Educational Research Research Articles

Exploring Trends in Chemical Education: A Bibliometric Analysis (2019-2024)

A Bibliometric analysis is essential to comprehensively evaluate the progress and impact of chemical education research. The purpose is to analyze the visualization of bibliometric mapping on the network between keys, the most frequently discussed topics, and recommendations for research opportunities on the topic of Chemical Education. This research is quantitative descriptive research with a bibliometric approach. The stages carried out include the data collection process, checking and refilling bibliographic attributes, then bibliometric analysis using VOS viewer software. Data collection is done by searching for Scopus indexed journal articles through Publish or Perish (PoP). Data from Publish or Perish (PoP) is filled in and completed in the author keywords section manually using desktop Mendeley software then integrated into the VOS viewer software for mapping. The results of the analysis of keyword mapping in Scopus indexed scientific articles from 2019-2024, it is known that in the last 5 years, in Scopus indexed journals there are 462 different keywords and form 2072 connecting lines and 35 clusters. The keywords with the strongest links based on VOS viewer include: chemistry education (27), first-year undergraduate/general (25), curriculum (22), general public (20), green chemistry (18), systems thinking (18), high school/introductory chemistry (16), upper-division undergraduate (14).

The Use of Augmented Reality, Virtual Reality and Mixed Reality Technologies in Education: A Bibliometric and Systematic Review

This study aims to conduct a bibliometric analysis of the articles published on Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) research in the field of education. The study also aims to provide more comprehensive information on research trends by conducting a systematic review based on bibliometric analysis data. Therefore, the study was designed according to the multiple research methods. In this direction, bibliometric analysis was conducted first. After the bibliometric analysis, the systematic review technique was used to evaluate the most cited studies. VOSviewer was used to analyze bibliometric data, and the MaxQda program was used to analyze systematic review data. In the study, it was determined that educational research conducted with AR and VR started to be conducted in the 1990s. On the other hand, it was determined that the integration of MR research into education began in the mid-2000s. It was found respectively that the keywords virtual reality, augmented reality, education, medical education, simulation, and mixed reality were used more in the studies found in Web of Science. Also, it was observed that research on AR, VR, and MR was mostly conducted in the United States of America and China. On the other hand, it was concluded that the studies were published more in "Education and Information Technology" and "Interactive Learning Environment" journals. It was determined that three publications by Guido Makransky ranked in the top ten in terms of the number of citations. Similarly, Makransky ranked first among the authors who published the most articles. Finally, it was observed that the studies conducted with these technologies were mostly written by two, three, and four authors.

Practical Korean Language Education Research - Focusing on Report Format -

Practical Korean Language Education Research - Focusing on Report Format -

음악과 개념기반 탐구학습 수업모형 개발 및 수업설계 방안 탐색

This study begins with the issue that existing models of concept-based inquiry processes generally fail to capture the distinctive characteristics of music education, which involves creation, practice, immersion, and expression. The aim of this research is to develop a music class model applicable to concept-based inquiry learning. To achieve this, we examined the features of concept-based curricula and the unique characteristics of music education, analyzed existing related instructional models to derive their features, and then developed a seven-stage instructional model. This model, which incorporates feedback from a music education research group and expert reviews, was applied to music classes centered around the concept of "change". The seven stages include: 'Observing', 'Exploring Contextual Information', 'Refining', 'Immersing and Expressing', 'Meaning Constructing', 'Transferring', and 'Reflecting'. The focus on 'Immersing and Expressing', a core characteristic of music education, is central to this model, with the structure allowing for flexible transitions to 'Immersing and Expressing' from other stages as needed. This model is suitable for forming music concepts and transferring them to other musical areas, thus promoting enriched musical experiences and practical applications in life. It is expected that this model will contribute to discussions on various applications of concept-based inquiry learning in music and practical approaches to instructional methods in the future.

