Educational Research Articles Research Articles

Correction to Future in Educational Research articles

Correction to Future in Educational Research articles

Qualitative research in science education: A literature review of current publications

This study analyzed articles from the last four years regarding how science education research is framed and discussed as qualitative research. The research question that guided this study was: <i>To what extent do qualitative secondary science teaching research publications reflect high-quality practices found in mainstream methodological texts? </i>The researchers utilized a systematic literature review methodology by (1) creating search terms based on the research question; (2) choosing relevant databases in which to search; (3) conducting the search and gathering articles; and (4) selecting articles based on inclusion criteria. The researchers chose “secondary education” and “science teaching” as search terms relevant to this study. Articles included in the review were peer-reviewed for credibility, available free online as full-text for accessibility, and available in English, which is the authors’ first language. The researchers conducted three levels of screening on the full collection of articles–title, abstract, then methods, to efficiently narrow the large sample of qualitative science education research articles to a manageable and characteristic selection. The findings include that few articles addressed science teaching and learning with deep qualitative engagement. Some articles claimed to use specific qualitative methodologies without adequately expressing aspects of those methodologies, which lend support to the credibility, transferability, dependability, or confirmability of the articles such as the researchers’ subjectivity or member-checking. Those studies that did are indeed diamonds in the ruff.

Eğitim Yönetiminde Program Geliştirme Süreçleri ile İlgili Alanyazında Yapılan Araştırma Makalelerinin İncelenmesi

As stated under the Tenth Development Plan, basic and professional skills development program, Dec. 2014-2018, published in line with the goals of 2023 in our country, critical thinking is among the basic skills that individuals should have in terms of ensuring rapid adaptation of individuals to work and living conditions and developing human resources. the teacher strategy document, which draws the roadmap for teacher training, development and employment periods in our country between 2017-2023, lists raising free individuals with program development skills among the final goals of education. Dec.Dec. However, when Deciphering the framework reports defining the human qualities of the twenty-first century that guide the national education policies of countries, program development is emphasized among the important and priority skills. 21, which is recognized worldwide for its work on twenty-first century skills. 21, prepared by the century skills partnership. cooperation framework for century skills and 21. the project on the evaluation and teaching of Decennial skills highlights program development among the twenty-first century competencies. In addition to its role in the changing educational world, program development also has an important role in shaping individuals and societies. Nowadays, the ability to develop a program to find the most accurate and reliable one that will work for you from the increasing amount of data in each profession field is the most important personality trait that can be relied on by acting as a mental filter. An individual armed with educational processes does not accept information in a stationary way and questions the reliability of the information he encounters by applying his own reasoning methods. He may convert the information he questions when necessary, or he may not accept it. From the point of view of individuation, the ability to develop a program is important for a person to be independent and original-minded individuals, to create the right solutions for his life and to make the right decisions. Key Words: Educational Management, Program Development, Research and Review Articles

Students’ views of historical significance – a narrative literature review

This narrative literature review describes and critically discusses 21 years of international research addressing students’ views of historical significance. The data consist of 32 educational research articles published between 2000 and 2021. The review shows that the research area has been slowly expanding since the beginning of the millennium in regard to the number of articles and geographical representation, as well as methodological and theoretical plurality. The review identifies some representational imbalances and power gaps in this research area. Most studies represent North America and Western Europe. LGBTQ+, environmental and class-related perspectives are not found in the research. The analysis shows that students primarily identify historical substantive knowledge as significant if it is connected to official narratives. The content of these narratives is also seldom challenged. Students’ interest in the ‘darker pages’ of history, in vernacular history and in history in other places could be interpreted as providing ways to challenge these traditional narratives. Almost all researchers conclude that it is important for history education to include students’ different identities as perspectives, and to take a more disciplinary and critical approach. According to the reviewed research, this could open the way for a history education that is more relevant for students, and that meets at least some of the future challenges of a more globalised and diverse history classroom.

