Formal Classroom Research Articles

Strategies for Teaching Natural Hazards to Children in Rural Communities

This research focuses on teaching strategies for natural hazards in rural educational communities, centring on El Abanico, a seismic region in Argentina with a history of destructive earthquakes. Geomorphological, tectonic, and climatic processes amplify hazards, while socio-economic factors, including a predominantly agricultural economy, informal housing, reliance on irrigation, and limited services, increase community vulnerability.The Tierra del Fuego School serves students from diverse socio-economic backgrounds, and its structure was severely affected by seismic and flood events in 2021. An assessment revealed deficiencies in disaster risk management within the community. In response, an intervention was implemented at the school using educational strategies focused on natural hazards, distinct from formal classroom learning and adapted to the rural context. This intervention engaged children aged 9 to 11 over a year.The objective was to explore children’s understanding of hazards in their territory, develop knowledge through interaction with the physical environment, encourage children’s expression and experiential knowledge, formulate disaster response strategies, foster resilience and preparedness, and analyse the potential for replicating these initiatives in other rural communities.The findings revealed a significant increase in knowledge of natural hazards and risk prevention among both students and teachers. The project culminated in the creation of a book that amplified the children's voices and disseminated the seismic history of the region, fostering improved seismic risk management. The educational strategies are replicable in other rural schools and can positively influence disaster risk reduction strategies while enhancing community resilience.

Development and application of the Scripted Animation Survey (SAS) for out-of-school time professional learning

ABSTRACT Despite the wealth of learning youth experience outside formal classrooms, relatively little research has been invested in understanding out-of-school-time (OST) educators’ professional learning (PL). We explore this need in the context of a STEM facilitation PL program (i.e. Afterschool Coaching for Reflective Educators in STEM, or ACRES) through their foundational PL module, Asking Purposeful Questions, by describing the development and use of the scripted animation survey (SAS) using the framework of educator noticing. First, we detail how we developed and validated an analysis approach to the SAS. Through iterative development with feedback from PL providers, we identified a delivery format; response process; and codebook that aligned with the program objectives and paralleled the feedback exchange structure familiar to participating educators. Second, we apply the educator noticing framework to illustrate a possible use of the SAS. In comparing pre- and post-administration of the SAS using the noticing framework, we identified a shift in respondents’ noticing to be more aware of youth activity relative to educator activity. We suggest that the SAS may be a useful tool to diagnose and respond to educator attention within a PL program, particularly when logistical and financial constraints restrict access to longitudinal videos of practice and interviews.

Book review: Kwok, Virginia H. Y. (2023). <i>Language learning in the digital age: YouTube and learners of English as a foreign language</i>. Cambridge Scholars Publishing.

YouTube has gained global popularity for language education, especially among young language learners in informal contexts. Language Learning in the Digital Age: YouTube and Learners of English as a Foreign Language by Virginia H. Y. Kwok explores how university students in Hong Kong use YouTube to enhance their English language proficiency outside formal classroom settings. Through a qualitative, case study approach, the author delves into diverse ways students navigate and personalise their language learning opportunities on YouTube. This paper reviews the book, focusing on how the book provides a nuanced understanding of student engagement with YouTube and its role in facilitating autonomous and self-directed language learning.

Research-Education Partnerships: A Co-Design Classroom for College Students with Intellectual and Developmental Disabilities

Co-design of technology encourages participation and decision-making input of end-users. In the case of technologies for individuals with Intellectual and Developmental Disabilities (IDD), the end-users are historically left out of the design process. Further deepening the disconnect between this group and technology, they are also excluded from formal technology design knowledge sharing, such as college courses. To address this, our study investigates the efficacy of a formal classroom adaptation of co-design activities to encourage learning and participation. Through collaboration between educators and designers, we adopted user-centered co-design activities to facilitate knowledge and application of technological design methods within a class of 13 students with IDD. Findings uncovered factors contributing to co-teaching collaboration planning and reflection between educators and designers, and ways that activities can provide accessible collaborative learning environments for students with IDD by supporting collaboration, cognitive engagement, and meta-cognition. We discuss how these factors can support successful co-teacher collaborations that promote student empowerment. Finally, we contribute collaborative co-teaching strategies for educational co-design activities for individuals with IDD.