Internet-mediated phone interviews for remote qualitative educational research in the Global South during COVID–19: a researcher’s and participants’ experiential reflections

ABSTRACT The COVID-19 pandemic required social science researchers to adopt online research methods to avert the risks of face-to-face interactions. Yet, there is limited reflection on the applicability of online interviews in qualitative educational research, particularly those conducted in the Global South. This article, drawing on the researcher’s and participants’ experiences, reflects on internet-mediated phone interviews in a qualitative study that investigated the technology professional development of teachers in Ghana. Findings from the reflections include strategies (rapport building, prior environmental scanning, and use of prompts and probes) adopted to elicit quality responses and address enactment challenges, including network connectivity, lack of nonverbal cues, and physical presence. Benefits gained from the phone interviews transcend limitations faced, which impacted little on data quality. This article argues that beyond being seen as alternatives to in-person interviews, phone interviews have distinct strengths to stand as autonomous and first-route research methods for trustworthy qualitative research, including in the Global South.

70 Years of Korean Education, A Review of Achievements and Challenges: Focusing on Papers Presented at the Annual Conference of the Korean Educational Research Association in Commemoration of the 70th Anniversary

70 Years of Korean Education, A Review of Achievements and Challenges: Focusing on Papers Presented at the Annual Conference of the Korean Educational Research Association in Commemoration of the 70th Anniversary

Trends and Prospects of Language Education Research Using Generative AI : Focusing on Topic Modeling and Keyword Analysis

The purpose of this study is to analyze the latest research trends in language education using artificial intelligence, focusing on the potential and prospects of generative artificial intelligence in this field. To achieve this, academic journals and dissertations published on the Korea Citation Index (KCI) and the Academic Research Information Service (RISS) were thoroughly searched to collect subjects for research, which were then analyzed using statistical methods and LDA-based topic modeling techniques. The analysis showed a significant increase in research, with 92 studies emerging after the development of ChatGPT 3.0 in 2023, predominantly focusing on the use of generative AI. The majority of these studies were focused on the Korean language, followed by English and German. Keyword analysis of the 92 academic documents using topic modeling techniques revealed that terms such as ‘education’, ‘generation’, ‘utilization’, ‘artificial intelligence’, and ‘learning’ were most frequently used. Based on these findings, the study examines practical examples of generative AI use in language education both domestically and internationally, explores its potential in the educational field, identifies challenges when utilizing generative AI in language education, and proposes solutions to address these issues.

Development of a framework of potential adverse effects of interventions to improve critical thinking about health choices: A mixed methods study.

Background People need critical thinking skills to make well-informed health choices and avoid waste and unnecessary suffering. However, educational interventions can have adverse effects, which is often overlooked. We created a framework of potential harms of interventions to improve critical thinking about health choices. The objective was to identify potential effects and articulate potential mechanisms. We intended to use the framework to inform the development and evaluation of an intervention in Kenya, Rwanda, and Uganda. Methods We created an initial framework drawing on two earlier frameworks. We surveyed external experts using Likert-scale and open-ended items, including researchers, educators, and others, in a variety of relevant fields. We emailed the survey to an international advisory network, and all other experts recommended by respondents. We analyzed the quantitative data using descriptive statistics. We conducted a thematic analysis of the qualitative data. We revised the framework based on those results. To identify any effects missing from the revised framework, we individually interviewed a convenience sample of one teacher from each of Kenya, Rwanda, and Uganda. Results We received responses from 38 of 70 external experts (54%). The quantitative survey data suggested respondents agreed with the initial framework overall. However, the qualitative data led to substantial revisions. The revised framework consists of categories of adverse outcomes; outcomes within each category; sub-outcomes; individuals, groups, and populations that might experience each adverse outcome; beneficial outcomes corresponding with adverse outcomes; and potential mechanisms of adverse effects. There are six categories: decision-making harms, psychological harms, equity harms, group and social harms, waste, and other harms. In the interviews with teachers, we did not identify any effects missing from the revised framework. Conclusions As far as we know, the framework is the first tool of its kind for education research. It can be improved upon and adapted.