Cultural transfer of school participatory budgeting and the Soviet tradition of education

Introduction. The article provides a literature review on the problem of cultural conformity of school participatory budgeting practice in traditional ideas about education in Russia. The purpose of the article is to evaluate the conformity of the ideas of school participatory budgeting with traditional approaches to education formed in the twentieth century (works by S. T. Shatsky, A. S. Makarenko, I. P. Ivanov). Materials and Methods. The research methodology relies on the ‘cultural transfer’ concept which is defined as a study of foreign cultural form (the object of the transfer) and its resonance with traditional cultural norms (address of the transfer). A comparative analysis of significant works by Soviet education scholars and research articles of international and Russian authors devoted to school participatory (initiative) budgeting was used as a procedure for conducting this study. The comparison parameters represent a modification of the components of the school educational system. Results. The conformity of school participatory budgeting with the Soviet tradition of education is revealed through the following main results: 1) the similarity in ideas about the educational ideal is characterized (socially active, proactive citizen-owner, focused on improving the environment, capable of expressing and defending their interests); 2) common features in the positioning of the child-adult community as an economic and self-governing organization have been established; 3) the analogy between ‘social creativity’ and ‘experiments with democracy’ is proposed and justified; 4) partnership in child-adult relationships is presented as a common feature of the compared phenomena; 5) in both cases, the determining role of social technology of interaction between participants in the relationship was revealed. Conclusions. The article draws the following conclusion: school participatory budgeting does not contradict the ideas of authoritative twentieth-century pedagogues about education; moreover, it allows to enrich the Soviet experience with modern solutions that take into account the peculiarities of the market economy.

A scoping review of emotions and related constructs in simulation-based education research articles

BackgroundWhile acknowledgement of emotions’ importance in simulation-based education is emerging, there are concerns regarding how education researchers understand the concept of emotions for them to deliberately incorporate emotionally charged scenarios into simulation-based education. This concern is highlighted especially in the context of medical education often lacking strong theoretical integration. To map out how current simulation-based education literature conceptualises emotion, we conducted a scoping review on how emotions and closely related constructs (e.g. stress, and emotional intelligence) are conceptualised in simulation-based education articles that feature medical students, residents, and fellows.MethodsThe scoping review was based on articles published in the last decade identified through database searches (EMBASE and Medline) and hand-searched articles. Data extraction included the constructs featured in the articles, their definitions, instruments used, and the types of emotions captured. Only empirical articles were included (e.g. no review or opinion articles). Data were charted via descriptive analyses.ResultsA total of 141 articles were reviewed. Stress was featured in 88 of the articles, while emotions and emotional intelligence were highlighted in 45 and 34 articles respectively. Conceptualisations of emotions lacked integration of theory. Measurements of emotions mostly relied on self-reports while stress was often measured via physiological and self-report measurements. Negative emotions such as anxiety were sometimes seen as interchangeable with the term stress. No inferences were made about specific emotions of participants from their emotional intelligence.ConclusionsOur scoping review illustrates that learners in simulation-based education are most often anxious and fearful. However, this is partially due to medical education prioritising measuring negative emotions. Further theoretical integration when examining emotions and stress may help broaden the scope towards other kinds of emotions and better conceptualisations of their impact. We call for simulation education researchers to reflect on how they understand emotions, and whether their understanding may neglect any specific aspect of affective experiences their simulation participants may have.

Implementation of the Problem Based Learning Model in Science Education: Trend and Opportunity of Research Using Systematic Literature Network Analysis

The purpose of this study is to describe research trend data related to the implementation of PBL in science education. Article metadata was collected from the SCOPUS database, and 131 relevant articles were selected in 2013-2022. Data were analyzed using the Systematic Literature Network Analysis (SLNA) method with the VOSViewer application. Variables of bibliometric analysis, such as the number of articles and citations each year, the journals and authors with the most publications, countries, and networks of authors' cooperation, were determined based on metadata and analyzed descriptively. This research shows that the number of PBL research articles in science education during the 2013-2022 period fluctuated and tended to increase. The top keywords with the highest link strength are science, teacher, and technology. Recent research focuses on modules/e-modules, scientific literacy, natural science, and physics as important keywords. Future research related to the use of PBL learning has the potential to be developed in physics material and focuses on developing 21st-century skills such as creative thinking, critical thinking, communication, and collaboration. In addition, further research can focus on developing the knowledge and skills of prospective teachers in implementing PBL models that are integrated with 21st-century skills.

