinct motivational beliefs in math and science, and variations in their association with achievements. In terms of policy development and intervention, it is important to nurture students’ sense of school belonging. This study advances motivational theories in science, technology, engineering, and mathematics education, and provides practical suggestions for improving educational practices to enhance student math and science motivational beliefs.

Esta pesquisa teve como objeto de estudo as abordagens da diferença cultural no currículo de ciências pela pesquisa em educação em ciências, tomando como referência os conceitos de multiculturalismo, de interculturalidade e as perspectivas pós-coloniais. Buscamos artigos que contivessem esses termos no título e/ou no resumo, publicados em quatro periódicos consolidados, cobrindo todo o período de publicação, o que resultou em um total de 33 artigos. Procuramos compreender, a partir do nosso quadro teórico, como os estudos concebem ou analisam abordagens curriculares que envolvem a ciência e outras culturas em função dos objetivos, referenciais teóricos e dos autores mobilizados, destacando como é entendida a relação entre a diversidade cultural e o currículo. Nossa análise permitiu descrever quatro tipos de relação: diálogos harmônicos entre culturas, diálogos interculturais, abordagens críticas da interculturalidade e abordagens pós-estruturalistas da diferença cultural. Pelo número inexpressivo de trabalhos encontrados sobre esses temas, foi possível supor que a pesquisa em educação em ciências ainda privilegia a ciência moderna ocidental como cultura pretensamente universal. O conjunto majoritário e polissêmico de abordagens interculturais mostrou que encontros da ciência com outras culturas enfrentam desafios para o ensino de ciências que são resolvidos de diferentes formas. Quando esse encontro se dá com base em paradigmas pós-estruturalistas, a ciência é colocada em igualdade com perspectivas heterodoxas e soluções precisam ser inventadas. Este exercício pode causar estranhamento e desconforto, mas também pode nos levar a lugares nos quais as relações entre a humanidade e o mundo natural tenham mais chances.

Continuous training is a right given to the education professional who is teaching in schools aiming to ensure the quality of teaching and learning. This way, the present research aims to analyze the Thematization of Pedagogical Practice as a continuous education strategy and verify its effects on the pedagogical practice of Science teachers at a full-time school. The research is of qualitative character, it was characterized as an interventional research because the researcher was her own trainer. Data was collected through a diagnostic questionnaire together with an interview with the Natural Sciences area coordinator. Video recording and subsequent transcription of the Practice Thematization Process and the answers to the final questionnaire were part of the collected data as well. In the interface of the three stages, it was possible to verify that the Thematization of Pedagogical Practice, based on the analysis of the teacher’s practice, makes it possible to understand and improve it. In other words, to consider what happened during classes, observing the successes or mistakes to further intervene in the process to improve teaching and learning. Considering the limits of this training strategy, the result allows us to state that a longer time spent by teachers at school proposed by the Full-time Education Program is still not enough to carry out an adequate continuous training by professionals because their responsibilities are many.

A formação continuada é um direito dos profissionais da educação, inserido à cultura escolar com objetivo de assegurar a qualidade de ensino e de aprendizagem. Assim, a presente pesquisa tem como objetivo analisar a Tematização da Prática Pedagógica como estratégia de formação continuada e verificar seus efeitos na prática pedagógica dos professores de Ciências de uma escola de ensino integral. A pesquisa adotou caráter qualitativo, se caracterizou como uma pesquisa de natureza interventiva, à medida que a pesquisadora foi a própria formadora. Os dados foram coletados por meio de questionário diagnóstico e entrevista com o coordenador da área de Ciências da Natureza, filmagem e posterior transcrição do processo de Tematização da Prática e respostas ao questionário final. Na interface das três etapas foi possível constatar que a Tematização da Prática Pedagógica, a partir da reflexão sobre a própria prática, possibilita compreender e aprimorar a mesma, isto é, ponderar o que aconteceu durante as aulas, constatando acertos/erros e intervindo de forma a melhorar o ensino e a aprendizagem. Em relação aos limites dessa estratégia formativa, o resultado permite afirmar que a ampliação de tempo de permanência dos professores na escola proposto pelo Programa Ensino Integral, ainda, não é suficiente para realização e apropriação da formação continuada pelos profissionais, uma vez que as atividades da sua função são muitas.