The Integration of Socioscientific Issues-Based Education in Disaster Readiness and Risk Reduction in Enhancing Student Science Achievement

This research paper investigates the effects of integrating Socioscientific Issues-Based Education (SSIBE) into formal classroom instruction, specifically within the Disaster Readiness and Risk Reduction (DRRR) course for Grade 11 STEM students. The study employed a quasi-experimental pretest-posttest non-equivalent group design, comparing an experimental group exposed to SSIBE and a control group taught through traditional instruction. Findings revealed that both groups improved their post-test mean percentage scores, with the experimental group achieving mastery-level proficiency. Notably, the experimental group outperformed the control group in post-test scores, indicating the effectiveness of SSIBE in enhancing student science achievement. The integration of socioscientific issues was associated with improved critical thinking, problem-solving skills, and interdisciplinary understanding. Recommendations encompass active student engagement in SSIBE, teacher adoption of innovative methodologies, support from school administrators and government sectors, and avenues for future research exploring long-term impacts and potential challenges of SSIBE implementation.<div align="center"><table class="MsoNormalTable" style="width: 462.05pt; border-collapse: collapse; border: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0in 5.4pt 0in 5.4pt;" width="616" border="1" cellspacing="0" cellpadding="0"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; mso-yfti-lastrow: yes; height: 115.0pt;"><td style="width: 336.15pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; height: 115.0pt;" valign="top" width="448"><p class="MsoNormal" style="margin-left: -.75pt; line-height: 150%; mso-pagination: none;"><span style="mso-bidi-font-size: 10.0pt; line-height: 150%;" lang="EN-US">This research paper investigates the effects of integrating Socioscientific Issues-Based Education (SSIBE) into formal classroom instruction, specifically within the Disaster Readiness and Risk Reduction (DRRR) course for Grade 11 STEM students. The study employed a quasi-experimental pretest-posttest non-equivalent group design, comparing an experimental group exposed to SSIBE and a control group taught through traditional instruction. Findings revealed that both groups improved their post-test mean percentage scores, with the experimental group achieving mastery-level proficiency. Notably, the experimental group outperformed the control group in post-test scores, indicating the effectiveness of SSIBE in enhancing student science achievement. The integration of socioscientific issues was associated with improved critical thinking, problem-solving skills, and interdisciplinary understanding. Recommendations encompass active student engagement in SSIBE, teacher adoption of innovative methodologies, support from school administrators and government sectors, and avenues for future research exploring long-term impacts and potential challenges of SSIBE implementation.</span></p></td></tr></tbody></table></div>

Perceptual Variables and Nascent Entrepreneurship in Selected Latin American Countries.

Abstract Purpose: Provide empirical evidence of the impact of perceptual variables and beliefs on a person's decision to join or not to join the group of nascent entrepreneurs. Methodology: Logistic regression applied to the most recent data from nine Latin American countries available in the 2018 GEM survey. Following existing literature, we interconnect perceptual variables with control variables in the form of sociodemographic characteristics. Results: New entrepreneurs tend to depend more on subjective perceptions than on sociodemographic variables. Evidence suggests that having the confidence of possessing the necessary knowledge and skills plus knowing a model entrepreneur are inseparable variables with the greatest impact on the decision to become an entrepreneur. Our results also suggest that entrepreneurial knowledge does not necessarily originate from formal classroom education, as this variable was found to be not significant in the model. This supports the hypothesis that confidence in one's knowledge and abilities result from the contact with other entrepreneurs who serve as role models, instructors and mentors, which is consistent with Social Learning Theory.