A Bibliometric Review of Learning Approaches in Primary Education Level: Examining the Indonesian Contribution to the Field

<p>It is crucial to employ contemporary pedagogical approaches in primary education to cultivate capable and skilled young individuals who are equipped to excel in competitive environments. Despite a significant amount of field research on the use of learning approaches in primary education, there is a lack of studies that consolidate the findings through bibliometric techniques. The main aim of this bibliometric investigation is to identify prevalent research patterns and evaluate Indonesia's scientific contributions to the study of learning approaches in primary education. The study employs bibliometric analysis, which includes four stages: initial search, application of inclusion and exclusion criteria, data extraction, and data cleaning. Data analysis is conducted using Publish or Perish, Ms. Excel, and Chat GPT. This research analyzed 549 papers published over 56 years, which gathered 4552 citations. The citation frequency peaked in 2008 with 690 citations. The 17 most influential authors came mainly from Indonesia and the United States. Most of the most-cited works were published more than ten years ago. The British Journal of Educational Psychology and Switzerland's Sustainability Journal lead in publishing educational research articles. Six out of the top 11 institutions in learning approaches research are Indonesian universities, showcasing Indonesia's dominance in the field. Surpassing other countries like the United States, Turkey, Spain, the UK, Australia, and China, Indonesia has achieved significant success.</p>

Technology Innovation in STEM Education

The study examines research articles on STEM education and its technology innovation that have been indexed by the Scopus, Web of Science (WoS) databases, Springer, and Google, and aims to provide an in-depth analysis of the high-impact empirical studies in STEM education. The authors' conclusions are consistent with past studies on the topic, highlighting the increasing need for technology-based occupations as robots replace humans in industry and society. The study highlights several issues in the field of STEM education, including the gender divide and the effects of STEM education on people of all ethnicities. The authors provide an in-depth investigation of high-impact empirical studies in STEM education to understand the progress of research paradigms in the subject. The study offers an up-to-date view of the highly cited empirical research articles in STEM education and technology, serving as a solid foundation for future studies. It is recommended that future research continues to emphasize creativity, particularly in the field of science, in both research and education. The authors stress the importance of addressing the issues of the gender divide and the effects of STEM education on people of all ethnicities in future research.

Eksplorasi Penggunaan ChatGPT dalam Penulisan Artikel Pendidikan Matematika

This study aims to explore the potential of ChatGPT, an artificial intelligence platform developed by OpenAI, in assisting the process of writing research articles on mathematics education. This research is a qualitative descriptive study that collects a sample of data which is then checked using Turnitin to determine the plagiarism level of the contents of articles created by ChatGPT. Nonetheless, this study has limitations in the limited number of samples due to time and resource constraints. The purpose of this research is to find out how ChatGPT can help in the process of making math education research articles and whether it can improve the quality of the research articles that are made. The results of this research are expected to contribute to the latest studies on ChatGPT's ability to assist in the process of writing math education research articles, as well as provide input for teachers, lecturers, and other researchers in utilizing ChatGPT as a tool in the process of writing research articles

Sources of funding for research articles in medical education journals from 1999 to 2019

Background Prior studies report that most published medical education research is unfunded. We sought to determine the extent and sources of funding for medical education research articles published in leading journals, and how these have changed in the last two decades. Methods All research articles published in Academic Medicine, Advances in Health Sciences Education, Medical Education and Medical Teacher in 1999, 2004, 2009, 2014, and 2019 were reviewed for funding declarations. Funding sources were categorised as: government; university; healthcare organisation; private not-for-profit organisation; and for-profit company. Time trends were analysed using the Cochran-Armitage test. Results 1822 articles were analysed. Over the aggregate 20-year period, 44% of all articles reported funding, with the proportion increasing from 30% in 1999 to 50% in 2019 (p < .001). The proportion of articles with government (10% to 16%, p = .049), university (6% to 17% p < .001), and not-for-profit funding sources (15% to 20%, p = .04) increased. Proportions of healthcare (3% to 4%, p = .45) and for-profit funding (2% to 1%, p = .25) did not significantly change with time. Conclusions Over the last 20 years, the proportion of funded published medical education research has significantly increased, as has funding from government, universities, and not-for-profit sources. This may assist researchers in identifying funders with a track record of supporting medical education research, and enhances transparency of where research funding in the field originates.

Citation behavior, audience awareness, and identity construction in Arabic and EFL research

Citations are an integral component of writer-reader dialogic interaction in academic discourse. One under-researched question concerns the role of audience as a contextual factor that impacts writers’ citation choices and the nature of the identity and disciplinary knowledge that they construct. The present study adopts a discourse analytic, case-study research design. First, it aims to investigate the citation behavior in five Arabic education research articles. Second, it examines whether the writers of these papers would modify their intertextual style to enact different identity and disciplinary community when writing in English as a foreign language (EFL). Findings revealed a unique character for the Arabic-based citation behavior that contrasted, sometimes, markedly with conventional academic norms, indicating the pivotal role that culture plays in shaping rhetorical preferences. Arabic-based tendencies involved predominance of integral citations, use of combined citations and non-citations, and reliance on what is herein termed intertextual saturation and diffused intertextuality as rhetorical strategies to contract dialogic space and persuade audience. The findings also showed marginal modification of intertextual style in the EFL texts. This suggests lack of significant orientation toward target audiences’ characteristics that would have resulted from enculturation into disciplinary community. The findings imply the need to introduce novice writers to the concept of audience if they are to produce academic discourse that is interpersonally optimal from the perspective of the international discourse community.