No âmbito do Plano Nacional do Livro Didático (PNLD) de 2018, os livros concernentes à área de Ciências da Natureza eram divididos por disciplinas: Química, Física e Biologia. Após a reforma do Novo Ensino Médio (NEM), o PNLD de 2021 prevê a junção dessas disciplinas em um único livro didático. Assim, examinou-se, de modo articulado, a disposição de conceitos científicos presentes nos livros de Química do PNLD do ano 2018 (pré-reforma), em comparação com os livros de Ciências da Natureza aprovados pelo PNLD em 2021 (pós-reforma), no intuito de evidenciar as mudanças decorrentes do NEM para a área e as possíveis implicações dessas alterações no Ensino de Química, resultantes dessa nova organização curricular. Como opção metodológica, foi utilizada a abordagem qualitativa de cunho documental, perfazendo um estudo de natureza exploratória. Para isso, foram selecionadas, para análise, duas coleções de livros aprovadas pelo PNLD em 2018 e 2021. A análise de conteúdo foi utilizada como método analítico. Utilizaram-se quatro categorias como parâmetros, sendo duas a priori, abordagem conceitual simples e abordagem conceitual ampla; e duas a posteriori, abordagem parcialmente simples e abordagem parcialmente ampla. A predominância da categoria conceitual ampla no ano 2018, contrastada com a notável redução dessa categoria nos exemplares de 2021, sugere a necessidade de investigações mais aprofundadas em outras unidades temáticas e coleções de Ciências da Natureza. Tais estudos poderiam reunir evidências adicionais sobre a falta de conceitos científicos fundamentais, os quais podem ter impacto na formação cidadã dos estudantes no contexto do Novo Ensino Médio.

O Programa Ensino Integral (PEI) paulista introduziu um conjunto de reformas educacionais em escolas públicas, alterando a cultura institucional e a relação professor-aluno. Embora a literatura tenha indicado as consequências sociais da reforma, como a amplificação de desigualdades socioespaciais e a alteração das relações de trabalho docente, permanece como lacuna de investigação de qual modo o programa influenciou as práticas pedagógicas em disciplinas de ciências da natureza em escolas de periferia. O presente artigo visa compreender a relação entre os discursos e as representações dos professores de Química acerca dos alunos e das reformas introduzidas pelo PEI em escolas da periferia urbana. Este é um estudo guiado pela abordagem bourdieusiana, especialmente o conceito de poder simbólico, com o objetivo de explorar as práticas de classificação dos alunos e suas consequências para práticas pedagógicas em aulas de Química. Para a condução deste estudo, empregamos os princípios da etnografia crítica, com o uso dos métodos qualitativos, observações e entrevistas semiestruturadas. Os resultados indicam que a busca por um perfil ideal de estudantes, alinhado aos princípios do PEI, está relacionada à exclusão dos alunos e à elaboração de discursos de déficit, que associam a origem sócio-geográfica dos estudantes a obstáculos de aprendizagem nas aulas de Química. Conclui-se que os discursos dos docentes emergem por meio de processos classificatórios encapsulados por representações sobre raça, classe e espaço geográfico.