INFORMAL DIGITAL LEARNING OF ENGLISH TO SUPPORT A FORMAL SPEAKING COURSE: EFL PRESERVICE TEACHERS’ PERCEPTIONS AND IMPLEMENTATION IDEAS

This study aimed at exploring how English as a foreign language (hereafter, EFL) preservice teacher (hereafter, PSTs) who had no teaching experience perceived Informal Digital Learning of English (hereafter, IDLE) and their IDLE implementation ideas for their future students’ out-of-class activities to support formal classroom instruction. The researchers employed a basic qualitative design to understand the participants’ perceptions and implementation ideas. The data were gathered through interviews and document analysis, and subsequently, 14 EFL PSTs with no prior teaching experience were recruited using a purposive sampling strategy. The data were transcribed, coded, and analyzed using inductive thematic analysis. The findings give new insights that the participants had positive perceptions towards IDLE and had various implementation ideas of IDLE for their future students, mostly through disrupting Web 2.0 technology tools, even though they had no teaching experience using technology. Two implications for English educators and teacher education programs are highlighted in this article: changing teachers’ mindsets towards EFL learning and the insertion of IDLE as a topic into pedagogy courses.

The Urgency, Strategies, and Problems of Mastering Arabic Language for Islamic Preaching Communication

This study aims to examine the urgency, strategies, and problems in mastering the Arabic language for Islamic preaching communication. The focus of the research is on the students of the Faculty of Dakwah at Universitas Islam Negeri (UIN) Jakarta. Mastery of Arabic is considered crucial as it is the primary language of Islamic literature, which is fundamental to preaching activities. The research employs a qualitative method with a case study approach. Data were collected through interviews, observations, and documentation. The findings indicate that mastering Arabic is essential for enhancing understanding and effectively conveying Islamic messages. The strategies employed by students include formal classroom learning, self-study, and participation in extracurricular programs related to the Arabic language. However, students face various challenges, such as time constraints, lack of resources, and less varied teaching methods. The study recommends improving the quality of Arabic language teaching through more interactive methods and providing adequate resources to support learning. These findings provide insights for the development of a more effective Arabic language curriculum and learning strategies in Islamic higher education institutions.

Designing Instruction to Guide Reflection

Reflection is critical because it helps the learner encode their new knowledge, helping them tie what they experienced in class with what they already know and believe. This article aims to provide a few strategies to help guide reflection. These strategies can be used to inform teaching in the formal classroom, Extension programming, and non-formal teaching. Written by R. G. (Tre) Easterly III and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Voices from the other Side: Reclaiming Africa’s Story through Social Media

With the meteoric advancements in science and technology, the world has increasingly evolved into a global village: bringing in diverse nationalities together at the global table. In this new tapestry of cultures and identities, Africa, with its torturous past history of racism, slavery and colonization, which adversely eroded her cultures and identity, often struggles to extricate itself and stand out in this heavy cauldron of misresented narratives and global influences that threaten to drown out her distinctive voice. This study, cognizant of the current global tilt of young people away from a formal classroom setting towards the more hybrid social media platforms, coupled with the democratization of information dissemination and interactions that these platforms bring, poses a critical research question: Can social media serve as a newmedium for reclaiming Africa’s story? To answer this, the study employing a method of critical analysis and relying heavily on secondary sources such as books, research articles and archives to carry out the discourse, discovers that misrepresentation of Africa overtime by Western media has led to identity crisis for Africans, especially young Africans of the contemporary age, who do not know Africa beyond the Western narrative. It notes that given the common place of social media in the contemporary world, it can serve as a veritable instrument for reclaiming Africa’s story: creating a balance in past narratives told by the West and currently by globalization, which robs Africa of its distinctive identity.

Out-of-class Language Learning (OCLL): A Case Study of a Visually-Impaired EFL Learner

There is an increasing concern on how to meet the needs of English as a Foreign Language (EFL) learners with visual impairments. Existing literature has explored how visually-impaired EFL learners participate in learning activities within the formal classroom. However, there is a lack of research examining their out-of-class language learning (OCLL) activities. Therefore, anchored on Benson's (2011) concept of OCLL, a qualitative case study was conducted to investigate the OCLL behaviors of a proficient visually impaired EFL learner. Through personal interviews and journal writings, the study identified three primary stages of OCLL activities that the participant went through: the initial exposure to English, the early production of English, and the development of communication skills. The study revealed that the participant transitioned from passive to active learning by effectively exploring the locus of control and combining a physical and online learning environment. Additionally, the social dimension, encompassing peer interaction and support, helped the participant in optimizing their learning outcomes.