More Knowledgeable Other(s)

Vygotsky’s (1934; 1980) sociocultural theories of learning posit that learning is a socially negotiated activity. Learners can sustain this activity, and specifically how they engage in literacy practices, through participatory experiences with experts, known in sociocultural theory as a more knowledgeable other (MKO). However, hierarchies in academia can make these possibilities for collaboration scarce or difficult to break through for doctoral students, sustaining traditional hierarchies and bureaucracies of education. Digital platforms, though, can afford the possibility of subverting these divisions of social order in the academy and make room for different interlocutors to not only better access these MKOs but to also become an analogous MKO. In socially-mediated spaces such as Twitter, otherwise known as X, an acceptance of ontological and epistemological plurality can occur in virtual communities of practice. Through three examples with the American Educational Research Association’s (AERA) Writing and Literacies monthly Twitter chats, the authors showcase how Vygotsky’s concept of the MKO can appear in digital spaces, demonstrate the participatory nature of online writing communities, present the possibilities in providing opportunities for online collaborative experiences, and highlight the importance of a plurality of knowledge in public scholarship.

2020년부터 2024년까지 실행연구 방법이 적용된 국내 영유아 교육 연구 동향 분석

Objectives In this study, the domestic infant education research trend to which the practical research method was applied was analyzed. Methods From 2020 to May 2024, 76 domestic academic papers that applied the implementation research method were analyzed. Results As a result of the analysis, research at the professional level was mainly conducted, and the areas of application of curriculum changes, educational activities, and teacher expertise were mainly used as research topics. As for the research members, joint implementation research was high, and qualitative research was the highest as the implementation research method. Conclusions In the future, it is necessary to encourage practical research and to be shared with field teachers so that practical research can contribute to the formation of practical knowledge without being biased. In addition, it is necessary to expand practical research by seeking diversity in research methods.

The ongoing debate about expertise in psychotherapy – what would Bernie Neville say?

ABSTRACT In response to the ongoing and unresolved debate about expertise in psychotherapy, and in the context of this special issue, this article contends that Bernie Neville would argue that expertise in psychotherapy is more likely to be indicated by the quality of the therapeutic relationship than by the therapist’s specific methods or techniques. His teaching and research in education and psychotherapy was firmly grounded in humanistic-existential theory with a strong Rogerian orientation. Creativity was a hallmark of his work in education; for example, he deployed the myths of the ancient Greek gods to encourage students and practitioners to critically analyze and imaginatively understand being in the world. In this article, I also point to how the gods informed his thinking in relation to humanistic-existential themes concerning the precariousness of existence, to evidence-based psychotherapy relationships, and to the ‘Master Therapist’ model whereby the quest for expertise in psychotherapy is typically a dynamic process beset with paradox and ambiguity.

Research Competences Focused on Trainee Teachers in Early Childhood Education

This study deals with the research skills of trainee teachers at the early education level at the National University of Education and their valuable contribution to the teaching- learning process of educational research oriented towards the development of their curricular integration work (ICT). The objective is to diagnose the research skills of students in the fifth and seventh cycles of the Early Education course, with the aim of aligning what is learnt in the classroom in the subject of research with the implementation of the end-of-cycle research work known as the Project for the Integration of Knowledge (PIENSA). The methodology applied is framed in a qualitative study, of an interpretative nature, with the use of an interview with the students under study. The results obtained are analysed by means of a first level codification based on the categories of knowledge, skills, abilities, attitudes and effective performance in the research process. The results show that research competences should be strengthened in a logical sequence in educational research that promotes continuous improvement and is adapted to the projects that are developed permanently in each cycle. Furthermore, the fact that there is a convergence of different criteria on the research competences developed prioritises the search for quality in research and the use of methods that contribute effectively to the fulfilment of the objectives set.