Abstract Background STEM education has experienced significant growth due to its pivotal role in innovation and economic development. While cognitive factors like prior knowledge are known predictors of STEM success, non-cognitive factors, including attitudes and demographics, also play vital roles. However, there is a notable scarcity of research focusing on the "S" in STEM—science—compared to extensive studies in fields like mathematics. This study aims to address this gap by exploring gender differences in science test performance and related attitudes, providing insights into this under-researched aspect of STEM education. Results The effective sample comprised 1839 Estonian 12th-grade students who took a computer-assisted science test. The test consisted of tasks combining chemistry, physics, biology, and geography, and a post-test survey was also administered. Across the total sample, the results showed that test performance positively correlated with test-taking duration, effort, and test importance. Test performance was negatively correlated with perceived test difficulty. Interestingly, while general science anxiety was not associated with test performance, subject-specific anxiety, especially chemistry anxiety had a negative association with test performance. While there were no gender differences in test performance, female students scored consistently higher on all science anxiety measures, compared to male students. Furthermore, female students assessed the science test to be more difficult, and they also took more time to complete the test. The correlations in gender subsamples mirrored those observed in the total sample. Conclusions The association between science test performance and test-related variables is nuanced: students might not necessarily have a “general” STEM anxiety but it may be associated with a specific subject. Moreover, the findings imply that although there are no gender differences in test performance, girls have a greater anxiety when it comes to natural sciences subjects. These findings indicate the need for investigating the origin of such anxieties, which do not seem to stem from aptitude.

本研究旨在探討永續發展學習如何能運用於大學教學，並以一個大學課程「農 耕與生命化育」系列課（簡稱「耕讀學堂」）一整年的教學實踐經驗，作為協同行動研究的探究核心。本研究以課程敘事探究為取徑，研究發現耕讀學堂以永續發展學習實踐的意義如下：一、耕讀學堂以永續發展學習實踐的認識論，是參與的認識論；二、耕讀學堂以永續發展學習建構的課程，是生機式的課程圖像；三、耕讀學堂以永續發展學習生成的學習環境，是有機體的學習環境；四、耕讀學堂以永續發展學習構築的師生關係，是協作、對話與轉化；五、耕讀學堂以永續發展學習滋養的身心靈，是「意志、情感、思考」整合的全人發展；六、耕讀學堂以永續發展學習創生的大學社會實踐，是愛自己、愛他人、愛世界的道路；七、耕讀學堂以實踐創發了「外在世界耕耘與內在世界鍛鍊」來回呼吸流動的永續發展學習圖像。 This article aims to explore how “sustainable development learning” can be applied in university pedagogy, using a university course “Farming and Life Cultivation” as the core of an action research inquiry based on a year-long teaching practice. Through a narrative inquiry approach, the study finds that the implications of practicing “sustainable development learning” in the Farming and Learning Garden are as follows: 1. The epistemology of practicing “sustainable development learning” in the Farming and Learning Garden is a participatory epistemology. 2. The curriculum constructed through “sustainable development learning” in the Farming and Learning Garden is a biodynamic curriculum. 3. The learning environment generated through “sustainable development learning” in the Farming and Learning Garden is an organic learning environment. 4. The teacher-student relationships built through “sustainable development learning” in the Farming and Learning Garden are characterized by collaboration, dialogue, and transformation. 5. The body, soul, and spirit nurtured through “sustainable development learning” in the Farming and Learning Garden contribute to holistic development integrating will, heart, and mind. 6. The university social practice created through “sustainable development learning” in the Farming and Learning Garden is a path of loving oneself, loving others, and loving the world. 7. The practice of “sustainable development learning” in the Farming and Learning Garden has inspired an image of sustainable development learning that involves the reciprocal breathing and flow between cultivating the external world and refining the internal world.

跨文化設計能力是指設計者具有文化適切性的設計能力，本研究以東部一所大 學的學生為對象，運用質性訪談輔以作品分析的方式，探究其透過參與大學社會責任計畫，以原住民族社區文化為主題的動畫影片製作過程中之跨文化設計能力學習經驗。研究發現，學生習得之跨文化設計能力包括：展現跨文化的尊重與探究態度，也能運用適切的探究、溝通及合作等設計所需技術，將習得之原住民族文化知識內容融入作品中。也因與在地社區文化的真實連結，跨文化的碰撞刺激了學生創意及思考，而創作出的作品亦可提供社區作為宣傳行銷之用。因此，未來應持續引導新手設計者思考社會責任的意義，激發學生在跨文化中找到更適切的在地知識與情感之視覺語彙，實踐文化適切性的設計理想。 Intercultural design competence refers to the ability of designers to create culturally appropriate designs. This study explored the undergraduates’ learning experience of intercultural design competence through their participation in the University Social Responsibility (USR) Program and the production of animated films focusing on the culture of indigenous community in eastern Taiwan. The findings reveal that these undergraduates demonstrated respect and an exploratory attitude towards different culture. They were able to employ suitable techniques of inquiry, communication, and collaboration, and integrated acquired indigenous cultural knowledge into their works. The genuine connection with local community stimulated their creative thinking and reflection, and these films were effective media for community promotion and marketing. Therefore, it is suggested that future efforts could focus on guiding novice designers to think critically the meaning of social responsibility and it could inspire them to use and create more culturally appropriate knowledge and visual language in intercultural contexts and actualize the ideal of culturally appropriate design.