Proto.IoT: supporting IoT prototype ideation for non-experts in the classroom

ABSTRACT This paper introduces Proto.IoT, an IoT prototyping toolkit designed to complement teaching in Higher Education (HE) by enabling non-expert users to learn IoT concepts through making within time-constrained lecture settings. The significance of Proto.IoT lies in its abstraction of hardware and software implementations, facilitating accessibility for non-experts through a visual rule-based programming environment and plug-and-play approaches. A pilot study, involving 25 IoT developers from the UK and Malaysia, evaluated the IoT back-end system architecture, revealing that Proto.IoT was perceived as user-friendly and effective in reducing development time. The main evaluation focused on the toolkit's front-end rule-based graphical user interface (GUI), engaging 41 undergraduate students. Results indicated that the toolkit supported prototype ideation and was intuitive to use. These findings illustrate the potential of IoT prototyping toolkits to complement traditional lectures, fostering rapid prototyping and ideation, thus facilitating maker education within formal classroom settings.

A Systematic Literature Review of Informal STEM Learning

Student learning outside the formal classroom is inextricably linked to informal learning environments. In many countries, most activities that employ informal learning prioritize the integration of science, technology, engineering, and mathematics (STEM) disciplines and have shown a positive impact on increasing students’ interest, self-efficacy, and awareness of the STEM field. Thus, this study aims to systematically review the activities reported in the relevant studies focusing on informal STEM learning for K–12. High-index journals published under SCOPUS and Web of Science databases were utilized using a predetermined search strategy and retrieved two research team members’ screened articles. Only empirical studies containing the terms “STEM education”, “summer camp”, and “informal learning” in the title, abstract, and keyword were included. Data were coded and organized into a matrix that was qualitatively assessed and categorized into themes. Based on the 25 studies reviewed, it was found that the integration of STEM disciplines in informal learning is notably varied. The characteristics of the STEM activities can be organized into seven themes: inquiry, focus on problems, design, cooperative learning, student-centred, hands-on, and 21st-century skills. Practice recommendations include a quality curriculum that aligns with informal STEM learning needs.

Rocks Really Rock: electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students

Abstract. Earth sciences (ESs) are relevant to society and its relationship with the Earth system. However, ES education in K-12 environments in the United States faces several challenges, including limited exposure to ESs, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public's perception of the relevance of ES. In recent years, informal science communication and outreach platforms such as the Streaming Science model of electronic field trips (EFTs), which connect K-12 classrooms with science, engineering, technology, and mathematics (STEM) professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact on ES education has yet to be studied. This study presents the creation and implementation of an EFT in geology called “Rocks Really Rock: An Electronic Field Trip across Geological Time.” The program was implemented in seven schools in spring 2022. The EFT was built in Web Google Earth and had six stops that featured prerecorded videos recorded in different locations in Idaho (USA). The lead presenter or author used multimedia and science communication strategies such as storytelling to develop and teach concepts related to geological time, rock formation, and landscape-forming geological processes. The content aligned with four specific topics listed in the National Science Foundation's Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle-school classrooms. Participating students (n=120) completed a post-assessment after the program implementation to evaluate its impact. Results showed that the EFT positively impacted students' attitudes toward geology, geology careers, and perceptions of geology literacy. We identified the three main factors that determined a positive attitude change in K-12 students toward ES: (1) the use of videos and the Web Google Earth platform to create outreach materials for K-12 students, (2) the use of storytelling to craft the content of an EFT, and (3) the asynchronous interactions between teacher, student, and scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle- and high-school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and that can be extended to other ES areas and distributed to students in middle, high, and home schools to support science educators in ES education.