Knowledge, attitude, and practice of childhood myopia among Indian optometrists: A questionnaire-based study.

To investigate the knowledge of myopia and its natural history including complications and clinical approaches for management adopted by optometrists across India. An online survey was distributed to Indian optometrists. A pre-validated questionnaire was adopted from previous literature. Respondents provided information about their demographics (gender, age, practice location, and modality), myopia knowledge, self-reported practice behaviors relating to childhood myopia, the information and evidence base used to guide their practice, and perceived extent of adult caregiver engagement in making management decisions for myopic children. A total of 302 responses were collected from different regions of the country. Most respondents demonstrated knowledge of the association between high myopia and retinal breaks, retinal detachment and primary open-angle glaucoma. Optometrists used a range of techniques to diagnose childhood myopia, with a preference for non-cycloplegic refractive measures. The most common approaches to management were single-vision distance despite most optometrists identifying orthokeratology and low-dose (0.01%) topical atropine as two potentially more effective therapeutic interventions for controlling childhood myopia progression. Almost 90% of respondents considered increasing the time spent outdoors to be beneficial for reducing the rate of myopia progression. The main sources of information used to guide clinical practice were continuing education conferences, seminars, research articles, and workshops. : Indian optometrists appear to be aware of emerging evidence and practices, but are not routinely adopting measures. Clinical guidelines, regulatory approval, and sufficient consultation time may be of value for assisting practitioners in making clinical decisions based on the current available research evidence.

String Music Education Research: A Content Analysis of Peer-Reviewed Journals From 1990–2021

Abstract The purpose of this study was to identify trends in string research published in peer-reviewed music education research journals between 1990 and 2021. String education research was defined as scholarly articles in which the purpose of the article pertained specifically to string education and/or at least 33% of the participants played bowed stringed instruments. Peer-reviewed journals were determined based on Hamann and Lucas's (1998) list of top-tier journals, Farmer and Kloss's (2022) quasi-replication of that study, a 2006 list compiled by a music education researcher, and an informal survey of music education faculty at a large midwestern university. The resulting list included the Journal of Research in Music Education, Psychology of Music, Bulletin of the Council for Research in Music Education, Music Education Research, International Journal of Music Education, Research Studies in Music Education, Philosophy of Music Education Review, Journal of Historical Research in Music Education, and String Research Journal.For each journal issue, the researchers counted the total number of scholarly articles (N = 4,727) and the total number of string education research articles (n = 276). String education articles represented less than 6% of the total scholarly articles, or less than 5% without the String Research Journal. The method, instruments, participants, and topic of each string article were also recorded. Descriptive research methods were used most frequently, strings and violin were the most frequent instrument categories studied, university students were the most studied participant population, and musical training and skills was the most frequently investigated topic.

Eksplorasi Penggunaan ChatGPT dalam Penulisan Artikel Pendidikan Matematika

This study aims to explore the potential of ChatGPT, an artificial intelligence platform developed by OpenAI, in assisting the process of writing research articles on mathematics education. This research is a qualitative descriptive study that collects a sample of data which is then checked using Turnitin to determine the plagiarism level of the contents of articles created by ChatGPT. Nonetheless, this study has limitations in the limited number of samples due to time and resource constraints. The purpose of this research is to find out how ChatGPT can help in the process of making math education research articles and whether it can improve the quality of the research articles that are made. The results of this research are expected to contribute to the latest studies on ChatGPT's ability to assist in the process of writing math education research articles, as well as provide input for teachers, lecturers, and other researchers in utilizing ChatGPT as a tool in the process of writing research articles.

AN OPEN LETTER TO DR. WILLIAM BURKE (and the Pillars of Medicine that followed)

We are happy and elated to report to you that in commemoration of our 95th anniversary, we will be proudly showcasing the works from our distinguished faculty and staff through a special issue of the Journal of Medicine of the University of Santo Tomas (JMUST). This issue contains a total of seventeen original articles which include five clinical research articles, six medical education research articles, three perspective articles and two reviews. We are deeply thankful to the editorial team and the members of our peer review committee, and to all authors who contributed to this issue. This is our tribute to you and to all the luminaries and leaders who followed you and led us to where we are today and who will lead us into the next ninety five years.