尊重教育是近年來國際教育論述的重要理念與倡議，同時也是教育內容與課程 改革的核心要素。本文藉由國際組織中尊重教育的發展析論尊重概念的哲學內涵，試圖討論尊重教育對課程研究的可能意義。本文分為三部分，首先說明國際組織對於尊重教育的相關政策文本，其次析論尊重概念在哲學上的發展方向，最後指出尊重教育對於課程研究的啟示。 Respect education is an important concept and initiative of international education discourse in recent years, and it is also the core element of education content and curriculum reform. This paper attempts to discuss the possible significance of respect education to curriculum study by analyzing the philosophical connotation of respect concept through the development of respect education in international organizations. This paper is divided into three parts. First, it explains the relevant policy texts of international organizations on respect education. Second, it analyzes the philosophical development of the concept of respect. Finally, it points out the enlightenment of respect education for curriculum study.

臺灣的教育與課程發展至今，全球化影響顯而易見。臺灣各個面向的演變，包 括歷史、經濟、政治、文化等，皆指出臺灣與他國的關聯，以及受到他國引動之狀 態。臺灣的教育與課程如何演變至今，如何受到各種歷史因素形塑、改變或斷裂， 諸如全球化、國際趨勢、國際關係與交流等，值得探究。本文導讀國際課程史研 究專書─《課程史研究的跨國觀點》（Transnational Perspectives on Curriculum History），說明此專著探究的各種跨國面向與研究取徑，希冀能拓展臺灣教育與課 程史研究的面向與方法。 本書由任教於英國倫敦大學學院教育研究院（Institute of Education, University College London）之Brian Simon教育史講座教授G. McCulloch、英國Brighton大學教育研究中心學習理論教授I. Goodson和西班牙La Laguna大學教育史助理教授M. González-Delgado共同主編。本書為2017年英國教育研究學會（British Educational Research Association, BERA）於薩塞克斯大學（University of Sussex）舉辦年會的 研討成果，目的為彰顯跨國面向（transnational dimension）對於課程的影響。本書 集結課程史專長的國際學者之研究，呈現教育與課程史的新視角與方法。本書內容 除了三位主編的前言與結語之外，共收錄了11篇論文，以跨國觀點分析多國課程歷 史，包含英國、愛沙尼亞、美國、西班牙、日本、瑞典、中國大陸、臺灣、南非、 法國、巴西和葡萄牙等國。

Abstract Social networks play a relevant role in the construction of narratives on disability and inclusive education. This paper categorises the themes of the most viral publications on Instagram, YouTube and Twitter X, with a twofold objective: to identify the social actors associated with them and to comparatively analyse the value of thematic use for the three digital platforms. Social listening techniques developed using the Twitter X API and web scraping techniques for Instagram and YouTube are applied to store the publications with the keywords education, inclusion and/or disability in Spanish and English. The database consists of 100,091 posts captured from October 2021 to September 2022, a full year. Subsequently, the 100 most viral publications from each social network are selected and a content analysis is applied. The results show a tendency towards thematic specialisation: Instagram defines the demand for rights and disseminates empathetic attitudes; YouTube collects experiences of good practices in informal contexts with a reflective function; Twitter X disseminates reports on the barriers and prejudices experienced by people with disabilities with a critical tone. The main social actors are diverse and varied with different profiles, therapists, politicians and parents with children with disabilities, among others. The impact of the narratives to face the new educational challenges that require an understanding of the network to establish long-term strategies for building a critical digital citizenship is discussed.