English Language Attrition Levels and Language Maintenance Efforts among Indonesian Non-English Department Students

In the EFL context, the primary linguistic environment for learners is a formal classroom in which they receive input, feedback, and opportunities to practice with teachers and other learners. However, as learners graduate from schools, they might no longer have access to such an environment and thus be deprived of the main intake to support acquisition and retention, which makes them susceptible to language attrition. This study aims to explore the levels of attrition experienced by 165 multilingual non-English department students 30 months after graduating from their secondary schools, the possible factors associated with attrition, and the predictive power of some language maintenance efforts (LMEs) on English attrition. The participants took standardized English tests, that is, Test 1 and Test 2 administered within a 24-month interval and responded to a questionnaire about LMEs. A paired t-test was used to establish a link between attrition level and the identified factors. A multiple linear regression analysis was conducted to determine the predictive power of LMEs for attrition. The results show that learners with different proficiency levels experience different levels of attrition. Factors like attitude and motivation showed different degrees of correlation with attrition. A negative correlation was found in the three dimensions of LMEs: entertainment, literacy activity, and academic activity. Contrary to popular literature on first- and second-language attrition, the dimension of social interaction has a very low predictive power for foreign-language attrition.

Scaling the wall: overcoming barriers to STEM knowledge mobilization

Improving science literacy is crucial amidst global challenges like climate change, emerging diseases, AI, and rampant disinformation. This is vital not only for future STEM generations but for all, to make informed decisions. Informal science communication efforts such as podcasts, popular science articles, and museum events are an essential part of the infrastructure for mobilizing knowledge and nurturing science literacy. However, in this Perspective, we emphasize the need to grow our capacity for STEM outreach in the formal K-12 classroom. While the majority of informal outreach mechanisms require audience members to seek out content, classrooms include those hard-to-reach target audiences that are not already STEM-engaged. We contrast the multitude of resources that have been developed to support informal outreach in recent decades with a relative paucity of such efforts in the K-12 formal classroom realm. We advocate for a more balanced deployment of resources and efforts between these two vital components of our knowledge mobilization and STEM engagement infrastructure. In particular, we highlight the key role of K-12 teachers as conduits for knowledge dissemination and the need for greater collaboration between scientists and teachers at individual and organizational levels. We also advocate for greater collaboration across programs in both the informal and formal outreach space, and dedicated effort to construct dissemination networks to share outreach materials at scale across disparate programs. The aim of our piece is to generate discussion about how we might refocus goals, funding mechanisms, and policies to grow the science-engaged society necessary to confront future challenges.

Exploring efficiencies of informal learning space: a case study

PurposeSystematic efforts to study students' use of informal learning spaces are crucial for determining how, when and why students use such spaces. This case study provides an example of an effort to evaluate an informal learning space on the basis of students' usage of the space and the features within the space.Design/methodology/approachUse of heatmap camera technology and a semi-structured interview with a supervisor of an informal learning space supported the mixed-methods evaluation of the space.FindingsFindings from both the heatmap outputs and semi-structured interview suggested that students' use of the informal learning space is limited due to the location of the space on campus and circumstances surrounding students' day-to-day schedules and needs.Practical implicationsFindings from both the heatmap outputs and semi-structured interview suggested that students' use of the informal learning space is limited due to the location of the space on campus and circumstances surrounding students' day-to-day schedules and needs. These findings are actively contributing to the authors’ institution’s efforts surrounding planning, funding and design of other informal learning spaces on campus.Originality/valueWhile most research on instructors' and students' use of space has taken place in formal classrooms, some higher education scholars have explored ways in which college and university students use informal spaces around their campuses (e.g. Harrop and Turpin, 2013; Ramu et al., 2022). Given the extensive time students spend on their campuses outside of formal class meetings (Deepwell and Malik, 2008), higher education institutions must take measures to better understand how their students use informal learning spaces to allocate resources toward the optimization of such spaces. This mixed-methods case study advances the emerging global discussion on how, when and why students use informal learning spaces.