Leveraging Dissent: A Policy Narrative's Power to Sow Distrust

AbstractThe rise of political polarization and disagreement within the United States and other democracies indicates an erosion of the social contract, a deterioration exacerbated by the balkanization of social media, that can negatively impact our social relationships. Recent anti–Critical Race Theory (CRT) narratives in education provide insights into how policy narratives can be used to sow distrust in an educational context. In this paper Jane Lo and candace moore argue for the ways policy narratives can sow distrust as opposed to mistrust. Mistrust points to an ongoing process of determining trustworthiness, while distrust connotes a more decisive and deliberate lack of trust in a person or institution. Lo and moore argue that educational research should pay more attention to the building of trust or mistrust in schools in the current context, where the anti‐CRT policy narrative, through amplifying and manipulating existing anxieties and fears in order to motivate political action, capitalizes on and seeks to reinforce the natural mistrust of schooling.

Embracing Mixed Methods Research in Special Education

This introduction to the special issue on mixed methods research examines guest editor perspectives on the research culture in special education and the broader ecosystem of education research. Articles included in the special issue are used to illustrate how core methodological features and application of a flexible metaparadigm enables mixed methods research to enhance the quality and depth of research findings. Given that the researcher’s role as the instrument is pronounced in mixed methods research, we argue for reflexivity and explicit reporting of how researcher backgrounds shape the questions they ask, methods they use to answer them, and lenses through which they interpret findings. We encourage our colleagues to consider how the integration of numerical and textual data can enable us to ask questions that challenge traditional dichotomies, capture the complexities of human experiences, and generate more nuanced interpretations of findings that acknowledge the inherent limitations of relying on a single methodology or paradigm.

Methodological Combinations in Qualitative Research in Music Education: Autobiography and Grounded Theory

This article explores the theoretical and methodological approaches of (auto)biographical qualitative research and grounded theory, based on their historical and epistemological characteristics. This study in music education aimed to gain an understanding of the process of becoming a primary school music teacher. The Supervised Internship course in teacher education for a music degree was analyzed using the methodological and formative (auto)biographical dispositifs of the Biographical Project Workshop (Delory-Momberguer, 2006) and situational analysis (Clarke, 2005), constructed through the students’ oral, written, and musical narratives based on their experiences as music teachers in the public elementary schools. As a result of the methodological combination, it was found that the research procedure was a collaborative process between the researcher and the participants. This approach allowed for theorizing that did not decontextualize the trainees' narratives. It is recommended to consider using this combination with a postmodern perspective on grounded theory due to epistemological compatibility. Further exploration of the empirical field and reflexivity could contribute to the advancement of qualitative research methodology.

Exploring the Role of Action Research in Enhancing Quality Management in Teacher Education: A Case Study

The sincere pursuit process called educational research has developed in modern times. Thus, academic research is a systematic activity devoted to discovering and developing well-organized knowledge that always seeks to find or solve a problem. At present, due to the increasing modernization and engineering development in the education system, research has become inevitable in solving operational problems, as well as in the teacher education field, various problems related to teaching and training and action by inventing various developmental approaches in the field of quality management Research. According to Palmer and Johnson (1971), action research is a method of using research for social activities that involve groups of people to solve problems and find root causes, as if the research itself is a part of empowerment and action. This article will explore the inter-dependence of action research and quality management in teacher education.