Teachers' occupational health and safety (OHS) self-efficacy stands out as an important factor that can enable them to have a positive quality of work life in the work environment. The aim of this study is to systematically analyze the effect of teachers' OHS self-efficacy on the quality of work life (QWL) and to better understand this relationship. A cross-sectional study was conducted with 382 teachers in Konya province, using the Occupational Health and Safety Self-Efficacy Scale and the QWL Scale. Data were analyzed using linear regression, examining the relationship between OHS self-efficacy and QWL. Participants included 62.0% male, and 87.7% married teachers. Notably, 23.0% reported experiencing OHS issues. While no significant differences were found in work-life quality scores based on demographics, a significant decrease was observed among those facing health or safety issues. Correlation analysis revealed weak positive correlations between Occupational Health and Safety Self-Efficacy sub-factors and work-life quality. Linear regression identified Fall-Slip, General Knowledge, and Maintenance-Repair as positive predictors, and health or safety issues as a negative predictor, explaining 18.9% of work-life quality variance. This study underscores the interconnectedness of workplace safety and QWL, emphasizing the need for comprehensive OHS programs in educational institutions. Implementing these recommendations can create safer and more supportive working conditions, ultimately enhancing the QWL for teachers.

The course on Second Language Acquisition (SLA), which is a component of language teacher education programs, includes consciousness-raising and experiential activities that prepare pre-service teachers for the profession. Pre-service English teachers need to have a well-grounded understanding of how SLA relates to language teaching to comprehend how SLA theories contribute to their language teaching processes. To address this need, this study examined the effects of an SLA course on pre-service teachers’ conceptual changes and beliefs regarding language pedagogy. To identify the extent of their conceptual changes and awareness, a language-learning autobiography project was used to decode multifaceted processes and elements of their first and second language acquisition. Pre-service teachers were asked to describe their language acquisition processes before taking the SLA course and then to revise their autobiographies in line with the theories and concepts covered in the SLA course. Content analysis was used to compare the two versions gathered from 54 pre-service teachers, and emerging themes and concepts in both forms were identified. The overall findings indicate that their initial versions are limited to basic linguistic descriptions, whereas they have gained a rich repertoire of grounds and connections and an understanding of the relevance of SLA to language pedagogy. Relatedly, instructional implications were suggested to facilitate their professional stance and understanding of the relationship between SLA and language pedagogy.

The purpose of the present study is to analyze average effect size of the relationship between internet addiction and social appearance anxiety utilising the meta-analysis method. The study included 23 studies published between 2016 and 2022, and the study sample was composed of Turkish participants. The number of participants was 8957. Analysis results showed that the heterogeneity was significant and high. The general effect size was found to be significant in the relationship between internet addiction and social appearance anxiety, it had a medium effect size. However, moderating roles of the year of publication and education level were not found to be significant. Funnel plot analysis was performed to determine publication bias. Egger’s regression test was also performed, which was not significant at a 95% confidence interval. No significant difference was found between observed in Duval and Tweedie’s trim and fill test and corrected effect size. All these analyses indicate that there is no publication bias. The findings of the present study are discussed on basis of the relevant literature.

This study aimed to investigate early childhood teachers' experiences of documentation and assessment practices. The study was conducted with 15 early childhood teachers. Semi-structured interview protocol was used for the data of study, in which the phenomenological design was utilized with an exploratory nature. The participant teachers' observation and documentation processes and practices, planning through assessment, and sharing assessment data were the major themes of the findings of this study. It was found that there were important differences in teachers’ assessment practices. Teachers’ use of assessment in their daily routines provided important messages about their professional understanding of teaching and learning. Although observation was a key aspect of teachers’ practices, which they mostly conducted during free play times, teachers’ use of observation and assessment data indicated differences. The study concluded with a discussion on suggesting developing teachers’ documentation and assessment skills through effective professional learning.