Experiences of female Chinese university students in Japan: A diary study with a grounded theory approach

The focus of this study is to explore the relationship between linguistic and cultural learning processes that female Chinese university exchange students perceived in Japan over one academic year. Methodologically, the data for diary entries with follow-up interviews were analyzed and interpreted, using a grounded theory approach. The main findings were that: none of the Chinese sojourners’ experiences during study abroad represented the models of conceptualizing adaptive changes (Lysgaard, 1955; Oberg 1960). At a linguistic level, the sojourners experienced language shock at the initial arrival stage while at the cultural level, they came to develop negative attitudes towards hosts over time. In the perceptions of linguistically- and culturally-specific restructuring processes in the host environment, with the impact of rich formal classroom instruction and learning in the home country, the sojourners were constructing dual identities negotiated with age and gender. They wished to celebrate their youth with hosts of the same generation by becoming involved in similar linguistic usage on one hand, and to behave in a polite manner like elderly women at linguistic and cultural levels on the other hand.

Users’ Perspectives on Improving English Skills Through Twitter and Telegram

The need to use English in communication places English as an important language to master, especially in this modern era of the Internet. The Internet provides a bunch of information with fast distribution and a wide networking reach. The Internet can also provide material to learn English, which can be accessed for free. The two platforms that provide this access are Twitter and Telegram. Based on this phenomenon, this research aims to dig deeply into users’ perspectives related to their experience using Twitter and Telegram to improve their English skills. The method used in this research is descriptivequalitative. The data sources were collected from open-ended structured interviews, follow-up interviews, and library research. The subjects of the interview are Twitter and Telegram users who use the application to learn English outside of their formal classroom. The analysis of the interviews was done by taking notes and recording the interview results. In addition, the interview results were interpreted and transcribed into English using formal academic language. The journal analysis was conducted by summarizing and synthesizing the sources to record the title, author, year of publication, research background, research questions, and research findings and discussion. The findings show that users have positive responses and experience using Twitter and Telegram to improve their English skills.

Measuring learning in digital games: Applying a game‐based assessment framework

Digital games (DGs) have the potential to immerse learners in simulated real‐world environments that foster contextualised and active learning experiences. These also offer opportunities for performance assessments by providing an environment for students to carry out tasks requiring the application of knowledge and skills learned in the classroom. Although widely used for teaching and learning, there are challenges in using digital game applications for assessment. Designing assessments around tasks in complex learning environments like DGs is not always easy, particularly for educators new to using these technologies for teaching. This paper presents a game‐based assessment framework (GBAF) that is designed to be educator‐friendly and useful for the design of assessments for immersive learning environments. The application of the framework to the design of embedded and external (multiple‐choice questions) assessments is also presented. The GBAF offered an easy and structured basis for the design of two distinct assessments for a computer game. It provides educators with useful guidelines for designing assessments around pre‐existing games. Practitioner notesWhat is already known about this topicImmersive technologies are increasingly being used for teaching and learning due to their benefits to knowledge and skills acquisition. However, for educators interested in using these tools for formal classroom teaching, there is a lack of resources and guidance on assessment designs and implementations. The most commonly used assessment design framework, the evidence‐centred design (ECD), is complicated to use, requiring advanced machine learning skills to implement. This has so far limited its use to large‐scale computerised and game‐based testing.What this paper addsThis paper presents a framework developed to guide educators through the design and implementation of assessments when teaching with immersive learning applications. Grounded in the constructive alignment principles and the ECD framework, the game‐based assessment framework is designed to help educators align assessment tasks to game tasks and the intended learning outcomes. It also provides step‐by‐step guidelines for the identification of appropriate immersive applications. It shows the practical application of the framework to the design of embedded (in‐game) assessments and external (multiple‐choice tests) assessments.Implications for practice and/or policyThe framework presented in this paper provides a structured and pedagogically sound basis for the design of assessments when measuring performance, or skills and knowledge acquisition with immersive learning applications.