How does Low-Carbon Education Developed in Indonesia? Bibliometric Analysis

The increasing urgency of climate change necessitates a transformative approach to education that integrates sustainability into curricula. Low-Carbon Education (LCE) emerges as a vital framework aimed at fostering awareness and actions that contribute to reducing carbon emissions. This paper aims to explore the trend of low-carbon education in the world particularly in Indonesia, explore its current implementation possibilities, and identify strategies to improve its effectiveness in promoting a sustainable future. This research used bibliometric analysis which is systematic study employing statistical methods to examine bibliographic data. The first step is defining the research objective which consist of trend of low-carbon education in the world particularly in Indonesia, those research objective needs the data of author, citation, country in the publication pertaining low carbon education. Then search the article as data collection from Scopus. In the website Scopus, we search in search document. It found 568 documents. After that, data cleaning and preprocessing by selecting the criteria to meet more results accuracy for low carbon education by selected limit to all open access, by document type: article and conference paper, and range year only 10 years, from 2014-2024. Then the amount of article pertaining low carbon meet 246 documents. This will be proceeded in data analysis process by using a tool, VOSviwer. From that tool, it revealed the results with visualization presentation. The result described that the development of low carbon education research are increase by year and its research still a few in Indonesia, so the researcher has possibility to be researched.

Using Importance-Performance Analysis for Measuring University Reputation and Setting Priorities

This study aimed to measure the university reputation using the importance-performance analysis (IPA) to determine the strengths and weaknesses in the aspects of the university reputation from the students' point of view and to identify the priorities for improvement based on the priority index. Data were drawn from a sample of 354 students through a questionnaire. The results indicated that many of the areas that require more focus and resource allocation, which are the quality of education, the efficiency of the faculty, community service projects, and the provision of educational resources and equipment, The results of the Priority Index presented the most pressing areas that the university leaders should deal with immediately to improve their university reputation. This study contributes to the theory of marketing for higher education by introducing IPA as a useful quantitative tool used in higher education research to measure the reputation of universities and set priorities. Keywords: Organizational Reputation, University Reputation, Importance-performance Analysis (IPA), Measuring University Reputation, Improve Reputation

Research on Mobile Learning (M-Learning) in Higher Education: A Systematic Review (2016 to 2023)

This study investigates the evolution of mobile learning (M-Learning) applications in higher education between 2016 and 2023. This period marks an era of significant technological innovations and the profound impacts of the COVID-19 pandemic on education. The purpose of this research is to delineate how M-Learning applications are represented in the academic literature during this time and to identify research trends within this field. The research is based on a systematic review of 161 academic articles related to M-Learning, published between 2016 and 2023 in the Scopus and Web of Science databases. The study utilizes the TCCM (Theory, Context, Characteristics, Methodology) framework to conduct an in-depth analysis of theoretical approaches, research contexts, learning characteristics, and methodological strategies in the literature. The findings reveal that M-Learning positively impacts areas such as collaboration, skill development, and self-assessment among students. The effective use of mobile devices as educational tools by instructors and students is identified as crucial for the success of M-Learning applications. Moreover, the success of M-Learning is closely linked to users' attitudes toward technology and the integration of technological and pedagogical supports into the learning processes. This systematic review provides significant insights into how M-Learning can transform learning and teaching practices in higher education. It suggests strategic planning and further research for educators, policymakers, and researchers on integrating mobile technologies into learning processes. Specifically, there is a need to explore the long-term effects of M-Learning on student achievement and its applicability in various learning contexts.

Interactional space for agency: Discussing photography with preschoolers

According to the latest research in both arts education and childhood studies, young children's agency is relational, entangled and negotiated. However, in early childhood visual arts education, modernist practices emphasising the independent and self-expressive child–agent are still recognisable. In this article, early childhood artistic activities are seen as a shared venue for interaction, social exchange and joint meaning-making, thereby providing a specific forum for displaying agency. Informed by conversation analysis, we explore discussions between 14 preschoolers and a researcher on contemporary art and children's self-authored photographs in a workshop in an early childhood education and care centre. By examining our discussions as turn-by-turn procedures, we identify children's displays of agency. The findings illustrate children's agency as a multifaceted and complex interactional phenomenon based on verbal and non-verbal communication and demonstrating both imaginative, progressively oriented talk and modes of resistance. While a shared playful stance appeared as a suitable means to approach art/creative photographs, it simultaneously became an essential interactional resource for inviting and promoting children's agency. Collaborative play with photographs provided an interactional space in which the fixed child/children–adult binary could be questioned and different types of agency were available for both children and the adult.