Environmental education should empower learners to internalize the concept that their ecological niche is an integral component of the larger environment, nurturing a moral and ethical understanding of the reciprocity inherent in their relationship with nature. Emotive reasoning is a crucial aspect of this eco-ethical perspective. From this perspective, this study aims to explore pre-service early childhood teachers’ (PECTs) emotive reasoning about an environmental issue. The researchers created a scenario about an environmental issue including ethical dilemmas of protecting wildlife and environment and human needs. The researchers listed nine possible options and asked the participants to choose one or more of these options and elaborate on their responses in their reflections. Fifty-three PECTs participated in this study. The researchers coded the participants’ responses in each category and analyzed the participants’ decision and elaboration levels in their reflections independently. The results indicate an accumulation mostly in the categories of diffusion of responsibility, compassion, anger, and righteous indignation. The results also revealed mostly a high level of judgment and a high and moderate level of elaboration in PECTs’ emotive reasoning. The results suggest that pre-service teacher education should be revised to include well-defined environmental cases to examine pre-service teachers' emotive reasoning, thus increasing their environmental awareness in environmental education. This exploration is also important to understand their emotive reasoning about wildlife issues and enable them to effectively incorporate this understanding into their teaching practices.

Formal eğitim bir amaç çerçevesinde şekillenir ve önceden hazırlanmış programlar aracılığıyla belli bir planlama ile yürütülür. Programların etkililiği çok büyük ölçüde uygulayıcıların bu konudaki donanımlarına ve yeterliklerine bağlıdır. Bu noktada, öğretim programlarının uygulayıcısı olan öğretmenlerin ve gelecekte uygulayıcısı olacak olan öğretmen adaylarının program okuryazarlık düzeyleri önem kazanmaktadır. Öğretim programı okuryazarlığı, öğretim programlarının uygulayıcıları olan öğretmenler ve öğretmen adaylarının bir öğretim programının amaçlarını, tasarımını, uygulanmasını ve değerlendirilmesini anlama yeteneklerini ifade eder. Bu bağlamda çalışmanın amacı; öğretim programlarının uygulayıcılarının öğretim programı okuryazarlık düzeylerinin ve “Fen Öğretim Programları” dersinin öğretmen adaylarının program okuryazarlığına etkisinin belirlenmesidir. Çalışmada betimsel tarama yöntemi kullanılmıştır. Verilerin toplanmasında “Öğretim Programı Okuryazarlık Ölçeği” nden faydalanılmıştır. Verilerin analizinde eşleştirilmiş örneklemler için t testi ve tek yönlü varyans analizinden faydalanılmıştır. Çalışmanın sonucunda, 4. Sınıfa devam eden öğretmen adaylarının program okuryazarlık düzeylerinin öğretmenlerden ve 2. Sınıfa devam eden öğretmen adaylarından daha yüksek olduğu görülmüştür. Ayrıca “Fen Öğretim programları” dersini alan öğretmen adaylarının ders sonrasında öğretim programı okuryazarlık düzeylerinin anlamlı bir şekilde arttığı sonucuna ulaşılmıştır.

The purpose of this study was to interrogate the effectiveness of open guided inquiry laboratory approach on prospective science teachers’ procedural and conceptual understanding of direct current circuits. The study was realized during the first year of teacher training program with participation of eight prospective science teachers (PST). Laboratory reports and observations notes were used as data collection instruments. The analysis, based on two fold effectiveness model considers what students do and achieve compared to what their teacher intended them to do and achieve. Inquiry based lab instruction was seen to be effective for nearly all PSTs in contributing to procedural understanding and conceptual understanding of a single loop circuit but not especially of a two-loop circuit containing resistors in parallel. It seems that activities in the domains of procedural and conceptual were improved depending on each other. Unavoidable scaffolding such as supplying experimental hardware and giving some hints by the lecturer during lab work contributed with varying amounts to the flow of activities and to learning outcomes from PSTs.