Thirty years of educational research in Saudi Arabia: a bibliometric study

ABSTRACT This article performs bibliometric analysis to study the contributions of Saudi institutions in the education field in journals indexed in the Social Science Citation Index (SSCI) and Science Citation Index-Expanded (SCI-EXPANDED). Publications from 1991 to 2020 were assessed. Characteristics of document types, publication outputs, Web of Science categories and journals, and publication performances in terms of quantity for countries and institutes were investigated. To investigate performance quality, citation histories of the most frequently cited articles in the 30 years and the most frequently cited articles in 2020 were examined. The number of citations from the WoS Core Collection in the most recent year, total number of citations since the publication year 2020, and citations per publication were used to evaluate publication performances. Results showed that educational research articles were substantially published in the last decade. The most number of articles were published in the category of scientific disciplines education, followed by the education and educational research category. For international collaboration, Saudi Arabia had the most number of international collaborations with the US. However, articles that were collaborated with Germany had the highest impact. King Saud University was the most productive institution in terms of high-quantity and high-quality published articles.

Preprints in Health Professions Education: Raising Awareness and Shifting Culture.

A preprint is a version of a research manuscript posted by its authors to a preprint server before peer review. Preprints are associated with a variety of benefits, including the ability to rapidly communicate research, the opportunity for researchers to receive feedback and raise awareness of their research, and broad and unrestricted access. For early-career researchers, preprints also provide a mechanism for demonstrating research progress and productivity without the lengthy timelines of traditional journal publishing. Despite these benefits, few health professions education (HPE) research articles are deposited as preprints, suggesting that preprinting is not currently integrated into HPE culture. In this article, the authors describe preprints, their benefits and related risks, and the potential barriers that hamper their widespread use within HPE. In particular, the authors propose the barriers of discordant messaging and the lack of formal and informal education on how to deposit, critically appraise, and use preprints. To mitigate these barriers, several recommendations are proposed to facilitate preprints in becoming an accepted and encouraged component of HPE culture, allowing the field to take full advantage of this evolving form of research dissemination.

How artificial intelligence (AI) supports nursing education: profiling the roles, applications, and trends of AI in nursing education research (1993–2020)

ABSTRACT This study provides research-based evidence to profile: (1) the roles of artificial intelligence in nursing, (2) its research applications, and (3) the research trends for future study. On the basis of the PRISMA statement, a series of AI and nursing education related keywords from the literature were used to retrieve high-quality journal articles from the Web of Science. A total of 112 AI-supported nursing education research articles were analyzed based on a three-dimensional framework, including interaction (e.g. the roles of AI, types of AI systems), research (e.g. methods and fields), and performance (e.g. research groups and measurement foci). The results revealed that AI played a primary role in profiling and prediction in nursing research (63%), and the most used AI system in nursing was intelligent agents (53%). The quantitative approach (87%) was the dominant research method, and the most relevant studies concerned health and medicine (92%). Regarding sample and measurement matters, patients and medical staff (75%) were the two primary research samples, and the performance evaluation of AI-related tools and systems (90%) was the core measurement focus. Additional content analysis across the three research interests was performed and discussed. Directions for future studies are provided.

Reply to “The Imperative for Social Foundations Revisited: A Technical Comment on Warren and Venzant Chambers (2020)"

Our 2020 Educational Researcher article, “The Imperative of Social Foundations to (Urban) Education Research and Practice,” emphasizes three particular social foundations of education (SFE) subdisciplines (sociology of education, history of education, and philosophy of education) to demonstrate the strength and necessity of SFE as a multi-perspectival approach to resolving persistent education justice dilemmas. In their technical comment, Aydarova et al. (2022) insist that our article potentially facilitates “erasure of SFE’s complexity and interdisciplinarity” (p. 289). They, like us, care deeply that SFE be understood as indispensable to advancing racial justice in and beyond education research, policy, and practice. These scholars foreground the invaluable contributions of anthropology of education to oppose racism and accentuate justice-oriented education alternatives. This essay responds to the technical comment by clarifying what we find to be a fundamental misinterpretation of our argument and, ultimately, its scholarly purpose. Not only do we contend with our colleagues’ concern that our work is reductionist, we demonstrate how Aydarova et al.’s urgent call to foreground SFE’s interdisciplinary nature further underscores the central argument made in our 2020 paper.