The deterministic perspective, which views contemporary educational organizations as classical cause-and-effect systems that can be easily controlled and digitized, no longer provides the necessary support and solutions to these organizations and their problems. Instead, the validity of complexity and chaos theory has emerged, which considers educational organizations as dynamic and complex systems and acknowledges that although many things are unpredictable, there is a certain order and even seemingly insignificant factors can have significant consequences. Therefore, evaluating the management of change in educational organizations from the perspective of these theories will provide an advantage in exploring the nature of change and managing it successfully. In this paper, after discussing change and management as an inevitable phenomenon, the paradigm shift mentioned above was explained. Subsequently, chaos theory was examined, and the applications of the theory in the context of managing change in educational organizations were discussed.

This study aims at examining the multidimensional relationships between teacher performance, organizational loyalty and charismatic leadership based on the opinions of primary teachers who were working in public schools in Ankara. The study utilized a quantitative research methodology with a correlational survey design. We used the stratified sampling method to determine the study sample. Accordingly, the sample consisted of 514 teachers working during the 2020-2021 Academic Year in Ankara. We used descriptive statistics, Pearson correlation and structural equation modelling to analyze the study data. The study findings revealed that charismatic leadership had a statistically significant direct impact on organizational loyalty, whereas organizational loyalty had a statistically significant direct impact on teacher performance. Furthermore, we found out that charismatic leadership indirectly affected teacher performance via the mediation of organizational loyalty. We discussed the study findings based on the related literature and offered some suggestions relying on the findings.

Climate change is defined as alterations in climate that degrade the environment on a global scale due to human activities, in addition to natural climate changes that occur over similar time periods. Since the consequences of global climate change are being felt more and more each day, this research aims to determine the opinions of pre-school education teachers working at the first stage of education regarding climate change. The research was conducted as a case study, one of the qualitative research methods that allows in-depth description and examination of a limited system. Semi-structured interviews were conducted with six preschool teachers. In the interview form, under the title 'Climate Change,' there are sections for causes, precautions, and comments on a related movie. As a result, teachers generally touched upon global warming and human activities regarding the cause and outcome of climate change and the precautions that can be taken. They emphasized that climate change awareness should be fostered during the preschool years.. In line with these results, suggestions have been made about what can be done in the preschool period in order to increase awareness about climate change.

This study investigates adolescents' problematic internet use after the Covid-19 pandemic period. In the research using the scanning method, a total of 336 adolescent participants, 233 (69.3%) girls and 103 (30.7%) boys, were reached online and a questionnaire consisting of 11 questions was conducted. The first two questions of the questionnaire are about demographic information including gender and grade level. Seven of the nine questions are closed-ended and two are open-ended. Quantitative data were analyzed with simple statistical analysis in the SPSS package program, and qualitative data were analyzed with thematic analysis. In the quantitative findings, information is presented about adolescents' internet usage purposes and duration, and their perception of addiction by gender and grade level. As for the qualitative findings, while the theme of internet use results is defined in two categories as negative reflections of internet use and neutral evaluation of internet use, the theme of the meaning of internet usage was evaluated in three different categories as negative a attributed to internet usage, positive meanings attributed to internet usage and neutral meanings attributed to internet usage. As a result, most of the adolescents who participated in the study perceive the reflections of their internet usage behavior negatively and attribute both positive and negative meanings to the internet.

This study aimed to investigate the impact of corporate Twitter use on university public relations. The research employed a mixed design, using both quantitative and qualitative methods. The quantitative aspect utilized a cross-sectional survey model, while the qualitative part involved a case study design. The study included 1245 postgraduate students selected through stratified sampling. For the qualitative part, the sample consisted of one state and one foundation university from each region with the highest number of Twitter followers, identified using the purposive sampling method. The findings indicated that postgraduate students generally perceived university public relations to be at an acceptable level. Moreover, foundation university students held a more positive view of their institutions' public relations. Analyzing universities' corporate Twitter use revealed that Atatürk University had the highest number of posts. Furthermore, the analysis showed that universities mainly shared content to promote other public relations tools. The analysis also revealed a similar number of tweets from universities before and after the pandemic.